Students as Partners: Reflections on a Conceptual Model

Abstract

This article reflects on a conceptual model for mapping the work that 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 a special section of Teaching & Learning Inquiry on students as co-inquirers. KEYWORDS students as partners, partnership learning communities, co-inquiring, co-developing, scholarship of teaching and learning

Co-Creation in Higher Education

“…They include, teaching and learning, research and development, governance, and student life. Therefore, cases vary in their context from Healey, Flint and Harrington (2016) whom previously created a model for where student partnership takes place that included: learning, teaching and assessment, curriculum design and pedagogic consultancy, subject based research and inquiry and the scholarship of teaching and learning.…”

“…Similar to this, the co-design curriculum in the other subject also allowed students to form teams and lead their own projects, which would drive a co-created curriculum. In literature, there are also examples of students working as teaching consultants and co-designing assessment items (Healey, Flint & Harrington, 2016).…”

“…The third case, a co-design workshop on how to improve university enrolment is another example of how a university can integrate the student perspective into their own internal research and development. As Healey, Flint and Harrington (2016) also note in their model, co-research could be another way that universities.…”

“…The discovery of the benefits within the study were not particularly novel. Previous literature has found that student engagement (either through student partnership or student collaboration) has led to employability, self-efficacy and ownership (Healey, Flint & Harrington, 2016;Mercer-Mapstone et al, 2017). While other studies have found that deepening relationships with students can positively impact university service innovation and university marketing (Brown & Mazzarol, 2009;Hemsley-Brown & Oplatka, 2006).…”

Moving Towards Sustainable Outcomes in Student Partnerships: Partnership Values in the Pilot Year

“…However, this distinction has become blurred in recent years. Healey, Flint, and Harrington (2016) explicitly categorise Exeter's "students as change agents" scheme as partnership work in the area of Scholarship of Teaching and Learning. We argue in this paper that the change-agents model is closer to students in control than to partnership in Bovill and Bulley's (2011) version of Arnstein's ladder of participation.…”