Equity and diversity in institutional approaches to student–staff partnership schemes in higher education

Mercer-Mapstone, L; Bovill, C

Equity and diversity in institutional approaches to student–staff partnership schemes in higher education

Mercer-Mapstone, L

Bovill, C

Permalink

Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2019
Issue Date:: 2019-01-01

Closed Access

	Filename	Description	Size
	03075079.2019.1620721.pdf	Published Version	2.8 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Mercer-Mapstone, L https://orcid.org/0000-0001-7441-6568	en_US
dc.contributor.author	Bovill, C	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Studies in Higher Education, 2019	en_US
dc.identifier.issn	0307-5079	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138233
dc.description.abstract	© 2019, © 2019 Society for Research into Higher Education. Student cohorts in higher education are rapidly diversifying. Approaches to student engagement in teaching and learning must evolve to meet the changing needs of these diverse groups of students equitably. Student–staff partnership is an approach to student engagement embracing the diverse experiences of both students and staff. Growing evidence shows significant positive outcomes for students and staff. Practice, however, is dominated by small scale initiatives, limiting opportunities for equitable engagement. In institutions where partnership has been scaled-up, little research has explored these institutional partnership schemes. Our research addresses this gap by exploring institutional approaches to partnership across 11 universities in the United Kingdom. Results provide important lessons for improving equity in access to partnership schemes and the need for broader conceptions of scaling up partnership.	en_US
dc.relation.ispartof	Studies in Higher Education	en_US
dc.relation.isbasedon	10.1080/03075079.2019.1620721	en_US
dc.subject.classification	Education	en_US
dc.title	Equity and diversity in institutional approaches to student–staff partnership schemes in higher education	en_US
dc.type	Journal Article
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	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.publication-status	Published	en_US

Abstract:

© 2019, © 2019 Society for Research into Higher Education. Student cohorts in higher education are rapidly diversifying. Approaches to student engagement in teaching and learning must evolve to meet the changing needs of these diverse groups of students equitably. Student–staff partnership is an approach to student engagement embracing the diverse experiences of both students and staff. Growing evidence shows significant positive outcomes for students and staff. Practice, however, is dominated by small scale initiatives, limiting opportunities for equitable engagement. In institutions where partnership has been scaled-up, little research has explored these institutional partnership schemes. Our research addresses this gap by exploring institutional approaches to partnership across 11 universities in the United Kingdom. Results provide important lessons for improving equity in access to partnership schemes and the need for broader conceptions of scaling up partnership.

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

http://hdl.handle.net/10453/138233