Building positive relationships
Different Contexts
When you employ students, they become paid colleagues within the institution, subject to the same regulations, rules and structures. However, staff must recognise that students may not be familiar with institutional norms or constraints.
Common frustrations, such as delays caused by admin/governance, often require explanation and context. It is likely that you will need to take time to explain processes and be transparent about what is and isn't within your control. This can help students engage more effectively and reduce frustration linked to misunderstandings or delays.
Common Frustrations
It is good to bear in mind that:
- Students need more support than a staff member in a similar role - you will need to commit more time to supervision and support, and work around their availability
- This is not students primary role - their studies must always take priority. Their constant context switchingLink opens in a new window may result in misunderstandings
- Students are used to working to deadlines, but being accountable for deliverables with a knock-on impact to other teams may be a new experience. Students will need reminders on timings and what is and isn't flexible
Create a student philosophy
Student workers can create this at the start of their role, and also continue to develop it throughout the process.
A Student Officer Philosophy is the students’ own interpretation of what the work or role means to them, what effectiveness looks and feels like, and the opportunities they see through being a part of your team.
This can be presented in whatever way the students want to- it should be shared with the project team during the first couple of weeks of being in the role, and then again after a few months!
Use an officer handbook
Students could create a handbook for any future student-staff who join your project team. This can be used as part of the induction process for future projects and students.
The handbook should:
- Outline what students should know when coming in to the role
- Highlight challenges and how to overcome them
- Share top tips and advice, etc
This can then be developed further by the future cohort of students and contribute to effective knowledge transfer and community building.
Managing Boundaries
Recruitment & induction
It is important to remain mindful of potential biases and avoid assuming prior institutional knowledge. You can do this by being open to new and different perspectives, questions and ideas from the beginning, and as part of your recruitment process.
Induction is equally as important, and provides practical guidance, as well as context on team structures, institutional hierarchies, and decision-making processes. Offering clear explanations can help students feel welcomed, supported, and confident in their roles.
Revisiting expectations
Initial conversations about expectations are essential, but these should not be treated as one-off events. As projects evolve, so do roles and responsibilities. Regular check-ins help maintain transparency, address misunderstandings, and create a sense of trust.
Both staff and students benefit from open communication throughout the project lifecycle.
You don't have to be the expert!
In academic settings, there is often an implicit expectation that staff must always be the expert. However, effective collaboration with students calls for a different approach — one grounded in humility, openness and shared learning, enabling students to bring their own knowledge, lived experience and critical insight to a project.
Productive relationships may involve moments of disagreement or differing perspectives. In these cases, the goal should be to remain open to dialogue and reflection. Trusting students, listening to their ideas, and being flexible are all signs of strong and inclusive leadership