The partnership co-creation process: Conditions for success?

Smith, Susan; Akhyani, Kimiya; Axson, Dan; Arnautu, Andre; Stanimirova, Ilina

doi:10.15173/ijsap.v5i2.4772

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…Although most of the research to date has been undertaken from the student perspective, there is some evidence to suggest that similar values are required in staff participants (Ali et al, 2021). Additionally, scholars have recently started to focus on how these values link to the stages of a partnership project (Smith et al, 2021b), recognising the dynamic nature of the process.…”

Section: Shared Valuesmentioning

confidence: 99%

Students as co-producers

Dargahi,

Horne,

Smith

2024

IJSaP

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To engage students with academic research is recognised as a high-impact activity that supports the development of valuable critical thinking skills. Various approaches have been developed to promote student research both in and outside the curriculum. By incorporating the perspectives of both students and academics, this qualitative study evaluates the extent to which a research partnership is formed through an institutional research scheme called the Junior Research Associate. Our findings indicate that it is critical to move beyond the entrenched academic hierarchies of supervisor/supervisee to develop a negotiated research relationship. Challenges identified include the short timeframe to establish the conditions for successful partnership and differential expectations of partners at the outset of the scheme. It is also important to safeguard against such initiatives being instrumentalised by academics seeking to further their personal research agenda. The findings help to inform strategies to scale up such initiatives.

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Section: Shared Valuesmentioning

confidence: 99%

Students as co-producers

Dargahi,

Horne,

Smith

2024

IJSaP

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“…Besides the evaluating component (seen in the second approach), collaborating with other stakeholders beyond the university community could help unpack leadership concepts and power dynamics, among others. In addition, for these types of projects and following previous literature, professors could implement processes as the one described by Smith et al (2021), where their co-creation/collaboration study followed five stages: problematising (understanding the purpose of the collaboration and its outcomes), listening (identifying the different perspectives and needs from all stakeholders), creating (generating proposals/solutions and considering quality standards and assessment criteria), implementing (selecting a specific event/session where implementation can take place), and evaluating (assessing the proposal and evaluating the partnerships amongst stakeholders and the outcome achieved). Thus, by incorporating these stages, the project provides not only the experience of the co-creation process and outcomes but also the opportunity of acknowledging the benefits and challenges of collaboration with others (communication, active listening, assessment criteria, etc,).…”

Section: A Proposal: How To Integrate Co-creation In the Arts Curriculummentioning

confidence: 99%

Artistic co-creation: How art students view co-creation and how it could be integrated in the arts curriculum

Flys,

Matamala

2023

Arts and Humanities in Higher Education

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Co-creation has been used across disciplines and within the arts for quite some time. This article aims to analyze what students from a university devoted to the arts understand by the term “co-creation” and how these students suggest evaluating co-creation. It also aims to compare this with the professional’s perception to relate the curriculum to what is relevant in the cultural industry. Thus, we discuss how co-creation processes could be integrated into the arts curriculum Higher Education. Through the application of this research to arts education, students, professionals, and communities can benefit from more enriched, engaged experiences with art.

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“…As outlined in the prior section, the partnership started from an unequal footing which was imperative to address early in the operational phase by establishing the partnership values (Cook-Sather et al, 2014) and arriving at a shared understanding of the purpose of the partnership (Smith et al, 2021b).…”

Section: Partnership Processmentioning

confidence: 99%

The genesis of staff-student partnerships: Institutional influences

Smith

Axson

2023

IJSaP

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As staff-student partnership activity becomes embedded into the infrastructure of higher education there is an increased institutional focus on systematising the staff-student partnership support processes. Drawing on data from a case study of a partnership conceived under the auspices of an institutional staff-student partnership programme, this article offers insight into how the institutional context shapes partnership aims, objectives, and composition. It finds that in the pre-partnership phase a gatekeeping role is performed by the institutional programme, which ultimately determines which partnerships proceed, and how they are evaluated. The study contributes to the broader critique of staff-student partnership practices, proposing a framework that integrates the various institutional influences and the pre and post-partnership phases.

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The partnership co-creation process: Conditions for success?

Cited by 7 publications

References 35 publications

Students as co-producers

Students as co-producers

Artistic co-creation: How art students view co-creation and how it could be integrated in the arts curriculum

The genesis of staff-student partnerships: Institutional influences

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