In this section we provide guidance on what to do (and what to avoid) when building meaningful student collaborations. This guidance may vary depending on your project and intentions. It’s designed to serve as a general reference point to support your planning when collaborating with students.
Collaborating with students can lead to powerful outcomes, both for the students involved and for your project, and the wider university. But to do it well, there are key things to keep in mind.
Collaborating with students
Successful collaboration with students is built on respect, clear communication, and genuine partnership. By setting clear expectations, supporting their academic commitments, and valuing their contributions equally, you create a positive experience for everyone involved.
That said, sometimes things don’t go perfectly. Life gets busy, challenges come up, and mistakes happen, and that is completely okay. The fact that you want to collaborate with students is already a great step forward. Don’t be discouraged if you don’t get everything right straight away. Reach out for support when you need it and remember that learning and improving along the way is part of the process.
Do
Pause and reflect on what level of involvement truly makes sense for your project. Are you looking to co-create something with students? Or are you seeking feedback to shape a decision you’re already making?
Consider your time and whether you/your team have the capacity to support students- both in their induction and getting up to speed, and helping them navigate working within a higher education context
Consider alternative methods- rather than a deep and ongoing partnership alternative methods may suit
Treat collaboration as a token gesture or tick-box activity
Involving students just to say they were included will not lead to meaningful outcomes for anyone. When collaboration feels performative, students will likely recognise it, which risks reinforcing existing power imbalances rather than challenging them
Use students to mitigate against a lack of capacity/time in the team- students take time to onboard (see our induction guidance here) and should be directly contributing towards the leadership and direction of the project
If you only need students to fill a role, rather than to be part of the decision-making process, then that is not considered co-creation
This is still a valid approach to take, for short-term need, but do so knowing that what you have designed is not in collaboration with students (they act here more as staff members than as students)
Do
Establish trust and foster engagement between students and staff from the very beginning- this relationship should not be viewed as transactional; rather, it represents a collaborative effort to enrich the learning experience for everyone involved
Treat students as equal contributors. Collaborating with students means they can bring their unique perspectives, lived experiences and creative ideas to your project
Just because they may not have years of institutional experience does not mean their contributions are any less valuable. Acknowledge their input wherever possible
Give students the chance to lead meetings, shape agendas or have ownership over parts of a project/activity
Leadership opportunities can build student confidence and shift power dynamics in a positive direction. Allowing students to set agendas, chair meetings, or facilitate discussions sends a strong message that their voices matter
Prepare and support them when engaging with senior staff
You can see some guidance on an activity you can complete in the Challenges question on FAQ page:
Assume students know the context you're operating in- they will need time to understand the limitations and red tape that you are accustomed to
They are subject to the same regulations, rules and structures as any other University colleague, but with far less time to understand and mitigate against it
Reinforce hierarchies through job titles or pay structures
Position students as passive participants
Force students to do it 'ourway'- there is a reason that you have brought them in, use them as a positive disruptive force to challenge where and how we have done things in the past
If there is a 'way' we do things that cannot be avoided- explain this carefully and talk them through it
Where something is insurmountable, consider why and then consider how you can share this with all of your students so they can better understand your department/team/project
Offer flexible hours that work around academic timetables- students will have busy schedules across the term, especially around deadlines or exams
Their academic work is often demanding, and it should remain their top priority. Providing flexibility could include options for remote work or adjusting deadlines where possible
Recruit multiple students to share responsibilities- having a small team allows students to support each other and step back when academic pressures increase
It also brings a wider range of perspectives and ideas to the project
Keep communication open and prioritise wellbeing- make it clear that you are approachable and willing to adjust timelines or expectations if needed
Signpost support services when appropriate and create a culture where students feel safe to speak up if they are struggling
Avoid tight deadlines or projects that conflict with exam periods and major assignment deadlines
Ideal project durations are 1-2 terms (3-6 months), allowing for meaningful engagement while respecting study schedules
Don't
Pressure students to prioritise work over their studies
Expect high availability during exam or deadline periods
It is important to plan around the academic calendar and avoid scheduling key meetings or deadlines during exam weeks or known pressure points
Forget to communicate key deadlines and time frames
Students may not understand the significance of certain events, they may not be used to dealing with rigid or inflexible deadlines. Especially ones that have knock-on impacts on others or significant ramifications if missed
Expect a staff approach- students may not understand how to operate under a professional manner or know where and what the boundaries are
For example, they may respond at weird times of the day (in 'unsociable' hours) or miss calls and meetings without a clear explanation
Communicate clearly- if project goals, timelines or funding shift. Projects don’t always go exactly as planned
When this happens, it’s crucial to keep students fully informed so they feel respected and valued throughout the process.
Involve students in decision-making- especially around any changes, but whenever possible
Schedule regular check-ins with students- these check-ins can reduce misunderstandings and help students feel supported, especially when things are uncertain or in flux
Don't
Make major decisions without consulting students
Leave them in the dark about project developments
Assume that they understand or are aware of why this has happened
Expect a quick pivot- they may need time to adapt to the new changes
Do
Clearly outline what work is paid and how to claim for it- explain how students can log their hours and who to contact if they have questions
Share examples of what’s claimable (e.g. meetings, preparation, emails)- clear examples help students understand boundaries and manage their time effectively
Pay students unfairly- understandably, budgets and financial constraints can come into play; however, if the work is at a certain level, then this needs to be accounted for in their pay
Expect unpaid work from students
Leave students unsure about what counts as paid work- if this happens, they might underreport their hours or hesitate to fully participate
