Student–staff partnerships in learning and teaching: an overview of current practice and discourse

ABSTRACT

Student–staff partnerships in learning and teaching are not a new idea but have seen a growing interest and momentum in recent years. In this article, I provide an overview of the background and context of increased student–staff partnerships, a definition of partnership and some of the benefits. I highlight several examples of practice from different countries, universities and disciplines, and involving different numbers of students, which help to illustrate some of the variety of what is possible in student–staff partnerships in learning and teaching but also some of the challenges. I will focus on key ideas currently being debated in student–staff partnership work in the form of theoretical framing; contested definitions; mixed motivations and concerns about partnership being co-opted by neoliberalism; the imperative of inclusion; and the role of student–staff relationships. I conclude by considering what ways geographers might contribute to future research and practice, by offering some practical strategies for establishing and maintaining good quality partnerships in learning and teaching and with suggestions for enhancing the community and culture within which we operate.

KEYWORDS:

• Students as partners
• student-staff partnership
• student engagement
• inclusivity
• critical pedagogy

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Interestingly, many staff consider this kind of curriculum planning committee work to be curricular (pertaining to the curriculum), but many students consider this work to be extra-curricular, as they are undertaking this partnership work outside the requirements of their studies.