A Systematic Literature Review of Students as Partners in Higher Education

Mercer-Mapstone, Lucy; Dvorakova, Sam Lucie; Matthews, Kelly E.; Abbot, Sophia; Cheng, Brianna; Felten, Peter; Knorr, Kris; Marquis, Elizabeth; Shammas, Rafaella; Swaim, Kelly

doi:10.15173/ijsap.v1i1.3119

Cited by 399 publications

(394 citation statements)

References 6 publications

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“…While there are many examples and significant discussion in the research literature of partnership and co-creation projects involving small numbers of students, there are relatively few examples in the international literature of whole-class co-creation in learning and teaching within higher education (Bryson et al 2015;Mercer-Mapstone et al 2017). This lack of attention to pedagogically embedded forms of co-creation between a teacher and a whole class of students is a distinct weakness in the current literature, which this paper aims to highlight.…”

Section: Whole-class Approaches To Co-creation In Learning and Teachingmentioning

confidence: 99%

“…In higher education, there has been rising interest in research and practice about 'students as partners' and co-created learning and teaching (Cook-Sather et al 2014;Dunne 2016;Mercer-Mapstone et al 2017). Although relatively widespread, this work has taken place predominantly in the USA, Canada, UK, Australia, and Scandinavia, and Dunne (2016) highlights that people are using many terms to describe this work.…”

Section: Introduction To Co-creating Learning and Teachingmentioning

confidence: 99%

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Co-creation in learning and teaching: the case for a whole-class approach in higher education

2019

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There is a wide range of activity in the higher education sector labelled 'students as partners' and 'co-creation in learning and teaching'. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students' programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.

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Section: Whole-class Approaches To Co-creation In Learning and Teachingmentioning

confidence: 99%

Section: Introduction To Co-creating Learning and Teachingmentioning

confidence: 99%

Co-creation in learning and teaching: the case for a whole-class approach in higher education

2019

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“…Indeed, Mercer-Mapstone et al (2017) found that most SaP work reported in their literature review took this form. Bourdieu's (1988Bourdieu's ( , 2003 theorising on power in societal structures, including universities, illuminated the role of habitus, or our unconsciously formed habits, dispositions, and preferences that are both influenced by our position in society, while also influencing our preferences and choices in our daily lives.…”

Section: Fostering Inclusive Partnershipsmentioning

confidence: 99%

Five Propositions for Genuine Students as Partners Practice

Matthews

2017

IJSaP

Self Cite

164

117

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This editorial proposes five interrelated principles for good practice in partnership. Because it is a key force in partnership, power connects the five propositions. My intention is to draw together various threads of research and practice into overarching principles that can guide meaningful, power-sharing, and influential partnership approaches across a diverse range of institutional contexts and Students as Partners approaches.

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“…Without expert contribution, OER repositories risk relying on lower quality materials from volunteers who may have time but not expertise. Furthermore, equal contribution of students and educators is paramount to the success of BStudents as Partners^educational projects, where the importance of reciprocity and inclusivity between students and educators has been identified across literature (Mercer-Mapstone et al 2017). ORPs should be designed to boost contribution rates and usage rates of both students and educators for healthy adoption.…”

Section: Current Usage and Upload Ratesmentioning

confidence: 99%

Suitable economic models for Open Educational Resources initiative in aquaculture higher education

Pounds

Bostock

2019

Aquacult Int

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Many initiatives are developing Open Educational Resources (OERs) in a variety of sectors because they have the potential to increase access to education and knowledge. Investment is a limiting factor for many of these initiatives. Future OER initiatives in the aquaculture community, such as the development of the AquaCase 3.0 website, will need to address this limitation by establishing a sustainable financial model. One way to do this is by relying on volunteer content creation. This study examined whether educators and students in the aquaculture community already contribute their materials, and if they would be willing to voluntarily contribute their materials in the future. Responses to online questionnaires of students and educators in the aquaculture community suggested that, although respondents currently have low creation to usage ratios, respondents would be willing to contribute their materials voluntarily for altruistic and promotional reasons, which would reduce the costs of such an initiative. In order for this to happen, institutions must support Open Resource Practices (ORPs) among their educator and student base through revised copyright policies. Governments may wish to incentivize institutions to encourage OER contribution by providing funding based on OER development.

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A Systematic Literature Review of Students as Partners in Higher Education

Cited by 399 publications

References 6 publications

Co-creation in learning and teaching: the case for a whole-class approach in higher education

Co-creation in learning and teaching: the case for a whole-class approach in higher education

Five Propositions for Genuine Students as Partners Practice

Suitable economic models for Open Educational Resources initiative in aquaculture higher education

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