Practice In Higher Education Institutions Research Articles

Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities

Academic Management and Instructional Practices of Higher Education Institutions in Lanao Del Norte: Basis for Faculty Development Plan

Academic management and instructional practices synergize within higher education, with effective management enhancing teaching quality and performance. Recognizing this symbiotic relationship, a study was conducted in Lanao del Norte to explore this correlation and develop a faculty development plan. Through in-depth interviews and a survey of 300 faculty members, including professionals, instructors, and lecturers, across various disciplines and institutions, data was gathered during the 2023-2024 academic year. Statistical analyses were employed to discern patterns, including mean, frequency, percentage, standard deviation, Pearson-r, and ANOVA. Surprisingly, the study found that factors like educational attainment, position, and training attendance did not significantly correlate with assessments of academic management or instructional practices. Moreover, no meaningful association emerged between faculty perceptions of planning, organizing, directing, and controlling within academic management and their instructional practices. These findings underscore the need to elevate the focus on academic management and align it with faculty descriptions of instructional practices. Consequently, the study proposes a tailored faculty development plan to enhance academic management and instructional quality, fostering sustained excellence within higher education institutions.

Entrepreneurship Education in South Africa’s Higher Education Institutions:Iin Pursuit of Promoting Self-Reliance in Students

Purpose: Entrepreneurship Education (EE) has garnered increased attention in SouthAfrican higher education institutions due to its potential to foster self-reliance and jobcreation in a country grappling with high unemployment rates. This study examinesentrepreneurship education's role in promoting economic development and povertyalleviation in South Africa.Study design/methodology/approach: The study adopts a systematic reviewapproach to explore the effectiveness of entrepreneurship education in addressingunemployment, creating employment opportunities, and fostering economic growthin South Africa. The study seeks to identify key findings and insights regardingintegrating entrepreneurship education into teaching and learning practices in highereducation institutions by synthesising existing literature.Findings: The findings indicate that entrepreneurship education has the potential toaccelerate economic growth, reduce unemployment rates, and alleviate poverty trapsin South Africa. By equipping students with entrepreneurial skills and mindset,entrepreneurship education can empower individuals to establish and sustain smallbusinesses, thus contributing to economic development and poverty reduction.Originality/value: This study contributes to the existing literature by providinginsights into the role of entrepreneurship education in addressing socio-economicchallenges in South Africa. The findings underscore the importance of integratingentrepreneurship education into teaching and learning practices across all highereducation institutions to tackle unemployment and poverty in the country effectively.The study emphasises the need for concerted efforts from stakeholders in highereducation to prioritise entrepreneurship education to foster economic resilience andsocial upliftment in South Africa.

Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1102 college teachers in Central China using hierarchical linear regression analysis to explore the possible influencing factors at the following four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on the teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like the online teaching load and teachers’ technology self-efficacy, and their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online teaching experience did not notably affect either. The findings of this study reveal the complex interactions of the factors that influence college teachers’ disposition toward and decisions about online teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.

TOTAL QUALITY MANAGEMENT AND CORPORATE SOCIAL RESPONSIBILITY INTEGRATED PRACTICES FOR HIGHER EDUCATION INSTITUTIONS: CONCEPTUAL FRAMEWORK

Purpose: This study aims to develop an integrated framework for Total Quality Management (TQM) and Corporate Social Responsibility (CSR) practices in higher education, bridging the gap in previous research that treated them separately. Theoretical Framework: The study acknowledges the philosophical foundations and substantial overlap between TQM and CSR. However, it highlights that previous research has not adequately integrated these two practices in the context of higher education. Therefore, the theoretical framework of this research seeks to integrate TQM and CSR within the higher education context. Methodology: Employing a comparative approach, the study reviews the literature and develops a theoretical framework. The proposed integrated TQM-CSR practices are compared with the only one TQM-CSR framework generated by prior study. Findings: The significant TQM-CSR practices that are expected to enhance organizational performance were identified. The proposed mediating variable was selected to be Employees’ Performance emphasizing its importance for overall organizational success. Research Implications: This research provides practical guidance for implementing TQM-CSR practices in higher education institutions and highlights the significance of employees' performance for organizational success. Originality/Value: This study contributes to the existing literature by addressing the ambiguity surrounding the integration of TQM and CSR in higher education. By developing an integrated framework and examining the mediating role of employees' performance, this research adds originality to the discourse on TQM-CSR practices in the higher education domain. The study's findings provide valuable insights for HEIs seeking to enhance their total quality and engagement with stakeholders.

