Abstract
This case study critically reflects on the impact of the Students as Partners in Learning initiative at the University of Stirling. The authors (two academic developers and four students) explore collectively how our partnership enabled us to reimagine a shared understanding and common learning and teaching purpose among our staff and students. We draw playfully on the image of a river as our structure but also as a metaphor for our reflections. This case study aims to provide a reflective evaluation of the progress made, and lessons learnt, in this ongoing process of partnership through an open and honest conversational flow between each of the authors, opening up questions about where we go next that will undoubtedly resonate with our readers.
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.
