Abstract
Staff-student partnership activity continues to increase across the higher education sector, expanding to encompass a broad range of initiatives. Numerous frameworks and typologies have been proposed to help organise the literature and facilitate comparisons among different types of partnerships. The research reported here draws on a case study of a quality-enhancement staff-student partnership to identify the stages of the partnership co-creation process. It argues that the establishment of partnership values is intertwined with the stages of the co-creation process and is critical to the partnership’s success. This research contributes to practice and the literature by offering a practical approach to managing a staff-student partnership, adding to work on quality enhancement partnerships, and extending prior work evaluating partnership activity from the perspectives of multiple stakeholders.
Highlights
IntroductionPractices that seek to develop staff-student partnerships are increasingly common in higher education settings (Bovill, 2019; Healey et al, 2014; Matthews et al, 2019), are increasingly diverse (Bovill, 2017), and are extending beyond their original boundaries rooted in research, teaching, learning, and assessment (Healey & Healey, 2018)
We found the evaluation to be multifaceted in staff-student partnerships and that it can occur at the level of the project participants (Luo et al, 2019; Matthews et al, 2019), at the level of the project outcomes, and the level of the broader institution (Dollinger & Lodge, 2020)
The research we report here adopts a case-study approach to outline the stages of the partnership co-creation process
Summary
Practices that seek to develop staff-student partnerships are increasingly common in higher education settings (Bovill, 2019; Healey et al, 2014; Matthews et al, 2019), are increasingly diverse (Bovill, 2017), and are extending beyond their original boundaries rooted in research, teaching, learning, and assessment (Healey & Healey, 2018). Existing partnership work in assessment identifies challenges associated with teachers and students working closely together at the module level (Deeley & Bovill, 2017) These concerns were substantially mitigated in the case study we report on here through working to co-create the generic school-level rather than assessment-specific criteria. Partnerships have been adopted to develop assessment criteria at the module level (Bergmark & Westman, 2016; Bovill, 2020; Deeley & Brown, 2014) and evaluate teaching and learning (Cook-Sather et al, 2020), Curtis and Anderson (2021) report that there are few projects that focus on program-level assessment. The current case draws on and adds to this body of work through the adoption of partnership co-creation processes at the school level
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