The potential of student as partners approaches for humanitarian developments
DOI :
https://doi.org/10.15173/ijsap.v8i1.5551Mots-clés :
Students as Partners, Humanitarian Action, Student Engagement, humanitarian development, student voice, higher educationRésumé
This article explores the potential for students-as-partners models developed in the scholarship of teaching and learning and educational development fields to be expanded to new agendas such as humanitarian developments and other agendas related to the so-called civic university. There is a growing appetite for students and staff to work in partnership due to the mutual benefits for both parties (Mapstone et al., 2017), yet the majority of the published works on students as partners is almost exclusively reporting upon partnership activities relating to curriculum and wider student experience developments in higher education. This paper explores the literature on best practice for working with students as partners in order to create new recommendations for how the students-as-partners model can be applied successfully for community and humanitarian development projects, rather than curricular, teaching, or research projects By drawing on literature from student voice, student engagement in quality assurance, and co-design, this paper will highlight the great potential of student-staff partnerships for addressing other development agendas globally.
Téléchargements
Références
Ahn, M. Y., & Davis, H. (2020). Sense of belonging as an indicator of social capital. International Journal of Sociology & Social Policy, 40(7/8), 627–642. https://doi.org/10.1108/IJSSP-12-2019-0258
Becker, L., Collier, J., & Setter, J. (2018). Students as change partners in the School of Literature and Languages at the University of Reading. The Journal of Educational Innovation, Partnership and Change, 4(1).
Bols, A. (2020). The changing nature and importance of student representation. In T. Lowe & Y. El Hakim (Eds.), A handbook for student engagement in higher education: Theory into practice. Routledge. https://doi.org/10.4324/9780429023033-6
Bovill, C., & Woolmer, C. (2019). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78(3), 407-422. https://doi.org/10.1007/s10734-018-0349-8
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N., 2016. Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71, pp.195-208. https://doi.org/10.1007/s10734-015-9896-4
Bovill, C. (2013). Students and staff co-creating curricula: An example of good practice in higher education. The student engagement handbook: Practice in higher education, 461-475.
Brooks, R., Byford, K., & Sela, K. (2015). The changing role of students’ unions within contemporary higher education. Journal of Education Policy, 30(2), 165–181. https://doi.org/10.1080/02680939.2014.924562
Bryson, C., & Callaghan, L. (2021). A whole cohort approach to working in partnership between students and staff: problematising the issues and evaluating the outcomes. Student Engagement in Higher Education Journal, 3(2), 176–196. https://sehej.raise-network.com/raise/article/view/1023
Buckley, A. (2014). How radical is student engagement? (And what is it for?). Student Engagement and Experience Journal, 3(2), 1–23. https://doi.org/10.7190/seej.v3i2.95
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 17(3), 7. https://doi.org/10.1016/0307–4412(89)90094–0
Coombe, L., Huang, J., Russell, S., Sheppard, K., & Khosravi, H. (2018). Students as partners in action: Evaluating a university-wide initiative. International Journal for Students as Partners, 2(2), 85–95. https://doi.org/10.15173/ijsap.v2i2.3576
Cook Sather, A. (2022). Exploring Attitudes and Intentions that Foster Student-Staff Partnership Work. Journal of Education Innovation, Partnership and Change, 8(2). https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1186
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.
Crawford, K. (2012). Rethinking the student/teacher nexus: Students as consultants on teaching in higher education. In M. Neary, H. Stevenson, & L. Bell (Eds.), Towards teaching in public: Reshaping the modern university. Bloomsbury Publishing.
Czerniawski, G., & Kidd, W. (Eds.). (2011). Student voice handbook: Bridging the academic/practitioner divide. Emerald Group Publishing.
Dewey, J. (1916). Democracy and education. The Macmillan Company. https://doi.org/10.2307/2178611
Dunne, E. (2016). ‘Design thinking: A framework for student engagement? A personal view.’ Journal of Educational Innovation, Partnership and Change, 2(1). http://dx.doi.org/10.21100/jeipc.v2i1.317
Dunne, E., & Zandstra, R. (2011). Students as change agents: New ways of engaging with learning and teaching in higher education. ESCalate (The Higher Education Academy’s Subject Centre for Education). http://escalate.ac.uk/downloads/8247.pdf
European Association for Quality Assurance (ENQA). (2005). Standards and guidelines for quality assurance in the European higher education area (ESA). https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
Felten, P., & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. JHU Press.
