The Emerging Landscape of Student–Staff Partnerships in Higher Education

Ollis, Lucie; Gravett, Karen

doi:10.1007/978-3-030-35396-4_2

The Emerging Landscape of Student–Staff Partnerships in Higher Education

Lucie Ollis⁴ &
Karen Gravett⁵

Chapter
First Online: 23 January 2020

510 Accesses
4 Citations

Abstract

This chapter examines the growing literature on student–staff partnerships. Within the context of higher education, conceptualising students as partners is a way for students and staff to work together to enhance teaching and learning experiences. These partnerships can be characterised in a variety of ways and may occur in many different educational settings. Students can take on a number of different roles, including consultant, co-researcher, pedagogical co-designer and representative. This chapter considers how to define what a student–staff partnership is and explores the benefits of partnership approaches, including enhanced student engagement, enhanced student employability and improved student–staff relations. It also examines purported challenges such as funding and time constraints, and the difficulty of power relations between staff and students.

This is a preview of subscription content, access via your institution.

Chapter: USD 29.95; Price excludes VAT (USA)

eBook: USD 129.00; Price excludes VAT (USA)

Softcover Book: USD 169.99; Price excludes VAT (USA)

Hardcover Book: USD 169.99; Price excludes VAT (USA)

Learn about institutional subscriptions

References

Ahmad, A., Ali, A., Vanmaaren, J., Barrington, J., Merritt, O., & Ansilio, K. (2017). Partnership in practice: Implementing Healey’s conceptual model. International Journal for Students as Partners, 1(2).
Google Scholar
Allin, L. (2014). Collaboration between staff and students in the scholarship of teaching and learning: The potential and the problems. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), 95–102. https://doi.org/10.2979/teachlearninqu.2.1.95.
CrossRef Google Scholar
Bell, A. (2016). Students as co-inquirers in Australian higher education: Opportunities and challenges. Teaching and Learning Inquiry. https://doi.org/10.20343/teachlearninqu.4.2.8.
Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28–40. https://doi.org/10.1080/1360144X.2015.1120734.
CrossRef Google Scholar
Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15–25. https://doi.org/10.1080/14703297.2013.770264.
CrossRef Google Scholar
Bovill, C., Aitken, G., Hutchison, J., Morrison, F., Roseweir, K., Scott, A., … Rija, F. (2010). Experiences of learning through collaborative evaluation from a masters programme in professional education. International Journal for Academic Development, 15(2), 143–154. https://doi.org/10.1080/13601441003738343.
CrossRef Google Scholar
Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690.
CrossRef Google Scholar
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & 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(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4.
CrossRef Google Scholar
Bovill, C., & Woolmer, C. (2018). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 407–422. https://doi.org/10.1007/s10734-018-0349-8.
CrossRef Google Scholar
Brooman, S., Darwent, S., & Pimor, A. (2014). The student voice in higher education curriculum design: Is there value in listening? Innovations in Education and Teaching International, 52(6), 663–674. https://doi.org/10.1080/14703297.2014.910128.
CrossRef Google Scholar
Bunnell, S., & Bernstein, D. (2014). Improving engagement and learning through sharing course design with students: A multi-level case. Teaching and Learning Together in Higher Education, 1(13), 2. https://repository.brynmawr.edu/tlthe/vol1/iss13/2.
Carey, P. (2013). Student as co-producer in a marketised higher education system: A case study of students’ experience of participation in curriculum design. Innovations in Education and Teaching International, 50(3), 250–260. https://doi.org/10.1080/14703297.2013.796714org/10.1080/14703297.2013.796714.
CrossRef Google Scholar
Charkoudian, L., Bitners, A. C., Bloch, N. B., & Nawal, S. (2015). Dynamic discussions and informed improvements: Student-led revision of first-semester organic chemistry. Teaching and Learning Together in Higher Education (15). https://repository.brynmawr.edu/tlthe/vol1/iss15/5/.
Conner, J. (2012). Steps in walking the talk: How working with a student consultant helped me integrate student voice more fully into my pedagogical planning and practice. Teaching and Learning Together in Higher Education (6). http://repository.brynmawr.edu/tlthe/vol1/iss6/6.
Cook-Sather, A. (2014a). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science, 42, 31–46. https://doi.org/10.1007/s11251-013-9292-3.
CrossRef Google Scholar
Cook-Sather, A. (2014b). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development, 19(3), 186–198. https://doi.org/10.1080/1360144X.2013.805694.
CrossRef Google Scholar
Cook-Sather, A. (2016). Undergraduate students as partners in new faculty orientation and academic development. International Journal of Academic Development, 21(2), 151–162. https://doi.org/10.1080/1360144X.2016.1156543.
CrossRef Google Scholar
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching & learning: A guide for faculty. San Francisco: Jossey-Bass.
Google Scholar
Curran, R. (2017). Students as partners—good for students, good for staff: A study on the impact of partnership working and how this translates to improved student-staff engagement. International Journal for Students as Partners, 1(2), 1–16.
CrossRef Google Scholar
Deeley, S. J., & Bovill, C. (2017). Staff student partnership in assessment: Enhancing assessment literacy through democratic practices. Assessment & Evaluation in Higher Education, 42(3), 463–477. https://doi.org/10.1080/02602938.2015.1126551.
