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

Matthews, KE; Mercer-Mapstone, L; Dvorakova, SL; Acai, A; Cook-Sather, A; Felten, P; Healey, M; Healey, RL; Marquis, E

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

Matthews, KE Mercer-Mapstone, L

Dvorakova, SL Acai, A Cook-Sather, A Felten, P Healey, M Healey, RL Marquis, E

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Publication Type:: Journal Article
Citation:: International Journal for Academic Development, 2019, 24 (3), pp. 246 - 259
Issue Date:: 2019-07-03

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Field	Value	Language
dc.contributor.author	Matthews, KE	en_US
dc.contributor.author	Mercer-Mapstone, L https://orcid.org/0000-0001-7441-6568	en_US
dc.contributor.author	Dvorakova, SL	en_US
dc.contributor.author	Acai, A	en_US
dc.contributor.author	Cook-Sather, A	en_US
dc.contributor.author	Felten, P	en_US
dc.contributor.author	Healey, M	en_US
dc.contributor.author	Healey, RL	en_US
dc.contributor.author	Marquis, E	en_US
dc.date.issued	2019-07-03	en_US
dc.identifier.citation	International Journal for Academic Development, 2019, 24 (3), pp. 246 - 259	en_US
dc.identifier.issn	1360-144X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135231
dc.description.abstract	© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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.	en_US
dc.relation.ispartof	International Journal for Academic Development	en_US
dc.relation.isbasedon	10.1080/1360144X.2018.1545233	en_US
dc.title	Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	24	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	24	en_US

Abstract:

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/135231