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British educational research journal, 30(2), 295–311. https://doi.org/10.1080/0141192042000195236
Fletcher, A. (2020). Going beyond student voice through meta-level education transformation. In T. Lowe & Y. El Hakim (Eds.), A handbook for student engagement in higher education: Theory into practice. Routledge.
Fletcher, A. F. (2017). Student voice revolution: The meaningful student involvement handbook. CommonAction Publishing.
Freeman, R., Millard, L., Brand, S., & Chapman, P. (2014). Student academic partners: Student employment for collaborative learning and teaching development. Innovations in Education and Teaching International, 51(3), 233–243. https://doi.org/10.1080/14703297.2013.778064
Freire, P. (1973). Education for critical consciousness (Vol. 1). Bloomsbury Publishing.
Garcia, I., Noguera, I., & Cortada-Pujol, M. (2018). Students’ perspective on participation in a co-design process of learning scenarios. The Journal of Educational Innovation, Partnership and Change, 4(1).
Green, P. (2011). A literature review of peer assisted learning (PAL). National HE STEM.
Healey, M., & Healey, R. (2018). ‘It depends’: Exploring the context-dependent nature of students as partners practices and policies. International Journal for Students as Partners, 2(1), 1–10. https://doi.org/10.15173/ijsap.v2i1.3472
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, R. L. (2023). A guide to working with students as partners: University of Chester case studies. Centre for Academic Innovation and Development, University of Chester. https://www.chester.ac.uk/media/media/documents/guides/University_of_Chester_Students_as_Partners_Case_Studies.pdf
Ho, E. (2017). Small steps toward an ethos of partnership in a Hong Kong university: Lessons from a focus group on “homework”. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3198
Isaeva, R., Eisenschmidt, E., Vanari, K., & Kumpas-Lenk, K. (2020). Students’ views on dialogue: Improving student engagement in the quality assurance process. Quality in Higher Education, 26(1), 80–97. https://doi.org/10.1080/13538322.2020.1729307
Kay, J., Dunne, E., & Hutchinson, J. (2010). Rethinking the values of higher education-students as change agents? Quality Assurance Agency for Higher Education (QAA). https://dera.ioe.ac.uk/1193/
Keenan, C. (2014). Mapping student-led peer learning in the UK. Higher Education Academy, 8. https://www.advance-he.ac.uk/knowledge-hub/mapping-student-led-peer-learning-uk
Lansdown, G. (2011). Every child’s right to be heard: A resource guide on the UN committee on the rights of the child general comment (No. 12). Unicef and Save the Children. https://resourcecentre.savethechildren.net/document/every-childs-right-be-heard-resource-guide-un-committee-rights-child-general-comment-no-12/
LeBihan, J., Lowe, T., & Marie, J. (2018). Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: Perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1(2), 173–180. https://journals.le.ac.uk/ojs1/index.php/jlthe/article/view/2954
Lincoln Students’ Union (n.d.) What are Student Recruiters? https://lincolnsu.com/change-and-represent/academic-opportunities/student-recruiters
Lowe, C. V., & Lowe, T. (2023). Accessibility to student engagement opportunities: A focus on ‘hard-to-reach’ universities. In T. Lowe (Ed.), Advancing Student Engagement in Higher Education (pp. 82-93). Routledge. https://doi.org/10.4324/9781003271789-8
Lowe, T., & El Hakim, Y. (Eds.) (2020). A handbook for student engagement in higher education: Theory into practice. Routledge. https://doi.org/10.4324/9780429023033
Lowe, T., Shaw, C., Sims, S., King, S., & Paddison, A. (2017). The development of contemporary student engagement practices at the University of Winchester & Winchester Student Union. International Journal for Students as Partners, 1(1), 132-144. https://doi.org/10.15173/ijsap.v1i1.3082
Marie, J. and Sims, S., 2023. Control, freedom and structure in student–staff partnerships. . In T. Lowe (Ed.), Advancing Student Engagement in Higher Education (pp. 123-134). Routledge.
