‘More than customers’: conceptions of students as partners held by students, staff, and institutional leaders

Gravett, Karen; Kinchin, Ian M.; Winstone, Naomi

doi:10.1080/03075079.2019.1623769

Cited by 66 publications

(55 citation statements)

References 26 publications

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“…Understanding how actions and initiatives of partnership impact upon institutional cultures and how the concept of students as partners is conceptualized by institutional management is an important aspect (Gravett, Kinchin, & Winstone, 2019). Owing to the strategic importance of this concept, it is to be ensured that the values of the applied approaches under the umbrella of student partnership fit with the values of students and staff working within projects aiming at developing partnership.…”

Section: Studies and Articlesmentioning

confidence: 99%

Treating students as partners - Is it so simple? An empirical investigation of student partnership in a business education context

Tóth¹,

Bedzsula²

2021

Veztud

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The challenges assigned by the ‘student as partner’ movement have redrawn the ways how students and academic staff actively collaborate for the sake of successful teaching and learning. To gain competitive advantage, higher education institutions should understand what student partnership means in their context and decide how to talk about and act upon it. The primary purpose of this paper is to reveal how student partnership is interpreted by our students and lecturers who took part in an online brainstorming session and in an online application of the Q organizing technique to rank the concepts resulting from the previous brainstorming session. The results have been utilized to identify the main similarities and differences between students’ and lecturers’ interpretations. Neither students, nor lecturers could be treated as homogeneous groups, which also raises challenges to find the right mix of institutional answers to the conceptualization of student partnership.

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Section: Studies and Articlesmentioning

confidence: 99%

Treating students as partners - Is it so simple? An empirical investigation of student partnership in a business education context

Tóth¹,

Bedzsula²

2021

Veztud

View full text Add to dashboard Cite

show abstract

“…Critical pedagogy connects student learning with political commitments, such as 'serve democratic ends, connect with societal issues or to promote social justice' (Buckley 2014, 12). Student partnership has developed as a contra-narrative to a consumeristic approach to education (Matthews et al 2018;Healey, Flint, and Harrington 2014;Gravett, Kinchin, and Winstone 2019;Williamson 2013). Student partnership stresses that 'students actively participate in shaping and co-producing their education, rather than merely receiving it passively' (Williamson 2013, 8).…”

Section: The Literature On Student Partnershipmentioning

confidence: 99%

“…There are some issues related to the scaling up of partnership practices identified in the literature, such as sustainability of partnership initiatives (Mercer-Mapstone and Bovill 2019;Cook-Sather, Bovill, and Felten 2014) and providing access to all the students (Mercer-Mapstone and Bovill 2019). Finally, there is a discussion in the literature whether a neoliberal focus in universities is a challenge for partnership implementation or not (see Matthews et al 2018;Gravett, Kinchin, and Winstone 2019;Mercer-Mapstone and Bovill 2019;Bovill 2019b). In essence, many contributions in the literature concentrating on partnership implementation within universities are focused on ways to reconstruct these institutions (as well as the mindsets of their staff) to fit the value-based partnership concept.…”

Section: The Literature On Student Partnershipmentioning

confidence: 99%

“…Even though there is a wide spectrum of possible partnership and co-creation (with students) forms, areas and implementation possibilities (Bovill 2019b), there is still a lack of literature observing institutional pathways towards student partnership and how partnerships develop over time. Many contributions are focused on overcoming challenges (Bovill et al 2016;Cook-Sather, Bovill, and Felten 2014;Mercer-Mapstone and Bovill 2019) or integrating a value-based partnership concept in today's neo-liberal universities (Matthews et al 2019;Gravett, Kinchin, and Winstone 2019). Historically, the student role in higher education has been strongly affected by the development of universities as institutions (Maassen and Olsen 2007).…”

Section: Introductionmentioning

confidence: 99%

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Student partnership: exploring the dynamics in and between different conceptualizations

Holen

Ashwin

Maassen

et al. 2020

Studies in Higher Education

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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.

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“…In an attempt to better understand the needs of our students, universities are reaching out to students to be change agents, co-creators, or partners, with the aim of enhancing the student experience both at an institutional and individual level (Dollinger, Lodge & Coates 2018;Fielding 2001;Gravett, Kinchin & Winstone 2019). By collaborating with students, universities have gained greater insight into the services and support mechanisms that students desire.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

Cox

Eaton

Vanderlelie

et al. 2020

Journal of Interactive Media in Education

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This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative onlinesupported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students' learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018-June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and supplementface-to-faceofferings.

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‘More than customers’: conceptions of students as partners held by students, staff, and institutional leaders

Cited by 66 publications

References 26 publications

Treating students as partners - Is it so simple? An empirical investigation of student partnership in a business education context

Treating students as partners - Is it so simple? An empirical investigation of student partnership in a business education context

Student partnership: exploring the dynamics in and between different conceptualizations

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

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