A benchmarking study on existing communities of practice in higher education institutions: A comparison between Europe and US

ABSTRACT This study explores the establishment of communities of practice within teaching and learning centres (TLC) as strategies for advancing faculty development in higher education, examining their implementation in the US and Europe, with a specific focus on Italy. Utilising organisational benchmarking, we employed an explanatory, comparative, and best practice approach to map existing communities of practice within TLCs. Our sample included 334 centres in the US, 37 in Europe, and 13 in Italy. Findings reveal active communities, particularly in the US, attributed to a longer history of faculty development research within TLC initiatives. The prevalence of individual and formal training approaches highlights a need for increased cooperation strategies to build more cohesive communities of practice. These results align with past studies demonstrating the effectiveness of such communities, suggesting the potential for broader global networks.

Student Evaluation of Teaching: A Tool for the Assessment of Teaching Learning Practices in Higher Education Institutions

Student Evaluation of Teaching (SET) is a way to evaluate the teaching effectiveness of teachers, and teaching-learning practices based on students' feedback. It is an evaluation of the teachers by students. SET is considered a tool to assess teaching effectiveness mostly in higher education institutions. Globally, universities use SET, especially in taking the decision of tenure and promotion of professors. This article attempts to gather students' responses regarding the teaching performance of their teachers from one of the campuses in Kailali district, Nepal. A survey research design was adopted to collect students’ responses. A random sampling method was employed to select undergraduate students from the selected campus. Students were asked to fill out a questionnaire consisting of the statements managed on a 5-point Likert scale. IBM SPSS Statistics 20 was used to manage and visualize the data, and the descriptive parameters were calculated for analysis. The results show that the teaching performance of the teachers was quite good in two categories, viz., management and motivation aspects, whereas the teaching performance in the instruction aspect was only satisfactory. This study shows that teachers need to improve their instructional strategies for the betterment of teaching and learning. The study will motivate other scholars and institutions to initiate the practice of SET for the enhancement of teaching and learning in their respective institutions.

Environment Sustainable Practices in Higher Education Institutions in Oman

This research aims at understanding the extent to which HEIs in Oman undertake various initiatives to increase environmental sustainability. In so doing, the research applies survey method to collect data. Survey questionnaires were issued electronically. A total of 105 completed responses have been collected. These data are analyzed applying quantitative research technique to analyze the data. Analysis shows that the respondents are aware about the term ‘environmental sustainability’. Moreover, majority of the respondents agree that their HEIs link environmental sustainability to their mission and vision. The respondents have further positively replied that HEIs motivate them to care more about the environment. The survey results further show that students always strive to keep their campus clean through different means such as managing study materials electronically instead of printing. In addition, students tend to conservation energy by avoiding unnecessary use of energy. However, students are of the opinion that they need more opportunities to study courses related to environmental sustainability. Faculties have stated that they spontaneously motivate students to become environmentally friendly. These findings have enormous policy implications for HEIs and regulatory authorities.

ORGANIZATION OF PRODUCTION PRACTICE IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS

The article describes the role of pedagogy in the organization of production practice in higher education institutions and in the educational process.

(NON)COMPUTER-ORIENTED TESTING IN HIGHER EDUCATION: VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON (IN)CONVENIENCE USING

The article focuses the problems of using computer-based testing learning outcomes under modern conditions of accelerated development of distance and blended learning. The aim of the study is to identify and compare the views of the participants of the educational process in higher education (students, PhD students, university teachers) on convenience using during computer-based testing as compared to paper-based testing and oral-based testing. The author included 3206 respondents in the anonymous online survey in 2020-2023, including 2897 students (Bachelor and Master students), 140 PhD students, and 169 university teachers; used IBM SPSS Statistics 23 for statistical analyses. There are research results: the convenience of testing improves in the direction (the mean values of convenience and the corresponding percentages of respondents): computer-based testing – students (М=3,68; 58,3%) → university teachers (M=3,81; 65,7%) → PhD students (M=4,31; 84,3%); paper-based testing – students (M=3,21; 42,2%) → PhD students (M=3,28; 44,3%) → university teachers (M=3,46; 54,6%); oral-based testing – students (M=2,49; 19,9%) → PhD students (M=2,84; 31,4%) → university teachers (M=3,69; 60,8%). Oral-based testing is the least convenient for students and PhD students. Paper-based testing is the least convenient for university teachers. Respondents have maximum convenience during computer-based testing for all studied groups. The t-test shows a statistically significant difference (p≤0,05) of the convenience testing in the majority of compared independent groups (students, PhD students, university teachers). The author obtained the results in dynamics over four years: convenience increases in the direction oral-based testing → paper-based testing → computer-based testing for all groups according to various characteristics (educational level, gender, specialty, form of education, year of the survey). The study shows that in most cases there are no statistically significant differences (p≤0,05) of the convenience testing in the following cases: between all independent students groups for all testing forms according to the feature «form of education»; according to the feature «academic performance level» for computer-based testing. We believe that the obtained results regarding the (in)convenience testing of participants in the educational process should be taken into account in the practice of higher education institutions.

