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1.
ABSTRACTPartnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student–staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student–staff partnerships around curriculum co-creation. 相似文献
2.
ABSTRACTThis study is an autoethnographic reflection on power and expertise in an evolving student/staff partnership. The partnership was initiated as pedagogical co-design in the development and implementation of a peer-assisted learning programme. Through a process of critical reflection that linked our partnership experience with themes from relevant literature, we (the staff and student authors) became co-researchers of our practice. The evolution of the partnership provided a unique perspective from which to compare our experiences of power and expertise across both contexts. We characterised our pedagogical co-design partnership as a shift from the more traditional ‘power over’ model of delivery towards ‘power to empower’ where both student and staff partners had agency and voice. Key to this important transition was a shared philosophy of student-centred teaching. As the partnership transformed from co-teaching to co-researching we needed to re-negotiate power dynamics; while our different pathways had converged on a common view of student-centred learning, our research expertise remained disparate. We were able to negotiate this challenge by drawing on our existing relationship based on respect, reciprocity and responsibility, reinforcing views of partnership that value equality of opportunity and a focus on learning and process, rather than equality of contributions and outcomes. 相似文献
3.
ABSTRACTStudents as Partners (SAP) initiatives are often framed as opportunities to reanimate university education so that students become active participants in their learning, and change agents capable of transforming their institutions. Embedded in these framings is a view that students are also the primary ‘experts’ of their learning experiences. This shift marks curious terrain about how staff come into partnership when students are encouraged to understand themselves as experts at the very same time the purpose of universities is beset with multiple and contradictory narratives, and the whole notion of expertise – even for academics – has become unsettled by the politics of a post-truth era. If the advocacy of student expertise is to be understood as a radical intervention to the marketised neoliberal university, as is often claimed, we argue that the desire for expertise has a more compelling basis when students are engaged with what Gina Hunter calls learning to ‘see institutionally’. In this article, we both describe, and put to work, Jeffrey J. Williams’s idea ‘teach the university’ as one mechanism for students and staff working in partnership to ‘see institutionally’. We then examine the nascent efforts of our own SAP initiatives to make a case for why ‘the university’ – as idea and institution – deserves to be introduced to, studied and critically interrogated by students as part of a long tradition of inquiry. While a good many SAP initiatives aim to address where students are absent, under-represented or disempowered in the university, very few appear to take seriously that there is a field of scholarship about universities that lends credibility and contest to the notion of expertise. By staging a conceptual encounter between Williams, Hunter and our own partnership work, the potential for SAP is expanded as project that cares for the future university. 相似文献
4.
Anna Giles Sylvia C. Martin Deborah Bryce Graham D. Hendry 《Assessment & Evaluation in Higher Education》2004,29(6):681-685
Most course evaluation in higher education is designed and conducted by university staff and rarely are students given central responsibility for planning and implementing an evaluation. Involving students as partners in educational evaluation may offer them authentic ways to develop professional skills. We describe an ‘education option’ that involved five students in designing and conducting an evaluation of the Virtual Anatomy Tutor (VAT), an online learning resource for medical students, and report both student and staff reflections on the process. The experience gained by the five students can be transferred to other settings which provide opportunities for student designed and conducted evaluation of learning resources. 相似文献
5.
Erlenawati Sawir 《Globalisation, Societies & Education》2013,11(3):359-378
Internationalisation of Australian higher education was initially characterised as growth in the number of international students. While the economic benefits brought by this student cohort and the challenges associated with teaching them are well noted in the literature, their academic contributions are hardly acknowledged. Using a qualitative research approach, the paper explores the extent to which international students facilitate the internationalisation of the curriculum and the intercultural learning of domestic students. Interviews with academic staff in one university in Australia indicated that international students brought a diversity of cultures that inspired teachers in their teaching. While academic staff members positively value these potentials, they argued that domestic students remained neglectful and unaware of the changing cultural environment. It was a challenge for staff to get domestic students to utilise the cultural resources represented by the students. Some implications were discussed concerning ways in which the process of internationalisation can be progressed in a more effective way. 相似文献
6.
Elaine Martin 《高等教育研究与发展》1998,17(2):191-205
This article examines how academic staff involved in the workplace supervision of students in vocational courses conceive of the workplace experience. Five conceptions have been identified which range from a view that the placement is about students picking up relevant skills in the workplace, to a view that the workplace experience is about giving students the opportunity to learn, to do and to question, by working collaboratively with the university and the workplace on relevant problems. The article suggests there is a relationship between these conceptions and the quality of student learning resulting from the experience. Where the workplace is seen as a simple picking up of skills there is least evidence of development and satisfaction. Where the experience is seen as an opportunity to help students engage with salient issues by working collaboratively with employers, there is most evidence of development and satisfaction. There is a clear parallel between this study of workplace supervision and the work of Prosser, Trigwell and Taylor [Learning and Instruction, 4, 217–231, 1994] on conceptions and approaches to teaching in the more conventional tertiary teaching setting of the lecture theatre. 相似文献
7.