CrossRef Google Scholar
Diaz, A., Jenkins, R., Kay, A., Pye, A., Morley, D., & Garavito, N. (2015). A SWOT (Strengths, Weaknesses, Opportunities and Threats) evaluation of university student-staff partnerships in co-creating educational resources, peer support and research within STEM (Science, Technology, Engineering and Mathematics) subjects. Journal of Scientific Research & Reports, 5(2), 161–170. https://doi.org/10.9734/JSRR/2015/14498.
CrossRef Google Scholar
Gravett, K., Kinchin, I. M., & Winstone, N. E. (2019). “More than customers”: Conceptions of students as partners held by students, staff, and institutional leaders. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1623769.
CrossRef Google Scholar
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: HE Academy.
Google Scholar
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2), 1–13. https://doi.org/10.20343/teachlearninqu.4.2.3.
Huxham, M., Hunter, M., Mcintyre, A., Shilland, R., & Mcarthur, J. (2015). Student and teacher co-navigation of a course: Following the natural lines of academic enquiry. Teaching in Higher Education, 20(5), 530–541. https://doi.org/10.1080/13562517.2015.1036730org/10.1080/13562517.2015.1036730.
CrossRef Google Scholar
Jarvis, J., Dickerson, C., & Stockwell, L. (2013). Staff-student partnership in practice in higher education: The impact on learning and teaching. Procedia—Social and Behavioral Sciences, 90, 220–225. https://doi.org/10.1016/j.sbspro.2013.07.085.
CrossRef Google Scholar
Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41–53. https://doi.org/10.1080/1360144X.2015.1113537.
CrossRef Google Scholar
Kandiko Howson, C., & Weller, S. (2016). Defining pedagogic expertise: Students and new lecturers as co-developers in learning and teaching. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2), 1–14. https://doi.org/10.20343/teachlearninqu.4.2.6.
Little, S. (2016). Promoting a collective conscience: Designing a resilient staff–student partnership model for educational development. International Journal for Academic Development, 21(4), 273–285. https://doi.org/10.1080/1360144X.2016.1209505.
CrossRef Google Scholar
Lubicz-Nawrocka, T. M. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2(1), 47–63.
CrossRef Google Scholar
Marie, J., & Mcgowan, S. (2017). Moving towards sustainable outcomes in student partnerships: Partnership values in the pilot year. International Journal for Students as Partners, 1(2), 1–15.
CrossRef Google Scholar
Marquis, E., Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: The reflections of participants at an international summer institute. Teaching in Higher Education, 22(6), 720–735. https://doi.org/10.1080/13562517.2017.1289510.
CrossRef Google Scholar
Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1), 1–5.
Google Scholar
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 957–961. https://doi.org/10.1007/s10734-018-0257-y.
CrossRef Google Scholar
Maunder, R. (2015). Working with students as partners in pedagogic research: Staff and student experiences of participating in an institutional bursary scheme. Journal of Educational Innovation, Partnership and Change, 1(1), 7. Retrieved from https://journals.gre.ac.uk/index.php/studentchangeagents/issue/view/35.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., … Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119.
Mihans, R. J., Long, D. T., & Felten, P. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2). https://doi.org/10.20429/ijsotl.2008.020216.
Moore-Cherry, N., Healey, R., Nicholson, D. T., & Andrews, W. (2016). Inclusive partnership: Enhancing student engagement in geography. Journal of Geography in Higher Education, 40(1), 84–103. https://doi.org/10.1080/03098265.2015.1066316.
CrossRef Google Scholar
Murphy, R., Nixon, S., Brooman, S., & Fearon, D. (2017). I am wary of giving too much power to students: Addressing the “but” in the principle of staff-student partnership. International Journal for Students as Partners, 1(1), 1–16.
Google Scholar
Woolmer, C., Sneddon, P., Curry, G., Hill, B., Fehertavi, S., Longbone, C., & Wallace, K. (2016). Student staff partnership to create an interdisciplinary science skills course in a research intensive university. International Journal for Academic Development, 21(1), 16–27. https://doi.org/10.1080/1360144X.2015.1113969.
CrossRef Google Scholar

Download references

Author information

Authors and Affiliations

University of Surrey, Guildford, UK
Lucie Ollis
Department of Higher Education, University of Surrey, Guildford, UK
Karen Gravett

Authors

Lucie Ollis
View author publications
You can also search for this author in PubMed Google Scholar
Karen Gravett
View author publications
You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Karen Gravett .

Editor information

Editors and Affiliations

Department of Higher Education, University of Surrey, Guildford, UK
Karen Gravett
Doctoral College, University of Surrey, Guildford, UK
Nadya Yakovchuk
Department of Higher Education, University of Surrey, Guildford, UK
Ian M. Kinchin

Rights and permissions

Reprints and Permissions

Copyright information

About this chapter

Cite this chapter

Ollis, L., Gravett, K. (2020). The Emerging Landscape of Student–Staff Partnerships in Higher Education. In: Gravett, K., Yakovchuk, N., Kinchin, I. (eds) Enhancing Student-Centred Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35396-4_2

Download citation

DOI: https://doi.org/10.1007/978-3-030-35396-4_2
Published: 23 January 2020
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-35395-7
Online ISBN: 978-3-030-35396-4
eBook Packages: EducationEducation (R0)