Reflections on an International “Change Institute” for Students as Partners: A Student Perspective

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

“…Successful examples of how academic developers can support the engagement of students and staff in learning and teaching partnerships include the annual International Students as Partners Institute (Acai, Kirby, & Shammas, 2017;Marquis, Black, & Healey, 2017;Marquis et al, 2018). Equally important is supporting students and staff in publishing their experiences of working in partnership in relevant journals such as International Journal for Students as Partners, Student Engagement in Higher Education Journal, and Teaching and Learning Together in Higher Education.…”

Estudiantes como Socios en la Educación Superior: Beneficios, Desafíos y Recomendaciones

“…El concepto de SaP se alinea perfectamente con estos factores ya que se centra en mejorar la experiencia del estudiante en la educación superior. Los estudiantes que se sienten valorados y escuchados son más propensos a estar comprometidos con su educación y a tener éxito académico (Acai et al, 2017;Becker, 2019;Chadha et al, 2023;Cook-Sather et al, 2023;Dianati & Oberhollenzer, 2020;Fluckiger et al, 2010;Giles et al, 2004;Green & Baxter, 2022;Harrington et al, 2014;Kaur, 2020;Love & Crough, 2019;Lubicz-Nawrocka, 2018;Matthews, 2018;Mercer-Mapstone et al, 2017;Sah, 2021;Seery et al, 2021;Streule et al, 2022;Sutherland et al, 2019;Verwood, 2016). Cuando los alumnos son tratados como socios en su educación, se les otorga la oportunidad de asumir mayor responsabilidad de su propio aprendizaje.…”

Mind the (gender) gap: engaging students as partners to promote gender equity in higher education

“…There are many more examples in which students articulate the ways in which partnership impacts their own sense of self (e.g., Wynkoop, 2018), their belief in the value of their voice (e.g., Acai, Kirby, & Shammas, 2017b), their ability to overcome adversity and power asymmetries (e.g., Reyes & Adams, 2017), and their capacity for leadership and agency to create positive change within and beyond university contexts (e.g., Ntem, 2016). These are arguably some of the skills that are critical in supporting women in progressing into and thriving in academic careers or leadership positions, and to promoting a larger culture shift to support such gender equity.…”