Jenny Roberts 《Journal of Higher Education Policy & Management》2018,40(2):140-153
ABSTRACTStudent attrition remains a persistent problem within the Australian higher education sector. Contributing factors include financial, reputational and quality issues, which can pose significant risks for a university’s sustainability. Institutional culture is fundamental to decisions student make about withdrawing or remaining in higher education. Therefore, student retention requires a sustained, deeply embedded commitment from all parts of the institution, placing student experience at the forefront of all activities in the student lifecycle. Applying a lifecycle approach to the way in which institutions think about student retention benefits students by providing comprehensive and consistent support. Given that less is known about how professional staff contribute to student academic learning journeys as part of whole of institution responses to student retention, this paper focusses on the contributions that professional staff make within the student lifecycle and how they can most readily map their contributions to student retention and success. 相似文献
8.
9.
Jasvir Kaur Nachatar Singh 《高等教育研究与发展》2019,38(7):1475-1488
ABSTRACTThe student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed. 相似文献
10.
This paper presents findings from a 2010 evaluation of Victoria University's Student Rover program, an on-campus work-based learning program in which mobile student mentors are employed and deployed within the university's Learning Commons to provide ‘just-in-time’ and ‘just-in-place’ learning support to other students. Student Rovers are paid not to perform a quasi-staff role, but to be students who help other students learn and, in this process, to model both learning to learn and collaborative learning behaviours. Drawing on specific findings from a large-scale student survey, a small-scale staff survey and focus groups conducted with Student Rovers themselves relating to perceptions of the socio-institutional status of Student Rovers, the paper is concerned with exploring the anomalous nature of the Student Rover role and speculating as to the potential for change inherent within this situation. Reworking Billett's conceptualisation of co-participatory workplace practices, we propose that by framing the work of Student Rovers as ‘learningful’ workers operating within the liminal institutional contact zone between staff and students, the program may prove to be not simply a successful strategy for helping new students engage in campus life – while simultaneously preparing Student Rovers themselves for negotiating contemporary organisational circumstances of change, complexity and contingency – but also a precursor to an emergent, institutionally recognised, educational role of students paid to support the learning of other students. 相似文献
11.
Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how ‘meaningful’ problem-solving, co-creation and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking. 相似文献
12.
This article contributes to the growing scholarly literature about students as partners in learning and teaching in higher education by describing an initiative designed to support partnership and a study investigating international staff and student perspectives. The initiative – an international summer institute – is a four-day, professional development experience that brought together students and staff from seven countries to learn about partnership and develop specific partnership projects. Participants in the institute were invited to contribute to a qualitative study exploring their experiences of students as partners work and their perceptions of the institute’s capacity to support it. Given that much existing research on this topic tends to be celebratory, we focus here on the challenges participants ascribed to student-staff partnership, and on the features of the summer institute they thought particularly useful in helping them to navigate these difficulties. Looking beyond the summer institute, we consider the implications of these findings for those looking to support partnership more broadly. 相似文献
13.
大学语文是培养大学生母语运用能力,提升大学生人文素养的一门重要基础课程,但当前大学语文教学却面临着来自学生、教师、学校及学科本身等诸多方面的困境。要破解这些困境,就必须大力倡导人文教育,提高学生学习兴趣;加强师资队伍建设,鼓励教师从事大学语文教学;强化大学语文课程建设,将大学语文摆在重要的地位;明确学科定位,培养合格人才。 相似文献
14.
ABSTRACTUniversity campuses are increasingly diverse, reflecting substantial growth in student enrolments, but this has not translated to equitable outcomes for all students. While much attention has been focused on student retention and success, particularly for those from non-traditional backgrounds, dominant theoretical models rest on a limited notion of cultural capital that places undue responsibility on students themselves. We suggest that structural inequality, whereby some people receive unequal privileges and opportunities, offers a more productive, less problematic framework for use by academic staff, university leaders and policy makers to address these challenges. In this article, we identify three types of structural inequality – vertical, horizontal, and internal – and include a taxonomy of internal inequalities to prompt further research and policy outcomes. Put simply, rather than ask how students can build cultural capital to assimilate to their institutions, we should ask what institutions can do to include students, staff, and the wider community. 相似文献
15.
