'It depends': Exploring the context-dependent nature of students as partners practices and policies

Healey, Mick; Healey, Ruth L.

doi:10.15173/ijsap.v2i1.3472

Cited by 67 publications

(77 citation statements)

References 24 publications

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“…I found something to change as a result of each person's suggestions. Sometimes the comments I've received have led to a radical rethink and rewrite-most recently when my co-author and I received comments from Kelly and Alison (Healey & Healey, 2018)!…”

Section: Text Box 10: In Our Own Words: Process For Finalizing Beforementioning

confidence: 99%

“…SoTL-focused publications embrace diverse forms and styles of writing, and we include that diversity in our discussion of publishing on teaching and learning. In our collective experience, no stepby-step guide for publishing has removed the need for the hard, emotional, and intellectual work that academic writing involves, the unique way each person approaches this work, and the context-specific nature of the scholarship that writing for this field needs to represent (Healey & Healey, 2018;Poole, 2013). But having frameworks and guidelines helps.…”

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confidence: 99%

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Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

Healey

Matthews

Cook-Sather

2019

TLI

Self Cite

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LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars. FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE. REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces). ARGUE: Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.

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Section: Text Box 10: In Our Own Words: Process For Finalizing Beforementioning

confidence: 99%

mentioning

confidence: 99%

Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

Healey

Matthews

Cook-Sather

2019

TLI

Self Cite

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“…Like many other scholars -Bovill (2017) in the UK; Cates, Madigan, and Reitenauer (2018) in the USA; Cook-Sather and Felten (2017) in the USA; Dwyer (2018) in Australia; Healey and Healey (2018) in the UK; Kehler, Verwood, and Smith (2017) in Canada; and Peters and Mathias (2018) in the UK, I share a commitment to the principles and values underpinning partnership practices and advocate for engaging with students as partners in higher education in ways that challenge taken-for-granted assumptions (Matthews, 2017). Encouraging more people to embrace the work, and engaging in pedagogical and SoTL partnerships with students, are my ongoing sources of motivation.…”

Section: The Problem Of Resistancementioning

confidence: 68%

Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education

Matthews

2019

ij-sotl

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Engaging students as partners in the scholarship of learning and teaching (SoTL) is a principle guiding good practice. Enthusiasm for student-faculty partnerships in learning and teaching continues to grow. In this essay, I want to invite readers to reflect with me about concerns of resistance to partnership practices. I interweave stories from my experiences with selected literature that is shifting the conversation about the 'challenge of resistance' in partnership work in learning and teaching. Positioning students as partners work as a valuesbased practice and in the context of 'scaling-up' partnership programs, I argue that our preoccupation with resistance is problematic. Instead, we should accept resistance as part of a natural sense-making process that allows us to think together about the complexity of genuine pedagogical partnership.

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“…However, this method of encouraging co-creation is not always discussed positively in the current literature. Authors such as Healey and Healey (2018) and Matthews (2016) note that student partnership (closely related to co-creation) is an ethos rather than practice and thus should not be proposed as an ad-hoc approach to solving an issue or improving overall managerialism. However, in this study, given the limitations of the cases that were studied, cases where the student/staff members sought a holistic ethos to co-creation or student partnership were not available.…”

Section: Finding 1 Antecedents Have a Significant Impactmentioning

confidence: 99%

Co-Creation in Higher Education

Chemi¹,

Krogh²

2017

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'It depends': Exploring the context-dependent nature of students as partners practices and policies

Cited by 67 publications

References 24 publications

Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education

Co-Creation in Higher Education

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