Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

Matthews, Kelly E., Mercer-Mapstone, Lucy, Dvorakova, Sam Lucie, Acai, Anita, Cook-Sather, Alison, Felten, Peter, Healey, Michael J ORCID: 0000-0003-1195-0370, Healey, Ruth L. and Marquis, Elizabeth (2018) Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. International Journal for Academic Development. pp. 1-14. ISSN 1360-144X (In Press)

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Abstract

A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.

Item Type: Article
Article Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 20th November 2018, available online: https://www.tandfonline.com/doi/abs/10.1080/1360144X.2018.1545233.
Uncontrolled Keywords: Students as partners; Outcomes; Inhibitors; Student–staff partnerships; Academic development; Educational development
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Schools and Research Institutes > School of Education
Research Priority Areas: Learning and Professional Contexts
Depositing User: Susan Turner
Date Deposited: 27 Nov 2018 12:01
Last Modified: 28 Nov 2018 19:27
URI: http://eprints.glos.ac.uk/id/eprint/6241

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