Students as Partners

A Guide to Working with Students as Partners

This content is adapted from the University of Chester Guide to Working with Students as Partners (2023).

It highlights the importance of working with students to create more collaborative working environments.

Rationale

Why should we include students as partners?

Collaborating with students as partners opposes the ‘student as consumer’ model. Instead of viewing students as passive recipients, this approach recognises them as active participants in knowledge creation & educational transformation, promoting social justice & inclusivity.

While staff have expertise in their fields, students contribute valuable insights about their experiences. Partnership goes beyond mere engagement; it means students & staff co-create solutions, rather than staff simply reacting to, or just acknowledging, feedback. By involving students in interpreting data on their experiences, we can achieve meaningful, sustainable improvements in education.

Partnerships between students & staff break down hierarchies, fostering critical reflection & diverse learning. This collaboration improves relationships, enhancing student learning, retention, & outcomes. Recognising these benefits is essential for meeting Teaching Excellence & Student Outcomes Framework criteria, potentially boosting results in the National Student Survey & Postgraduate Taught Experience Survey.

Benefits

The Benefits of Partnerships

Partnerships can enhance student experience through collaboration
Can foster a mutual learning environment with students
It can enhance teaching, & deepen understanding of pedagogy
Content & presentation decisions can be made in confidence, knowing that they are supported by student consultation
Sustainable changes to educational practice can develop
It enhances relationships between students & staff, creating a supportive environment based on empathy & trust
Egalitarian & inclusive educational approaches are followed
There is opportunity to encourage student & co-authored publication

Core Considerations

Core Considerations of Partnerships

Define assumptions & expectations

Partnerships vary based on goals, time, & context. Establish a shared understanding among all parties regarding their expectations.

Embrace diversity & inclusivity

Student experiences vary widely. Adapt partnership practices to engage marginalised students by implementing flexible arrangements.

Address power dynamics

Power relations impact higher education partnerships. While some hierarchies persist, explore ways for all participants to challenge them.

Manage emotions & behaviours

Partnerships are emotional & may lead to vulnerabilities & conflicts. Develop strategies for addressing both positive & negative emotions during the partnership.

Ensure appropriate recognition & reward

Partnerships can differ in scale. Compensate students through incentives, academic credit, or volunteer recognition, aligning resources with the partnership's scale.

Consider time & commitment

External factors influence partnership timelines. Acknowledge the varying time commitments of all parties to achieve meaningful goals.

Create a safe space for failure

Partnership involves risk-taking and challenges. Define what "failure" means & foster an environment of support for when outcomes are not as expected.

Principles

Values of Partnership

Authenticity

All parties have credible reasons to invest in the partnership

Inclusivity

Equal opportunities are provided, & barriers to engagement are challenged

Honesty

Parties clearly communicate their contributions & partnership boundaries

Reciprocity

All parties benefit from collaboration & shared learning

Empowerment

Power is equitably distributed, fostering healthy dynamics

Trust

Parties are respectful & fair, cultivated through relationship-building

Plurality

Diverse talents & perspectives are valued in the partnership

Courage

Participants are encouraged to critique & innovate against detrimental practices

Responsibility

Collective & individual accountability for partnership goals are shared

Source: AdvanceHE (2016:5)

How-to Guide

How do I build a Partnership?

Students as partners should be based on the following criteria:

Reciprocal Learning

All partners benefit from each other

Collaborative Dialogue

All partners contribute their expertise

Shared Accountability

All partners are responsible for the collaboration process, not just the outcome

Step 1: Identify a Partnership Opportunity

Opportunities for partnerships vary by area. Teaching staff might seek partnerships for class activities or assessments, while support staff might look for ways student input could enhance services. Start small & manageable to pilot the partnership & learn from the experience.

Step 2: Discuss with Colleagues

After identifying an opportunity, discuss it with colleagues & students for feedback. Collaborate with those interested &, if necessary, obtain approval from your Line Manager to refine your plans based on these discussions.

Step 3: Approach Working with Students as Partners

Partnership approaches vary; there’s no one-size-fits-all method. Discuss your approach with your team, using the provided framework to guide your practice.

Step 4: Seek Additional Support & Advice

If needed, seek further assistance to enhance your partnership efforts.

Examples

Examples of Partnership Activities

In learning, teaching, & assessment through;
- Peer teaching
- Mutual assessment
- Co-developing criteria
- Group presentations
To co-design curricula at various levels
- Also, offer pedagogic consultancy for improvements like decolonisation & inclusive practices
On research projects or in class-based inquiry
- Collectively designing & analysing research projects

4. Co-research, co-presentation, & co-authorship to enhance curricular changes

- Partnership is key to the Scholarship of Teaching & Learning (SoTL)

5. In activities beyond traditional educational roles;

- Governance
- Strategic planning
- Quality assurance
- Extracurricular activities

6. Integrated approaches involve multiple overlapping activity areas

Developed from Healey, Flint & Harrington (2014: 25)

Resources

Content adapted from the University of Chester Guide to Working with Students as Partners (2023) authored by Ruth Healy.

Other cited references include:

AdvanceHE (2016), Essential frameworks for enhancing student success: Student engagement through partnership (York: AdvanceHE)

Healey M., Flint A. & Harrington K. (2014), Engagement through partnership: students as partners in learning and teaching in higher education (York: AdvanceHE)