Students as partners: Reflections on a conceptual model

  • Mick Healey Healey Higher Education Consultants
  • Abbi Flint Higher Education Academy
  • Kathy Harrington London Metropolitan University
Keywords: Students as Partners, Partnership Learning Communities, Co-inquiring, Co-developing, SoTL

Abstract

This article reflects on a conceptual model for mapping the work which fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples and reflect on the potential and actual uses of the model in the development of practice and policy, focussing particularly on students as co-inquirers in SoTL. The article also provides a framework for the other articles in this special issue.

Author Biographies

Mick Healey, Healey Higher Education Consultants

Mick Healey is a HE Consultant and Researcher, Howden (UK); Emeritus Professor, University of Gloucestershire, Cheltenham (UK); Visiting Professor University College London (UK); The Humbodlt Distinguished Scholar in Research-Based Learning McMaster University (Canada); Adjunct Professor, Macquarie University, Sydney (Australia); Visiting Fellow University of Queensland (Australia); and International Teaching Fellow, University College Cork (Ireland). 

Abbi Flint, Higher Education Academy

Abbi Flint is Research Manager, Higher Education Academy, York (UK), and Visiting Research Fellow in Student Engagement at Birmingham City University (UK).

Kathy Harrington, London Metropolitan University

Kathy Harrington is Principal Lecturer in Learning and Educational Development in HE, London Metropolitan University (UK), and Visiting Lecturer, The Tavistock and Portman NHS Foundation Trust, London (UK).

References

Arthur, M. (2014). From research-led to research-based teaching. Research Fortnight 30 April.

Bovill, C. (2013). Students and staff co-creating curricula: An example of good practice in higher education? In Dunne, E. and Owen, D. (Eds.), The student engagement handbook: Practice in higher education (pp. 461-475). Bingley: Emerald.

Bryson, C. (Ed.) (2014). Understanding and developing student engagement. Abingdon: Routledge.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching and learning: A guide for faculty. San Francisco: Jossey-Bass.

Crawford, K., Horsley, R., Hagyard, A., & Derricot, D. (2015). Pedagogies of partnership: What works? York: HE Academy.

Dunne, E., & Owen, D. (Eds.) (2013). The student engagement handbook: Practice in higher education. Bingley: Emerald.

Dunne, E., & Zandstra, R. (2011). Students as change agents—New ways of engaging with learning and teaching in higher education. Bristol: A Joint University of Exeter/ESCalate/HE Academy Publication.

Evans, C., Muijs, D., & Tomlinson, M. (2015). Engaged student learning: High-impact strategies to enhance student achievement. York: HE Academy.

Fanghanel, J., McGowan, S., Parker, P., McConnell, C., Potter, J., Locke, W., & Healey, M. (2016). Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector-wide study. Literature review. York: HE Academy.

Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. Teaching & Learning Inquiry, 1(2), 63-74.

Flint, A. (2015) Preface: Students and staff as partners in innovation and change. Journal of Educational Innovation, Partnership and Change, 1(1).

Flint, A., & O’Hara, M. (2013) Communities of practice and the ‘student voice:’ Engaging with student representatives at the faculty level. Student Engagement and Experience Journal, 2(1).

Fung, D. (2015). UCL connected curriculum: A distinctive approach to research-based education. London: University College London Centre for Advancing Learning and Teaching.

Fung, D. (2016). Engaging students with research through a connected curriculum: An innovative institutional approach, CUR Quarterly (forthcoming).

Gärdebo, J., & Wiggberg, M. (Eds.) (2012.) Students, the University’s Unspent Resource: Revolutionising Higher Education through Active Student Participation. Report series 12, Division for Development of Teaching and Learning, Uppsala University.

Healey, M. (2016). Students as partners and change agents. Howden: Healey HE Consultants.

Healey, M, & Addis, M. (2004). Use of peer and self-assessment to distribute group marks among individual team members: Ten years’ experience. In Healey, M., and Roberts, J., (Eds.), Engaging students in active learning: Case studies in geography, environment and related disciplines (pp. 116-21). Cheltenham: University of Gloucestershire, Geography Discipline Network and School of Environment.

