Abstract
This case study outlines a staff-student partnership to co-create generic assessment criteria to use in a UK business school. It highlights the potential for staff-student partnerships to create a temporary subfield, in which the established power differentials of academia are dissolved and partnership values can be established. We draw on a series of 10 semi-structured interviews with partnership participants. The values that underpin partnerships are linked to three major phases of the partnership process: establishing the partnership, partnership operation and atmosphere, and the partnership outcomes. The findings indicate that the values of authenticity, reciprocity, and inclusion are critical antecedents to establishing a successful partnership and that careful attention should be paid to establishing the partnership. The case extends our understanding of the partnership process by emphasising these antecedents. The study is multi-authored, which reflects an extension to the partnership process described in the case study.
Highlights
Whilst the existing literature on staff-student partnerships features localised, assessment-specific examples of criteria creation (Deeley & Bovill, 2017; Meer & Chapman, 2015)
The themes that emerged mapped to three distinct phases of the partnership: establishing the partnership, the partnership operation and atmosphere, and the partnership outcomes
We find that this dissolution of barriers is facilitated by establishing the partnership with participants who articulate the values of authenticity, inclusivity, and reciprocity
Summary
Whilst the existing literature on staff-student partnerships features localised, assessment-specific examples of criteria creation (Deeley & Bovill, 2017; Meer & Chapman, 2015). The case discussed in this study extended partnership activity to the revision of assessment criteria across all programs at a UK business school. Despite continued work to address assessment and feedback practices within the business school, student experiences of assessment and feedback persisted as a source of dissatisfaction. This was evidenced by student feedback collected through external references. The case study is organised to foreground the inter-relationships which underpin the contextual nature of co-creation activity (Healey & Healey, 2018) as follows. The fifth section discusses the findings in relation to the literature and the relationships to broader conceptual frameworks, followed by the conclusion
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
