Matifadza Gondo, Sneha Lakhani & Christina Magkoufopoulou, University of Coventry
Student-staff partnerships can significantly benefit both students and staff (Healey, 2023); and enhance the outcomes of any research project. To that end, ensuring an equal partnership with students (Axon et al, 2024) was a central aspect of our research project on enhancing assessment literacy. The project was planned for two years. In the mid-point of the project, we considered an in-depth meaning-oriented reflection on both students’ and staff’s perspectives on the partnership. In this paper, we will demonstrate how we used Korthagen’s core reflection model (Korthangen & Nuijten, 2022) to review the successes and challenges we faced while establishing and maintaining the student-staff partnership. In this session the project lead together with two of the student partners will share the outcomes of their reflections and how this has helped establish a successful student-staff partnership.
References:
Axon, D., Ghosh, O., Ryanto, A., Eve, J., McConnell, C., Stephenson, P., Vallapaneni, V. S., Hata, A., King, A., Smith, S., Peng, J., Wilkie, F., Hamshire, C., King, E., & Olomu, K. (2024). Preparing for student-staff partnerships: A toolkit for staff. Quality Assurance Agency for Higher Education. https://www.qaa.ac.uk/docs/qaa/members/toolkit-preparing-for-student-staff-partnership.pdf?sfvrsn=c311b581_2
Healey, R. L. (2023). A Guide to Working with Students as Partners. Centre for Academic Innovation and Development, University of Chester. Retrieved from https://www.chester.ac.uk/media/media/documents/guides/University_of_Chester_Students_as _Partners_Guidance.pdf
Korthagen, F., & Nuijten, E. (2022). The power of reflection in teacher education and professional development: Strategies for in-depth teacher learning. Routledge.
Conference theme: Student-Staff Partnerships