“I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

Murphy, Rebecca; Nixon, Sarah; Brooman, Simon; Fearon, Damian

doi:10.15173/ijsap.v1i1.3055

Cited by 23 publications

(15 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While the partnership presented in this article was in many ways unique, the lessons we learned are applicable to other contexts. Our challenges with bringing multiple voices into dialogue in a well-worn hierarchal system reflect those previously reported (Mihans, Richard, Long, & Felten, 2008;Murphy, Nixon, Brooman, & Fearon, 2017). In our commitment to flatten power structures, we have walked the path of others who found themselves in the throes of unproductive modes of role confusion and leadership challenges (Mercer-Mapstone et al, 2017).…”

Section: Discussionsupporting

confidence: 62%

At the threshold: A case study of a partnership between a student organization and an educational development center

Doktor

Bach²,

Abbot³

et al. 2019

IJSaP

View full text Add to dashboard Cite

This article offers a case study about the collaboration between a student-led organization and an academic development unit dedicated to improving teaching and learning at [Institution 2]. We describe the genesis of our collaboration, how we nurtured and developed it over time into a substantive program, and what we learned in the process. While most existing case studies focus on partnerships between students and faculty, we turn the lens inward and investigate the challenges involved in enacting an “ethic of reciprocity” (Cook-Sather and Felten, 2017) in a partnership between an academic development center and a student organization. Using the analytical framework of threshold concepts, we explore the rocky navigating of issues of trust, vulnerability, role confusion, the notion of expertise, and pre-existing power inequalities to move towards a more collaborative and equitable partnership.

show abstract

Section: Discussionsupporting

confidence: 62%

At the threshold: A case study of a partnership between a student organization and an educational development center

Doktor

Bach²,

Abbot³

et al. 2019

IJSaP

View full text Add to dashboard Cite

show abstract

“…While meaningful partnership working faces some well-documented barriers, including resistance from certain faculty and students, and institutional norms (Bovill et al, 2016;Curran & Millard, 2016;Murphy et al, 2017), it also has a transformative capacity (Johansson & Felten, 2014). Engaging students as partners empowers them to co-create their learning, sharing responsibility with one another and with academic staff (Moore-Cherry et al, 2016), and leading ultimately to enhancement for all concerned (Cook-Sather et al, 2014;Healey et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

Hill

Healey

West

et al. 2019

Journal of Geography in Higher Education

View full text Add to dashboard Cite

Despite emotion being recognised as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students to recognise and work with their emotions in their learning in a positive manner. As such, pedagogic partnerships offer opportunities to promote resilience and enhance student wellbeing. In this paper, we develop partnership research in three ways by: 1) considering the ways in which pedagogic partnership may support students to encounter emotions and empower them to develop resilience, leading to positive wellbeing; 2) exploring how this process might be achieved in the disciplinary context of geography; and 3) developing an evidence-based model to summarise the potential effect of pedagogic partnership in enhancing student wellbeing. We draw upon two case studies of student-faculty and student-student pedagogic partnership within geography curricula in order to evidence that emotional awareness in learning comes through the joys and struggles of working in partnership. We argue that pedagogic partnership may be developed to support the wellbeing of modern-day higher education communities.

show abstract

“…Nor does it discuss the tensions and challenges that can sometimes exist and how to address them. There is evidence of skepticism, especially when it comes to giving students more control (Murphy et al, 2017). Furthermore, there may also be examples of cognitive dissonance within this practice, because at its heart partnership work relies mostly on a creative process and is not about achieving specific quantifiable outputs.…”

Section: Discussionmentioning

confidence: 99%

Working in Creative Partnership with Students to Co‐Produce Neuroanatomy e‐Learning Resources in a New Era of Blended Learning

Border

Woodward

Kurn

et al. 2021

Anatomical Sciences Ed

View full text Add to dashboard Cite

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has therefore previously been a target for the development of technology enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive towards blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership scheme for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.

show abstract

“I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

Cited by 23 publications

References 17 publications

At the threshold: A case study of a partnership between a student organization and an educational development center

At the threshold: A case study of a partnership between a student organization and an educational development center

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

Working in Creative Partnership with Students to Co‐Produce Neuroanatomy e‐Learning Resources in a New Era of Blended Learning

Contact Info

Product

Resources

About