Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives

Mercer-Mapstone, L; Islam, M; Reid, T

Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives

Mercer-Mapstone, L

Islam, M Reid, T

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Teaching in Higher Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Mercer-Mapstone, L https://orcid.org/0000-0001-7441-6568
dc.contributor.author	Islam, M
dc.contributor.author	Reid, T
dc.date.accessioned	2021-02-08T03:21:08Z
dc.date.available	2021-02-08T03:21:08Z
dc.date.issued	2019-01-01
dc.identifier.citation	Teaching in Higher Education, 2019
dc.identifier.issn	1356-2517
dc.identifier.issn	1470-1294
dc.identifier.uri	http://hdl.handle.net/10453/145927
dc.description.abstract	© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Higher education institutions have been identified as inequitable for historically marginalised student and staff populations. Student–staff partnership has recently emerged as one approach to redressing such inequities. To what extent are institutional partnership schemes considering or achieving this goal? Using two phases of qualitative data collection, we explored the perceptions of staff administering student–staff partnership schemes regarding the inclusion of diversity across eight UK higher education institutions. Results highlight conceptual and practical challenges for and strategies to striving for equity in student–staff partnership initiatives. These results are discussed by drawing on the identities of the research team to highlight intersectional approaches to inclusion in partnership.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Teaching in Higher Education
dc.relation.isbasedon	10.1080/13562517.2019.1655396
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2021-02-08T03:20:44Z
pubs.publication-status	Published

Abstract:

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Higher education institutions have been identified as inequitable for historically marginalised student and staff populations. Student–staff partnership has recently emerged as one approach to redressing such inequities. To what extent are institutional partnership schemes considering or achieving this goal? Using two phases of qualitative data collection, we explored the perceptions of staff administering student–staff partnership schemes regarding the inclusion of diversity across eight UK higher education institutions. Results highlight conceptual and practical challenges for and strategies to striving for equity in student–staff partnership initiatives. These results are discussed by drawing on the identities of the research team to highlight intersectional approaches to inclusion in partnership.

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

http://hdl.handle.net/10453/145927