A SCALE DEVELOPMENT TO DETERMINE UNIVERSITY STUDENTS' ATTITUDES TO ONLINE EXAMS ASSESSMENT

Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.

Leadership and Innovation in Higher Education: a Characterization of Managerial Activities in the University

Purpose: The research focuses on identifying managerial practices in higher education and their connection to innovation in order to establish diagnostic and reflective elements regarding managerial activities in the university. Finally, it is crucial to interpret the results within the specific context and the value that managers bring to academic activities. Theoretical Framework: There are not enough studies associated with managerial practice in higher education, let alone focused on innovation. The main references in managerial practice refer to Mintzberg. In terms of innovation management, various models and alternatives are presented in both the management and education domains. Design/Methodology/Approach: The research has a qualitative descriptive hermeneutic approach and used a non-probabilistic sample of 20 executives from 5 higher education institutions, who were provided with a self-administered questionnaire. Additionally, observation processes and dialogue with 6 executives were conducted to delve deeper into the obtained information and carry out a more detailed hermeneutic process. Findings: The managerial practice in higher education institutions is far from consistently incorporating innovation into their activities. The analyzed institutions show a low presence of innovation management methods, indicating that they do not have a clear development path. Among some of the needs prevailing in the studied organizations is the incorporation of innovation in the design of managerial positions and functions, as well as the ability to allocate specific periods of time to address innovation. Research, Practical & Social Implications: The research proposes elements to evaluate within the organization and projects elements to strengthen managerial activity in higher education, as well as to improve decision-making. Originality/Value: Research on managerial practice is not abundant, and even less so within the framework of higher education. Therefore, it is essential to replicate this type of work to understand the reality of organizations

Online Collaboration Tools and International Students’ Sense of Belonging in Group Work

Group work has been widely used as a pedagogical practice in higher education institutions in the United States. Nevertheless, few studies have looked into the processes of collaboration for group work involving international students who speak English as a second language. This population of students, which is increasing at my university, is usually at a disadvantage linguistically and culturally compared to their American peers in group work, which might pose challenges in their communication and interactions with group mates and lead to a lack of a sense of belonging in the group and also in the class. Part of a larger research project on international students’ learning experience with group work, this study focuses on three international students’ experiences using online collaboration tools for group work. Pedagogical implications for using online collaboration tools in group work to enhance international students’ learning and sense of belonging are discussed.

Measuring Commitment to Sustainability: Proposal of Performance Indicators for a Public University in Northeast Brazil

Objective: This study discusses sustainability indicators for HEIs and presents a proposal for a set of indicators for a public University in the Brazilian Northeast. Theoretical framework: The assessment of sustainability in higher education institutions (HEIs) has been the subject of scientific discussions over the last few years, as just the application of strategies that promote sustainability is not enough to affirm that the institution is sustainable or not. This study includes assessment instruments already consolidated in the literature and the importance of environmentalizing universities. Method: The study employs a methodological approach that proposes and validates sustainability indicators for the university studied, totaling 171 indicators in 11 categories. Results: Based on the assessment instruments identified in the literature, 171 indicators distributed in 11 categories were proposed and validated, which can form a sustainability assessment instrument for the university in this study. Most of the indicators identified were considered compatible and applicable to the reality of this university institution. Implications of the research: The study highlights the need to expand sustainability assessment practices in HEIs, pointing to the importance of sustainability reports as a way of communicating socio-environmental commitment. Originality/value: The research fills a gap by proposing specific sustainability indicators for a public university in the Northeast of Brazil, contributing to the construction of a contextualized assessment instrument for the institution. Furthermore, it highlights the scarcity of studies on sustainability assessment in universities, especially in the Brazilian context.

