Reflections of students and staff in a project-led partnership: Contextualised experiences of students-as-partners

Seb Dianati, Yvonne Oberhollenzer

Research output: Contribution to journalArticlepeer-review

Abstract

For many years, the methods of teaching and learning have remained relatively unchanged, with teachers bestowing knowledge to their students in a one-way hierarchical approach to learning. However, Student as Partners (SaP) as a concept and an ideology aims to disrupt traditional power structures of learning to offer a shared space where students become co-creators of change. This research reflects on one particular SaP project, a small-scale, project-based, institutionally resourced partnership whereby 14 students collaborated alongside 3 staff members to enhance the quality of the student experience at an Australian university. The current study aims to explore what factors mediate newly formed student-staff partnerships. Using a qualitative thematic approach, the paper draws from various online surveys to share particular contextualised experiences of student-staff partnerships. These include: learning together and navigating power dynamics, opportunities to build relationships, and balancing work and study. They became the specific strategies that mediated effective partnership. The implications of these themes highlighted that the context-dependent nature of SaP should be realised in an effort to develop institutionally appropriate practices.
Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalInternational Journal for Students as Partners
Volume4
Issue number1
DOIs
Publication statusPublished - 2020
Externally publishedYes

Fingerprint

Dive into the research topics of 'Reflections of students and staff in a project-led partnership: Contextualised experiences of students-as-partners'. Together they form a unique fingerprint.

Cite this