Marie, J., Arif, M., & Joshi, T. (2016). UCL ChangeMakers projects: Supporting staff/student partnership on educational enhancement projects. Student Engagement in Higher Education Journal, 1(1).
Marie, J., & Azuma, F. (2018). Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2(1), 70–77.
Marquis, E., Jayaratnam, A., Mishra, A., & Rybkina, K. (2018). “I feel like some students are better connected”: Students’ perspectives on applying for extracurricular partnership opportunities. International Journal for Students as Partners, 2(1), 64–81. https://doi.org/10.15173/ijsap.v2i1.3300
Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student–staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15. https://doi.org/10.1080/1360144X.2015.1113538
Matthews, K. E., Cook-Sather, A., & Healey, M. (2018). Connecting learning, teaching, and research through student-staff partnerships: Toward universities as egalitarian learning communities. In V. C. H. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students: Ways to connect research and teaching (pp. 23–29). UCL Press. https://doi.org/10.2307/j.ctt21c4tcm.7
Mercer-Mapstone, L., & Bovill, C. (2019). Equity and diversity in institutional approaches to student–staff partnership schemes in higher education. Studies in Higher Education, 45(12), 2541–2557. https://doi.org/10.1080/03075079.2019.1620721
Mercer-Mapstone, L., & Clarke, A. (2018). A partnership approach to scaling up student-staff partnership at a large research-intensive university. The Journal of Educational Innovation, Partnership and Change, 4(1).
Mercer-Mapstone, L., & Marie, J. (2019). Practical guide: Scaling up student-staff partnerships in higher education. University of Edinburgh. https://discovery.ucl.ac.uk/id/eprint/10069252/
National Union of Students (NUS). (2012). A manifesto for partnership. https://www.nusconnect.org.uk/resources/a-manifesto-for-partnership-2013
Owen, D. (2013). Students engaged in academic subject review. In E. Dunne, & D. Owen (Eds.), Student engagement handbook: Practice in higher education. Emerald Group Publishing.
Peseta, T, A., Pizzica. J., Beathe, A., Jose, C., Lynch, R., Manthos, M., Nguyen, K., & Raza, H. (2020). Partnership mindset: Students as partners in and beyond the academy. In L. Mercer-Mapstone & S. Abbot (Eds.), Power of partnership: Students, staff, and faculty revolutionizing higher education. Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa2.6
Piper, R., & Emmanuel, T. (2019). Co-producing mental health strategies with students: A guide for the higher education sector. Student Minds. https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/cpdn_document_artwork.pdf
QAA. (2018). UK quality code for higher education: Advice and guidance: Student engagement. United Kingdom Standing Committee for Quality Assessment & Quality Assurance Agency for Higher Education. https://www.qaa.ac.uk/the-quality-code/advice-and-guidance/student-engagement
Shaw, C., & Atvars, T. (2018). Two sides of the same coin: A university and student union perspective on partnership and risk. Teaching and Learning Together in Higher Education, 1(24), 6. https://repository.brynmawr.edu/tlthe/vol1/iss24/6
Sims, S., King, S., Lowe, T., & El Hakim, Y. (2016). Evaluating partnership and impact in the first year of the Student Fellows Scheme. Journal of Educational Innovation, Partnership and Change, 2(1). http://dx.doi.org/10.21100/jeipc.v2i1.257
Steen, M., Manschot, M., & De Koning, N. (2011). Benefits of co-design in service design projects. International journal of design, 5(2).
Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: A summary of findings and recommendations from the What Works? Student Retention and Success programme. Paul Hamlyn Foundation. https://www.phf.org.uk/wp-content/uploads/2014/10/What-Works-Summary-report.pdf
Warren, D., & Luebsen, W. (2017). “Getting into the flow of university”: A coaching approach to student peer support. The Journal of Educational Innovation, Partnership and Change, 3(1), 262–269. https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/599
Weller, S., & Mahbubul, A. (2018). The student role in quality: From data source to partner and back again. In R. Ellis & E. Hogard (Eds.), Handbook of quality assurance for university teaching. Routledge.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Tom Lowe, Maria Moxey 2024
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