Scientific and pedagogical schools of therapy and preventive medicine

On October 5, 2023, on the initiative of the National Medical Research Center for Therapy and Preventive Medicine and with the support of the Russian Society for the Prevention of Noncommunicable Diseases, the III International Research and Practice Forum "Scientific and Pedagogical Schools of Therapy and Preventive Medicine" was held. The Forum included two areas: symposiums dedicated to the best practices of higher education institutions; round tables dedicated to problems of education and practice integration. Scientific and pedagogical schools of the Far Eastern State Medical University, Siberian State Medical University, Samara State Medical University, Northern State Medical University, Smolensk State Medical University, S. I. Georgievsky Medical Institute of the V. I. Vernadsky Crimean Federal University were represented. Scientists and practicing doctors representing the following educational organizations took part in the discussion of integration of medical education and practical healthcare: Belgorod National Research University, Kemerovo State Medical University, Medical Institute of the Derzhavin Tambov State University, V. F. Voino-Yasenetsky Krasnoyarsk State Medical University, Academy of Postgraduate Education of the Federal Scientific and Clinical Center, Research Medical Center "Gerontology", Multifunctional Medical Center (Tashkent, Republic of Uzbekistan), Ulaanbaatar Songo Hospital (Ulaanbaatar, Mongolia), First Pavlov State Medical University of St. Petersburg, Yaroslavl State Medical University, Volgograd State Medical University, Volgograd Regional Clinical Hospital № 3, National Medical Research Center for Therapy and Preventive Medicine of the Russian Ministry of Health. The Forum showed that many medical higher educational institutions of the country have formed both independent scientific and pedagogical schools of fundamental biomedical sciences, therapy, preventive medicine, which have national and international recognition, and those that are intensively developing in accordance with Russian and international principles and demands of practical healthcare. The presence in medical education of authoritative scientific and pedagogical schools of therapy and preventive medicine is one of the indicators of the effectiveness of universities and academies in training internists and general practitioners.

Comparative analysis of models of educators’ digital competencies in the context of digital transformation of education

Introduction. The article focuses on analysis and evaluation of digital competence of academic staff in higher education institutions. The authors draw attention to the fact that in the conditions of digital transformation of education, the issue of educator’s competencies is becoming increasingly acute. However, currently there are no uniform standards of digital competencies, as well as their uniform definition. This determines certain difficulties in updating initial teacher education and professional development programs for educators. The purpose of this article is to identify the specifics of teachers’ digital competencies models and to illustrate their implementation in the educational practice of higher education institutions in the context of digital transformation of education. Materials and Methods. The research is based on the provisions of competence, system, activity and environmental approaches. In order to achieve the research goal, the authors used a set of theoretical (structural-functional and content analysis, synthesis, generalization), empirical (questionnaire, survey, conversation, ranking, expert evaluation) and mathematical (mathematical statistics, mathematical modeling) methods. As part of the study, the empirical data were analyzed and summarized. The sample consisted of 573 students pursuing their degrees in the field of Education at Mari State University. In order to confirm the reliability and significance of the presented statistical data, the Pearson criterion χ2 was applied. Results. Based on the analysis of theoretical research and educational practices, the authors analyzed the concept of ‘digital competencies’. The results of a comparative analysis of five models of digital competencies for educators (DigCompEdu, TPACK, SAMR, TDC and INTEF) are presented and described. The authors identify the common components for the above-mentioned models. They include technological, educational, cognitive, communicative, and personal ones. Their characteristics and interrelation are considered. The authors provide data from a survey of education students at Mari State University and identify the degree of formation and development of competencies within the identified components of the generalized model. The conditions for the integration of the five-component structure of the digital competencies model into the initial teacher education are clarified using the example of the master's degree program in Digital Pedagogy within the field of Education (44.04.01). Conclusions. Based on the data obtained, the authors identify features and specifics of implementing the models of educators’ digital competencies. They include the common core of five components within competencies and the need for their harmonious development among modern educators. The interdisciplinary nature of their formation and development in the conditions of digital transformation of education is emphasized, which is illustrated using the example of the master’s program in Digital pedagogy.

