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Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development |
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| Authors: | Kelly E Matthews Lucy Mercer-Mapstone Sam Lucie Dvorakova Anita Acai Alison Cook-Sather Peter Felten |
| Institution: | 1. Institute for Teaching &2. Learning Innovation, University of Queensland, Brisbane, Australia;3. School of Physics, University of Edinburgh, Edinburgh, UK;4. Department of Psychology, Neuroscience &5. Behaviour and Office of Education Science, Department of Surgery, McMaster University, Hamilton, Canada;6. MacPherson Institute, McMaster University, Hamilton, Canada;7. Education Program, Bryn Mawr, College, Bryn Mawr, PA, USA;8. Center for Engaged Learning, Elon University, Elon, NC, USA |
| Abstract: | A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces. |
| Keywords: | Students as partners outcomes inhibitors student–staff partnerships academic development educational development |