Abstract
ABSTRACT The international interest in students as partners reflects the desire to involve students as active participants in higher education. Partnership working offers numerous beneficial outcomes but can be challenging to negotiate. Therefore, this study aimed to explore how student–staff partnerships in pedagogic research were interpreted and enacted. Twenty-one participants (12 staff, nine students) who had been part of an institutional bursary scheme where students and staff work together in partnership on research projects related to learning and teaching participated in either a semi-structured interview or focus group. Data were analysed thematically. Conceptions of effective partnerships centred on notions of togetherness and mutuality. Considerations of hierarchy and the need for flexibility in working practices underpinned perspectives. The partnerships established between staff and students reflected three approaches, comparable to the established roles of research assistant, dissertation student and research team. Implications for practice and methodological considerations are discussed.
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