Pedagogies of partnership: what works (original) (raw)
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International Journal for Students as Partners
This paper situates Students as Partners (SaP) within the broader construct of student engagement so that we can examine the influence of partnership on student and staff participants and how this impacts on student and staff relationships. The findings of interviews carried out with students and staff (n=14), which aimed to capture rich descriptions of the lived experience of individuals, reveal that there was a high level of consensus between students and staff on how they described their lived experiences and the impact that partnership was having on them—particularly in relation to their personal development. Whilst it became apparent that the participants’ thinking and behaviours had changed as a result of their involvement in partnership, quite often the catalyst for this change was in relation to how the participants were feeling. Considerations for relevant stakeholders are highlighted to support the scaling up of a SaP approach.
A partnership with students in learning and teaching
Developing Your Teaching, 2019
Do you think you have a good working relationship with your students? Are they enthusiastic, responsive and enquiring learners: essentially, are they engaged? If the answer is yes to all of those questions, then well done! But do you consider them your partners in learning? Working in partnership with students is a hot topic. Any online search in this area brings up a range of academic papers and information on this subject from institutional, student and sector perspectives, and a whole raft of publications from bodies such as the National Union of Students and Advance HE. But what do we mean when we talk about ‘working in partnership’? It has to begin at one level with student engagement, as without this there could not be any kind of partnership working. But what do we mean by this phrase? Philippa Levy, in Healey, Flint and Harrington (2014, foreword) notes that: ‘ “Student engagement” has become a core aim for the sector and, increasingly, is being linked to ideas about student...
Student partnership: exploring the dynamics in and between different conceptualizations
Studies in Higher Education
The concept of student partnership has attracted increased attention during the last decade, often due to an assumption that it can mitigate neo-liberal agendas and practices in teaching and learning. A review of definitions and understandings of student partnership models shows that most of the research conducted on this topic has been based on normative assumptions, with less focus on how partnership practices play out in different contexts. In this article an analytical framework for analysing student partnership is introduced and tested through an empirical analysis of collaborative practices in centres for teaching excellence in Norwegian higher education. The key findings are that the diversity and dynamics of student partnership depend on the context in which they operate, but more importantly how different practices of partnership play out in parallel in those educational contexts. The result is often a mix of hybrid practices related to different conceptualizations of student partnership.
International Journal for Academic Development, 2018
A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.
International Journal for Students as Partners
The idea of student-staff partnership working is becoming increasingly popular in higher education. However, there is a risk that, as the idea spreads, the radical nature of partnership working can be diluted and domesticated by established power structures. This article explores the theoretical and practical implications of adopting approaches to partnership working informed by the ideas of Paulo Freire. This is partnership working with a political point—consciously seeking to resist the forces of neoliberalism and any attempts to domesticate partnership to that paradigm. Instead, a pedagogy of partnership, informed by Freire, is juxtaposed with neoliberal domesticated partnership, and six principles are offered for enacting partnership as though we really mean it.
A framework for student staff partnership in higher education
2017
This research project is situated in an area of interest in contemporary HE, namely ‘students as partners’. The study explored the experiences of staff and students working in partnership as part of a national What Works Change Programme at Ulster University. Using a phenomenological approach, one-to-one semi-structured interviews were carried out with stafand students(n=14), which aimed to capture rich descriptions of the lived experience of individuals. A surprising feature of the data revealed that there was a high level of consensus between staff and students in how they described their lived experiences and the impact that partnership working was having on them. The data produced two main themes which articulated the benefits of partnership working: personal development, and enhancement of the learning climate. In addition, challenges associated with partnership working are revealed and include: time, resistance, and capacity of both staff and students. These insights bring new...
Engagement through partnership: students as partners in learning and teaching in higher education
International Journal for Academic Development, 2016
In 2013 he received a SEDA@20 Legacy Award for Disciplinary Development. He is often asked to act as an advisor to projects, universities and national governments on aspects of learning and teaching in higher education. Mick is an experienced presenter. Since 1995 he has given over 500 educational keynotes, workshops, and conference papers in 18 different countries. He has given several keynote addresses at national and international conferences on students as partners and change agents. Mick has written and edited over 150 papers, chapters, books and guides, several of which have been published by the HEA. Further information is available from his website: www.mickhealey.co.uk. Abbi Flint has eleven years experience working in pedagogic research and educational development. Prior to joining the Higher Education Academy in September 2011, she was a Senior Lecturer in educational change in the Learning and Teaching Institute at Sheffield Hallam University, where she co-led the development of the institution's internal student engagement survey, led the institution's internal change academy and conducted qualitative research with staff and students. Abbi's role at the HEA concerns student engagement and partnership in their learning experiences, curriculum design and quality enhancement at the institutional and national level. She is an active qualitative researcher and has presented at numerous UK and international conferences and published research on a range of topics including: developing student engagement surveys, working with the NSS, student engagement in quality enhancement, running internal change academies, staff perceptions of plagiarism, and using peer-supported review in professional development for staff. She is also a Visiting Research Fellow in Student Engagement at Birmingham City University. As part of her current role she delivers consultancy in the UK and internationally, and works in partnerships with national sector bodies and networks.