Looking back to move forward: Evaluating an institutional staff-student partnership programme

• Susan Smith ^[1] ; Dan Axson ^[2] ; Hannah Austwick ^[3] ; Mia Brady ^[2]
  1. [1] University College London

     University College London

     Reino Unido

     
  2. [2] University of Sussex

     University of Sussex

     Reino Unido

     
  3. [3] University of Leeds

     University of Leeds

     Reino Unido

     

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 61, Nº 6, 2024, págs. 1355-1367
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • As higher education institutions increasingly seek to scale and access the benefits of staff-student partnerships more routinely many have established institutional programmes. Insight into scaling partnership activity across the institution is integral to the success of such programmes. This qualitative study investigates how a new programme at a UK university sought to establish the conditions for successful partnership working. A series of semi-structured interviews offer insights into the early experiences of the programme. By adopting a reflexive thematic analysis we find that partnerships are vulnerable to variable approaches to facilitation and that a greater emphasis on staff preparedness is warranted. The research uncovered tensions between the partnership scheme and other forms of student engagement e.g. student representation. As a result, clarity around the identity of partnership schemes, what partnership working involves and how it interacts with other student opportunities across the institution is critical.