How did you come to engage in students-as-partners work?

Faulkner, Suzanne and Dombi, Elizabeth and Jones, Lynne and McMichan, Lauren and Melville, Gillian Carol (2024) How did you come to engage in students-as-partners work? International Journal of Students as Partners, 8 (2). pp. 241-259. (https://doi.org/10.15173/ijsap.v8i2.5872)

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Abstract

The language of students as partners was cemented into higher education practice and scholarship ten years ago. While it had been circulating in higher education policy, practices, and publications before that, two key 2014 publications on engaging students as partners or SaP inspired a myriad of practices and publications brought together by the relational, values-based ethos of partnership (Cook-Sather, Bovill, & Felten, 2014; Healey, Flint, & Harrington, 2014). A seductively simple idea—that students can collaborate with staff as partners on matters of teaching and learning—landed at the right time. The higher education sector was increasingly fixated on student involvement and engagement, particularly how university changes students (Klemenčič, 2024). SaP offered a related but direction-shifting proposition: what if students could shape higher education?

ORCID iDs

Faulkner, Suzanne ORCID logoORCID: https://orcid.org/0000-0003-3730-2320, Dombi, Elizabeth ORCID logoORCID: https://orcid.org/0000-0001-7022-4868, Jones, Lynne ORCID logoORCID: https://orcid.org/0000-0002-5731-927X, McMichan, Lauren ORCID logoORCID: https://orcid.org/0000-0003-0238-0433 and Melville, Gillian Carol ORCID logoORCID: https://orcid.org/0009-0005-4155-8902; Reid, Felix, Hunt, Jem, Chow, Marissa, Henry, Tanya and Matthews, Kelly
CORE (COnnecting REpositories)