Healey, M., Bovill, C., & Jenkins, A. (2015). Students as partners in learning. In Lea, J. (Ed.), Enhancing learning and teaching in higher education: Engaging with the dimensions of practice (pp.141-163). Maidenhead: Open University Press.

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

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: HE Academy.

Healey, M., Mason O’Connor, K., & Broadfoot, P. (2010). Reflecting on engaging students in the process and product of strategy development for learning, teaching and assessment: An institutional example. International Journal for Academic Development, 1(1), 19-32.

HE Academy. (2013). Students as partners change programme 2012-13: An overview of the programme, participating institutions and case studies. York: HE Academy.

HE Academy. (2015). Framework for student engagement through partnership. York: HE Academy.

Hodge, D. C., Nadler, M. K., Shore, C., & Taylor, B. A. P. (2011). Institutionalizing large-scale curricular change: The top 25 project at Miami University. Change, 43(5), 28-35.

Kuh, G. D. (2009). High impact activities: What they are, why they work, who benefits. In Rust, C. (Ed.), Improving student learning through the curriculum (pp. 20-39). Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University.

Jenkins, A., & Healey, M. (2015). International perspectives on strategies to support faculty who teach students via research and inquiry. CUR Quarterly, 35(3), 31-37.

Lea, M. (2005). ‘Communities of practice’ in higher education. Useful heuristic or educational model? In Barton, D., & Tusting, K. (Eds.), Beyond communities of practice: Language, power and social context (pp. 180-197). Cambridge: Cambridge University Press.

Little, S. (Ed.) (2011). Staff-student partnerships in higher education. London: Continuum.

Macquarie University (n.d.) Participation and community engagement (PACE).

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4-15.

Matthews, K., Marquis, E., & Healey, M. (2016). Applying theories of communities of practice to reflect on international collaborative writing groups. In J. McDonald & A. Cater-Steel (Eds.) Communities of practice—Facilitating social learning in higher education. Dordrecht: Springer (in press).

MIIETL. (2015). MIIETL Strategic Plan 2014-19 (2015-16 update). Hamilton: McMaster University.

Neary, M. (2014). Student as producer: Research-engaged teaching frames university-wide curriculum development. CUR Quarterly, 35(2), 28-34.

NUS. (2012). A manifesto for partnership. London: National Union of Students.

Nygaard, C., Brand, S., Bartholomew, P., & Millard, L. (Eds.) (2013). Student engagement—Identity, motivation and community. Faringdon: Libri.

Oxford Brookes University. (2013). Institutional Student ePioneer Partnerships.

Pauli, R., Raymond-Barker, B., & Worrell, M. (2016). The impact of pedagogies of partnership on the student learning experience in UK higher education. York: HE Academy.

Sandover, S., Partridge, L., Dunne, E., & Burkill, S. (2012). Undergraduate researchers change learning and teaching: A case study of two universities in Australia and the UK. CUR Quarterly, 33(1), 33-39.

Siig Andersen, A., Wulf-Andersen, T., & Heilesen, S. B. (2015). The evolution of the Roskilde Model, Denmark. CUR Quarterly, 36(2), 22-27.

Solomonides, I., Reid, A., & Petocz, P. (Eds.) (2012). Engaging with learning in higher education. Faringdon: Libri.

sparqs (2012) Student Engagement Framework for Scotland.

Stoddard, I., Rieser, I., Andersson, S., & Friman, E. (2012). Igniting a learning revolution: Student-run higher education for sustainable development. Solutions, 3(5), 34-9.

The Student Engagement Partnership (2014) The Principles of Student Engagement.

Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: Final report from the What Works? student retention & success programme. York: HE Academy.

Tinto, V. (2003). Learning better together: The impact of learning communities on student success. In Promoting student success in college (pp. 1-8). Syracuse, NY: Syracuse University.

Werder, C., & Otis, M. M. (Eds.) (2010). Engaging student voices in the study of teaching and learning. Virginia: Stylus.

Published
2016-09-01
How to Cite
Healey, Mick, Abbi Flint, and Kathy Harrington. 2016. “Students As Partners: Reflections on a Conceptual Model”. Teaching & Learning Inquiry 4 (2), 8-20. https://doi.org/10.20343/teachlearninqu.4.2.3.
Section
Articles: Students as Co-Inquirers (Special Section)