Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life

Responding to the challenges of student-staff partnership: the reflections of participants at an international summer institute

“…Such advantages notwithstanding, some scholars have also questioned the generally positive thrust of literature about student-faculty partnership, noting that such work entails considerable challenges in spite of its potential benefits (Allin 2014; Peseta et al 2016). Many have outlined difficulties that attach to navigating longstanding power structures, for example, pointing out that such efforts often encounter resistance and incompatible institutional cultures (Bovill et al 2016;Delpish et al 2010), and that those attempting to step out of established roles can experience uncertainty and discomfort (Cook-Sather 2014; Marquis et al 2016).…”

Co-Creation in Higher Education

“…It is of note therefore that the ways in which the study finds co-creation to be occurring in the higher education is already a useful finding. To date, much of the similar terms to co-creation in higher education, such as SaP has been explored predominately in teaching and learning contexts (Peseta et al, 2016). However, as this study later explains in Chapter 6, only two of ten cases of co-creation included in the study took place in a traditional classroom setting and two cases were distinct from teaching and learning contexts altogether (enrolment and social media).…”

“…Benefits to student-staff collaboration in the higher education have begun to be explored (e.g. Cook-Sather, 2014;Bell, 2016;Matthews, 2017). However, much of this work is conceptualised through 'students-as-partners' which is a variation of the topic 5 and does not include the underpinning constructs of co-production and ViU.…”

Students as Co-Inquirers in Australian Higher Education: Opportunities and Challenges

“…While I sometimes hear academics say things that indicate they do not always view students as people, I also wonder whether students view academics as people. Reflections from student ambassadors in Peseta, Bell, Clifford, English, Janarthana, Jones, Teal, & Zhang (2016) indicate that many students do not "have an understanding of what academics and universities actually do, how academics organise their time… [and] that many academics want to do more for students, yet …are limited by time" (p. 60). Other evidence includes this excerpt from a student's letter to my university's student newspaper: "I can't remember ever treating my tutors with actual contempt when I was an undergrad, but I certainly didn't think of them as ACTUAL HUMAN BEINGS with lives and work of their own" (Anonymous, 2015, original emphasis).…”