Student partners as co-contributors in research: a collective autoethnographic account

References

• Allin, L. (2014). Collaboration between staff and students in the scholarship of teaching and learning: The potential and the problems. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), 95–102. https://doi.org/10.2979/teachlearninqu.2.1.95
   Google Scholar
• Ashlee, A. A., Zamora, B., & Karikari, S. N. (2017). We are woke: A collaborative critical autoethnography of three ‘womxn’ of color graduate students in higher education. International Journal of Multicultural Education, 19(1), 89–104. https://doi.org/10.18251/ijme.v19i1.1259
   Web of Science ®Google Scholar
• Bazeley, P. (2009). Analysing qualitative data: More than ‘identifying themes’. Malaysian Journal of Qualitative Research, 2(2), 6–22.
   Google Scholar
• Blalock, A. E., & Akehi, M. (2018). Collaborative autoethnography as a pathway for transformative learning. Journal of Transformative Education, 16(2), 89–107. https://doi.org/10.1177/1541344617715711
   Web of Science ®Google Scholar
• Bowman, N. A., & Holmes, J. M. (2018). Getting off to a good start? First-year undergraduate research experiences and student outcomes. Higher Education, 76(1), 17–33. https://doi.org/10.1007/s10734-017-0191-4
   Web of Science ®Google Scholar
• Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618. https://doi.org/10.1007/s10734-013-9624-x
   Web of Science ®Google Scholar
• Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568. https://doi.org/10.1080/13562517.2016.1273216
   Web of Science ®Google Scholar
• Cook-Sather, A. (2013). Translating learners, researchers, and qualitative approaches through investigations of students’ experiences in school. Qualitative Research, 13(3), 352–367. https://doi.org/10.1177/1468794112451022
   Web of Science ®Google Scholar
• Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching and learning: A guide for faculty. Jossey-Bass.
   Google Scholar
• Dickerson, C., Jarvis, J., & Stockwell, L. (2016). Staff–student collaboration: Student learning from working together to enhance educational practice in higher education. Teaching in Higher Education, 21(3), 249–265. https://doi.org/10.1080/13562517.2015.1136279
   Web of Science ®Google Scholar
• Dollinger, M., & Vanderlelie, J. (2021). Closing the loop: Co-designing with students for greater market orientation. Journal of Marketing for Higher Education, 31(1), 41–57. https://doi.org/10.1080/08841241.2020.1757557
   Web of Science ®Google Scholar
• Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity. In Denzin & Lincoln (Eds.), Handbook of qualitative research (2nd ed., p. 733–767). Sage.
   Google Scholar
• Garbati, J., & Brockett, E. (2018). Students speak out: The impact of participation in an undergraduate research journal. Discourse and Writing/Rédactologie, 28, 227–245. https://doi.org/10.31468/cjsdwr.618
   Google Scholar
• Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Pearson.
   Google Scholar
• Groundwater-Smith, S., & Mockler, N. (2016). From data source to co-researchers? Tracing the shift from ‘student voice’: To student–teacher partnerships in educational action research. Educational Action Research, 24(2), 159–176. https://doi.org/10.1080/09650792.2015.1053507
   Web of Science ®Google Scholar
• Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2), 8–20. https://doi.org/10.20343/teachlearninqu.4.2.3
   Google Scholar
• Healey, M., & Jenkins, A. (2009). Developing undergraduate research and enquiry. The Higher Education Academy. DevelopingUndergraduate_Final-with-cover-page-v2.pdf (d1wqtxts1xzle7.cloudfront.net).
   Google Scholar
• Heron, M., Barnett, L., & Balloo, K. (2021). Exploring disciplinary teaching excellence in higher education. Springer International Publishing.
