Abstract
While existing research has discussed the need for student-faculty partnership opportunities to be inclusive and accessible, attention to students’ motivations for participating in extracurricular partnership activities, and to their sense of the relative accessibility of such opportunities, has been limited. The present study, designed and conducted by students and faculty working in partnership, aimed to address this gap in the literature by exploring how students at a Canadian research-intensive university with a centrally-supported Student Partners Program perceive extracurricular partnership opportunities and the process of applying for them. Drawing from survey and focus group data, we describe students’ motivations for taking part in student-staff partnership initiatives and their sense of the program features that enable and constrain students’ participation. Implications of these findings for practitioners and researchers interested in Students as Partners are discussed.
Highlights
This study aims to explore how students perceive opportunities to participate in extracurricular student-faculty partnership
Motivations for participating In an effort to understand students’ rationale for engaging in student-faculty partnerships, participants were asked about factors that motivate them to take part in such opportunities
By examining the motivators, facilitators, and barriers described by a range of students at one institution with a growing student-faculty partnership program, this pilot study offers a number of insights that have implications for those interested in partnership research and practice
Summary
This study aims to explore how students perceive opportunities to participate in extracurricular student-faculty partnership. The difficulties attached to navigating entrenched institutional structures, sharing power, and stepping outside of traditional roles have been widely considered, (Delpish et al, 2010; Marquis et al, 2016; Mihans, Long, & Felten, 2008; Seale, Gibson, Haynes, & Potter, 2015), and some have argued that the radical potential of partnership programs can be overstated (Kandiko Howson & Weller, 2016; Kehler, Verwoord, & Smith, 2017; Weller, Domarkaite, Lam, & Metta, 2013) While such investigations of how power operates within, and affects the outcomes of, student-faculty partnerships are significant, less attention has been paid to the more immediate goals of individuals involved in partnerships and how these affect their decision to participate (see Acai et al, 2017 for one exception).
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