Shelly M. Wagers Margaret Pate Stacey Turmel John Burke 《Journal of Criminal Justice Education》2018,29(1):18-38
The use of student-centered High Impact Practices (HIPs) has become increasingly popular across university and college faculty. HIPs increase student development of critical thinking, problem solving, and communication skills. HIPs also provide students the opportunity to engage in real-world application of course knowledge. While HIPs increase student engagement and intrinsic motivation, little research has explored student perception of these concepts. This article describes a pilot course offered to upper level criminal justice students that incorporated three HIPs: undergraduate research, collaborative assignments, and service/community-based learning. Semi-structured interviews were used to facilitate individual student discussion regarding their perceptions and experiences of the course related to their level of motivation and engagement as compared to traditional classes. Results indicated student expectations for the course were exceeded; students believed the course would positively impact their future career/education plans; and the HIPs motivated the students to engage more than their traditional lecture-oriented courses. 相似文献
16.
In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits. 相似文献
17.
Christine Broughan 《Assessment & Evaluation in Higher Education》2020,45(4):617-628
AbstractStudent data, whether in the form of engagement data, assignments or examinations, form the foundation for assessment and evaluation in higher education. As higher education institutions progressively move to blended and online environments, we have access to, not only more data than before, but also a greater variety of demographic and behavioural data. While the notion of ‘student-centred’ is well-established in the discourses and practices surrounding assessment and evaluation, the concept of student-centred learning analytics is yet to be fully realised by the sector. This article explores and extends this debate by introducing the teachings of Freire as a framework to examine the potential to include students as partners in the collection, analysis and use of their data. The exclusion of students in much of current learning analytics practices, as well as defining categories of analysis and making sense of (their) learning, not only impoverishes our (and their) understanding of the complexities of learning and assessment, but may actually increase vulnerabilities and perpetuate bias and stereotypes. In acknowledging the voice and agency of students, and recentring them as data owners, rather than data objects, learning analytics can realise its transformative potential – for students and institutions alike. 相似文献
18.
《Asia Pacific Journal of Education》2012,32(4):455-472
The UK government has recently demonstrated an unprecedented interest in global learning within primary and secondary schools. While the adoption and implementation of the global dimension varies, international school partnerships (ISPs) have been identified as a key vehicle for harnessing the potential of the global dimension in schools. Despite increasing global policy and practice interest in ISPs, little empirical research examines the influence of ISPs on students, teachers and leaders. Drawing on evidence nested in our 3-year research and development study of the British Council's Connecting Classrooms-Sub Saharan Africa programme, this paper examines students' own view of their international school partnership participation. We employ a multidimensional citizenship framework to frame our analysis of 694 student surveys from 66 schools across 12 countries. Based on this evidence, we argue that the influence of ISPs on global learning can be enhanced by intentionally designing partnerships to: celebrate school-based learning linked to international partners; create opportunities for students to engage in activity-based communication-driven ISP related learning; and, deliberately encourage students to discuss their partnership work with friends and family. We also make recommendations for policy and practice leaders and researchers. 相似文献
19.
David Fleischman Maria Raciti Meredith Lawley 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):85-103
Increased competition for the international student market has motivated universities to modernize their marketing strategies. Community engagement is an important component of students' international university experience and represents a potential point of competitive advantage. Developing marketing strategies around university–student–community engagement (U–S–CE) requires an understanding of the perspectives of international students, the university and the community. We anchored our study in value co-creation which is a principle of the service dominant logic framework found in the marketing literature. With limited research in the area, a qualitative approach was appropriate. Interviews were undertaken with key university members (n?=?4) and community members (n?=?5) concurrently with focus groups of international students (n?=?22) at a single university. Based on the degree of co-creation by international students in U–S–CE, three groups emerged: consumers, collaborators and co-designers. This study offers theoretical and practical insight, providing a platform for further research into U–S–CE. 相似文献
20.
Richard K. Morton 《College Teaching》2013,61(4):136-137
Planning time for giving students effective feedback is an important and challenging aspect of the teaching and learning process. In our article we describe and analyze how we engage students as partners in providing formative feedback in time for students to modify their own thinking or behavior to improve learning. We have found ways to provide formative feedback more frequently and to involve students in providing effective formative feedback to each other. The four techniques we describe are the following: a) three-color group quiz with feedback on product, process, and progress; b) midterm student conferencing; c) shared revision of student generated questions and statements; and d) timely feedback using collaborative assignment blogs. These techniques give feedback in time for revisions to occur, provide scaffolding for learners, inform instruction, and most importantly, involve students as partners in assessment. These pedagogical strategies show that the resulting benefits of improved instruction, enhanced student learning, and better student products are worth the time and effort and contribute to a productive classroom climate where the focus is on learning more than on grading. Formative feedback involving students as partners is a key strategy to enhance the teaching and learning process. 相似文献