   Google Scholar
• Kuh, G. D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities, 14(3), 28–29. http://hdl.voced.edu.au/10707/232146
   Google Scholar
• Looker, S. (2012). Rethinking roles, relationships and voices in studies of undergraduate student writers. English Teaching: Practice and Critique, 11(2), 113–127. https://eric.ed.gov/?id=EJ973945
   Web of Science ®Google Scholar
• Lubicz-Nawrocka, T. M., & Simoni, H. (2018). Co-researching co-creation of the curriculum: Reflections on arts-based methods in education and connections to healthcare co-production. International Journal for Students as Partners, 2(2), 157–165. https://doi.org/10.15173/ijsap.v2i2.3427
   Google Scholar
• Marie, J. (2018). The relationship between research-based education and student–staff partnerships. In V. C. H. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students: Ways to connect research and teaching (pp. 30–40). UCL Press. https://doi.org/10.2307/j.ctt21c4tcm.8
   Google Scholar
• Marquis, E., Jayaratnam, A., Lei, T., & Mishra, A. (2019). Motivations, barriers, & understandings: How students at four universities perceive student–faculty partnership programs. Higher Education Research & Development, 38(6), 1240–1254. https://doi.org/10.1080/07294360.2019.1638349
   Web of Science ®Google Scholar
• Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Ianitza, V., & Woo, J. (2016). Navigating the threshold of student–staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15. https://doi.org/10.1080/1360144X.2015.1113538
   Web of Science ®Google Scholar
• Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3315
   Google Scholar
• Maunder, R. E. (2021). Staff and student experiences of working together on pedagogic research projects: Partnerships in practice. Higher Education Research & Development, 40(6), 1205–1219. https://doi.org/10.1080/07294360.2020.1809999
   Web of Science ®Google Scholar
• Maunder, R. E., Cunliffe, M., Galvin, J., Mjali, S., & Rogers, J. (2013). Listening to student voices: Student researchers exploring undergraduate experiences of university transition. Higher Education, 66(2), 139–152. https://doi.org/10.1007/s10734-012-9595-3
   Web of Science ®Google Scholar
• Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23. https://doi.org/10.15173/ijsap.v1i1.3119
   Google Scholar
• Moore, J. L., & Felten, P. (2018). Academic development in support of mentored undergraduate research and inquiry. International Journal for Academic Development, 23(1), 1–5. https://doi.org/10.1080/1360144X.2018.1415020
   Web of Science ®Google Scholar
• Morales, D. X., Grineski, S. E., & Collins, T. W. (2017). Faculty motivation to mentor students through undergraduate research programs: A study of enabling and constraining factors. Research in Higher Education, 58(5), 520–544. https://doi.org/10.1007/s11162-016-9435-x
   PubMed Web of Science ®Google Scholar
• NSSE. (2015). National Survey of Student Engagement. http://nsse.indiana.edu/pdf/EIs_and_HIPs_2015.pdf
   Google Scholar
• Ollis, L., & Gravett, K. (2020). The emerging landscape of student–staff partnerships in higher education. In K. Gravett, N. Yakovchuk, & I. Kinchin (Eds.), Enhancing student-centred teaching in higher education (pp. 11–27). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-35396-4_2
   Google Scholar
• Partridge, L., & 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 and Learning Practice, 7(2), 2. https://doi.org/10.14453/jutlp.v7i2.4
   Google Scholar
• Peseta, T., & Bell, A. (2020). Seeing institutionally: A rationale for ‘teach the university’ in student and staff partnerships. Higher Education Research & Development, 39(1), 99–112. https://doi.org/10.1080/07294360.2019.1676200
   Web of Science ®Google Scholar
• Ryan, C. (2020). Students learning as researchers of curriculum in an undergraduate programme. Innovations in Education and Teaching International, 57(6), 644–654. https://doi.org/10.1080/14703297.2019.1673201
   Web of Science ®Google Scholar
• Salazar, C. (2021). We are friends? Navigating relationships with undocumented college students as co-researchers in participatory action research. International Journal of Qualitative Studies in Education, 34(8), 715–732. https://doi.org/10.1080/09518398.2021.1956622
   Web of Science ®Google Scholar
• Stone, G., Jensen, K., & Beech, M. (2016). Publishing undergraduate research: Linking teaching and research through a dedicated peer-reviewed open access journal. Journal of Scholarly Publishing, 47(2), 147–170. https://doi.org/10.3138/jsp.47.2.147
   Web of Science ®Google Scholar
• Tai, J., Dollinger, M., Ajjawi, R., Bohra, S., Booth, M., Jorre St Jorre, T., Kaur, H., Krattli, S., McCarthy, D., McCracken, M., & Prezioso, D. (2022). Designing assessment for inclusion: An exploration of diverse students’ assessment experiences. Assessment and Evaluation in Higher Education. Online First Publication. https://doi.org/10.1080/02602938.2022.2082373
   Google Scholar
• Waite, S., & Davis, B. (2006). Developing undergraduate research skills in a faculty of education: Motivation through collaboration. Higher Education Research & Development, 25(4), 403–419. https://doi.org/10.1080/07294360600947426
   Google Scholar
• Welikala, T., & Atkin, C. (2014). Student co-inquirers: The challenges and benefits of inclusive research. International Journal of Research & Method in Education, 37(4), 390–406. https://doi.org/10.1080/1743727X.2014.909402
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3.
   Google Scholar
• Wilson, S., Tan, S., Knox, M., Ong, A., Crawford, J., & Rudolph, J. (2020). Enabling cross-cultural student voice during COVID-19: A collective autoethnography. Journal of University Teaching & Learning Practice, 17(5), 30–51. https://doi.org/10.53761/1.17.5.3
   Web of Science ®Google Scholar