Generative AI tools and assessment: Guidelines of the world's top-ranking universities

The public release of generative artificial intelligence (GAI) tools (e.g., ChatGPT) has had a disruptive effect on the assessment practices of higher education institutions (HEIs) worldwide. Concerns have largely been associated with academic integrity, cheating and plagiarism. HEIs have had to develop guidelines in response to GAI. As many of these guidelines were developed in haste and could affect a large number of instructors and students, there is a need to examine their content, coverage and suitability. This review examines the extent to which the world's 50 top-ranking HEIs have developed or modified their assessment guidelines to address GAI use and, where guidelines exist, the primary content and advice given to guide instructors in their GAI assessment design and practices. The findings show that just under half of the institutions have developed publicly available guidelines. The guidelines cover three main areas: academic integrity, advice on assessment design and communicating with students. Amongst the suggestions for teachers on assessment design, two appear particularly pertinent in helping develop effective assessment tasks and developing learners’ AI literacy: first, running assessment tasks through GAI to check the extent to which the tool can accomplish the task and, second, having students use GAI as part of the assessment process. Overall, the review suggests that HEIs have come to accept the use of GAI and drafted assessment guidelines to advise instructors on its use. In the article, we argue that it may be beneficial to embrace GAI as a part of the assessment process since this is the reality of today's educational and job landscape. This will require instructors to develop a new competence - generative artificial intelligence assessment literacy - which is conceptualised in this article.

Knowledge Management Evaluation Using Digital Capability Maturity Model in Higher Education Institution

In the higher education institutions, they recognize the value of knowledge management (KM) in enhancing organizational performance and productivity. However, the current KM system faces challenges in adapting to modern issues and suffers from inefficient utilization. This paper aims to address these shortcomings by identifying the maturity level of KM using a digital capability maturity model (DCMM). To achieve this objective, data were collected through interviews, questionnaire surveys, and observations, and a descriptive data analysis method was employed. The study utilized the model's eight Business Transformation Management (BTM) disciplines to gain a comprehensive understanding and holistic analysis of digital transformation. The research findings revealed a defined maturity level (Level 3) of Effective Knowledge Worker Digital Capability. This suggests the need for strategic improvements to propel the institution towards a higher level of digital readiness. To elevate the KM maturity level, the paper recommends the development of a web-based Knowledge Management System (KMS) as a pilot project within the IT Operational department, before its potential company-wide implementation. The proposed KMS includes eight essential features, including document management, lessons learned, project management, announcements, schedules, FAQ page, and forum. This web based KMS promises to enhance knowledge sharing, collaboration, and accessibility. Beyond the specific institution studied, the research offers valuable insights for other organizations seeking to evaluate and improve their KM performance. By adopting the digital capability maturity model and considering the suggested features in the KMS, institutions can drive innovation and better adapt to the evolving landscape of knowledge management. Ultimately, this research contributes to the advancement of knowledge management theory and practice in higher education institutions, offering strategies to boost organizational agility and knowledge utilization. The findings can guide decision-makers in enhancing their KM strategies, ultimately leading to improved organizational outcomes and increased competitiveness in today's dynamic and rapidly changing environment.

Privacy governance not included: analysis of third parties in learning management systems

PurposeThis paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members?Design/methodology/approachThis study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA (n = 4) and Canada (n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities.FindingsThe results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education.Originality/valueSubstantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.

Using Scenarios to Explore the Complexity of Student-Faculty Partnership

In this paper, we present and reflect on using scenarios and role-plays as an effective approach to engaging in the often complicated conversations about student-faculty/staff partnerships, particularly those involving the scholarship of teaching and learning (SoTL). Students as co-developers of pedagogical processes, as well as co-researchers in SoTL, has become an increasingly valued practice in higher education institutions around the world, one that promises to be transformative in its pursuit to break down the traditional hierarchies and establish more democratic and equitable relationships between faculty/staff and students. While there is a growing body of evidence that demonstrates the value of creating spaces and processes to enhance teaching and learning, it can be challenging to know how to develop and implement partnership in SoTL. How do we actually do it? Many of us need guidance for where and how to get started, how to build effective partnerships, how to work through difficulties, how to share our experiences, and how to invite others into this practice. Informed by our own experiences of engaging in pedagogical SoTL partnerships and drawing upon materials developed for a conference workshop we delivered at the 2019 International Society for the Scholarship of Teaching and Learning (ISSOTL) conference, we argue that scenarios and role-plays, when informed by the principles of Scenario Based Learning (SBL), are effective tools that help explore partnership experiences of faculty/staff and students. We offer considerations for how readers can adopt and adapt scenarios in their contexts and invite further research on the ways SBL contributes to SoTL and partnership.