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- W2895937611 abstract "The ‘students as partners’ approach in higher education has recently emerged as a key strategy for student engagement (Curran & Millard, 2016). It is designed to embed students within their learning, foster a culture of shared responsibility (Cook-Sather, Bovill & Felten, 2014) and promote positive relationships. Pedagogic approaches that encourage partnerships have been found to improve retention and depth of learning (Kuh, 2009) and strengthen graduate attributes (Crawford et al., 2015). Sitting parallel to this literature is a separate theoretical conversation that discusses collaboration in higher education, positioning students as not only partners, but producers of and within their education (Neary & Winn, 2009). Whilst conceptually it may be tempting to think of partnership and collaboration as synonymous terms, I propose that the two are markedly distinct, yielding from discrete pedagogical approaches. Indeed, ‘student as producer’ (Neary, 2010) and ‘student as partner’ models represent the pedagogic differences between collaboration and partnership, respectively. The differences between the two are subtle yet significant. This paper will explore how partnership and collaboration differ, drawing upon ‘student as producer’ and ‘student as partner’ literature. This paper aims to explore how situating students as ‘producers’ or ‘partners’ may contribute to institutional culture, staff-student relationships and productivity. The discussion here is unique in that it offers a student perspective on the conceptualisation of higher education strategies of student engagement." @default.
- W2895937611 created "2018-10-26" @default.
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- W2895937611 date "2018-08-21" @default.
- W2895937611 modified "2023-09-23" @default.
- W2895937611 title "‘Partnership’ versus ‘collaboration’: A student perspective" @default.
- W2895937611 doi "https://doi.org/10.25507/12201824" @default.
- W2895937611 hasPublicationYear "2018" @default.
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