Working with students as partners in pedagogic research: staff and student experiences of participating in an institutional bursary scheme

Rachel Maunder

Abstract


This case study presents a discussion of an institutional bursary scheme (called URB@N), in which students work in partnership with staff on learning and teaching research projects. The collation of evaluative evidence over several years (via student reflective accounts, annual feedback surveys from staff and students, observations and reflections from scheme coordinators and qualitative interviews with staff and students who have participated) suggests that this model provides a valuable and impactful approach to staff/student partnership working to facilitate educational enhancement. Also discussed are emerging challenges, highlighting some of the difficulties associated with implementing effective partnership models.


Keywords


pedagogic research; partnership; staff-student partnership; student researchers; bursary scheme

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References


Butcher, J. and Maunder, R. (2014) ‘Going URB@N: exploring the impact of undergraduate students as pedagogic researchers.’ Innovations in Education and Teaching International, 51(2), 142-152.

Dunne, E. (2011) “Foreword.” In: E. Dunne and R. Zandstra (eds.) ‘Students as change agents: New ways of engaging with learning and teaching in Higher Education.’ Escalate: Higher Education Academy.

Freeman, R., Millard, L., Brand, S. and Chapman, P. (2014) ‘Student academic partners: student employment for collaborative learning and teaching development.’ Innovations in Education and Teaching International, 51(3), 233-243.

Little, S. (ed.) (2011) Staff-student partnerships in higher education. London: Continuum.

McCulloch, A. (2009) ‘The student as co-producer: learning from public administration about the student-university relationship.’ Studies in Higher Education, 34(2), 171-183.

Partridge, L. and Sandover, S. (2010) ‘Beyond ‘Listening’ to the Student Voice: The Undergraduate Researcher’s Contribution to the Enhancement of Teaching and Learning.’ Journal of University Teaching & Learning Practice, 7(2).




DOI: http://dx.doi.org/10.21100/jeipc.v1i1.162

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