‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University

Abstract

There is an increasing focus on relationship-rich education and relational pedagogies in higher education. Engaging students as partners (SaP) to nurture values-based pedagogical relationships is one such approach, yet it is contested with limited research outside of Anglophone countries. To advance a collective understanding of SaP as a global practice, we interviewed 35 postgraduate students at a research-intensive university in Hong Kong with a hybridised educational setting combining Chinese and westernised strategies and heritages. Reflecting on their learner-teacher relationships as both undergraduate and postgraduate students, they discussed differing senses of student identity that shaped how they perceived their pedagogical relationships: entanglement of positioning themselves as followers, customers, and co-teachers. The influence of neoliberalism, capitalism, and marketisation of higher education in the Hong Kong context was evident throughout the interviews. We discuss the implications for learner-teacher relationships as a pedagogical partnership in the broader hybridised higher education context of Hong Kong. In doing so, we argue that students are navigating an in-betweenness that shapes how they see themselves and the pedagogical relationships they form with teaching staff.

Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

“…Yang et al. , 2014; Dai et al. , 2024), student experiences in short-term study abroad (SA) programmes are an area that warrants further exploration (Cantwell et al.…”