Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Higher Education Research and Development

Volumn 38, Issue 2, 2019, Pages 280-293

  Matthews, Kelly E ^a   Cook Sather, Alison ^b   Acai, Anita ^c,d   Dvorakova, Sam Lucie ^a,e   Felten, Peter ^f   Marquis, Elizabeth ^d   Mercer Mapstone, Lucy ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b BRYN MAWR COLLEGE   (United States)

^c MCMASTER UNIVERSITY   (Canada)

^d MCMASTER UNIVERSITY   (Canada)

^e UNIVERSITY OF EDINBURGH   (United Kingdom)

^f ELON UNIVERSITY   (United States)

Author keywords

construct; metaphor; student staff partnerships; Students as partners; theorising; theory

Indexed keywords

EID: 85054920160     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360.2018.1530199     Document Type: Article

References (68)

1. Ball, S. J., (1995). Intellectuals or technicians? The urgent role of theory in educational studies. British Journal of Educational Studies, 43(3), 255–271.
2. Baxter Magolda, M. B., (2007). Self-authorship: The foundation for twenty-first-century education. New Directions for Teaching and Learning, 2007(109), 69–83. doi: 10.1002/tl.266
3. Bell, A., Carson, L., & Piggott, L., (2013). Deliberative democracy for curriculum renewal. In E., Dunne & D., Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 499–508). Bingley: Emerald.
4. Black, M., (1962). Models and metaphor: Studies in language and philosophy. Ithaca, NY: Cornell University Press.
5. Bovill, C., (2013). Students and staff co-creating curricula–a new trend or an old idea we never got around to implementing? In C., Rust (Ed.), Improving learning through research and scholarship: 20 years of ISL (pp. 96–108). Oxford: The Oxford Centre for Staff and Educational Development.
6. Bovill, C., (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways? International Journal for Students as Partners, 1(1), 1–5. doi: 10.15173/ijsap.v1i1.3062
7. Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N., (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), 195–208. doi: 10.1007/s10734-015-9896-4
8. Bovill, C., & Felten, P., (2016). Cultivating student-staff partnerships through research and practice. International Journal for Academic Development, 21(1), 1–3. doi: 10.1080/1360144X.2016.1124965
9. Braun, V., & Clarke, V., (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
10. Brooman, S., Darwent, S., & Pimor, A., (2015). The student voice in higher education curriculum design: Is there value in listening? Innovations in Education and Teaching International, 52(6), 663–674. doi: 10.1080/14703297.2014.910128
11. Bryson, C., (Ed.). (2014). Understanding and developing student engagement. London: Routledge.
12. Bryson, C., Furlonger, R., & Rinaldo-Langridge, F., (2016). A critical consideration of, and research agenda for, the approach of ‘students as partners’. Proceedings of 40th International Conference on Improving University Teaching, Faculty of Law, University of Ljubljana, Ljubljana, Slovenia, July 15–17, 2015. Retrieved from http://www.iutconference.com/2016/01/a-critical-consideration-of-and-researchagenda-for-the-approach-of-students-as-partners/
13. Cook-Sather, A., (2006). Sound, presence, and power: ‘Student voice’ in educational research and reform. Curriculum Inquiry, 36(4), 359–390. doi: 10.1111/j.1467-873X.2006.00363.x
14. Cook-Sather, A., (2013). Catalyzing multiple forms of engagement through student-faculty partnerships exploring teaching and learning. In E., Dunne & D., Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 549–565). Bingley: Emerald.
15. Cook-Sather, A., (2014a). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development, 19(3), 186–198. doi: 10.1080/1360144X.2013.805694
16. Cook-Sather, A., (2014b). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science, 42(1), 31–46. doi: 10.1007/s11251-013-9292-3
17. Cook-Sather, A., (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2), 1–29.
18. Cook-Sather, A., (2018). What our uses of theory tell us about how we conceptualize student-staff partnership. Student Engagement in Higher Education Journal, 2(1), 101–105. Retrieved from https://journals.gre.ac.uk/index.php/raise/article/view/Bryson/646
19. Cook-Sather, A., (in press). Tracing the evolution of student voice in educational research. In R., Bourke & J., Loveridge (Eds.), Radical collegiality’ through student voice (pp. 17–38). Singapore: Springer.
20. Cook-Sather, A., & Abbot, S., (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching & Learning Inquiry, 4(2), 1–14. doi: 10.20343/teachlearninqu.4.2.5
21. Cook-Sather, A., & Alter, Z., (2011). What is and what can be: How a liminal position can change learning and teaching in higher education. Anthropology & Education Quarterly, 42(1), 37–53. doi: 10.1111/j.1548-1492.2010.01109.x
22. Cook-Sather, A., Bovill, C., & Felten, P., (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey-Bass.
23. Cook-Sather, A., & Felten, P., (2017). Ethics of academic leadership: Guiding learning and teaching. In F., Su & M., Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175–191). London: Bloomsbury.
24. Cook-Sather, A., & Luz, A., (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development, 34(6), 1097–1109. doi: 10.1080/07294360.2014.911263
25. Crawford, K., (2012). Rethinking the student/teacher nexus: Students as consultants on teaching in higher education. In M., Neary, L., Bell, & H., Stevenson (Eds.), Towards teaching in public: Reshaping the modern university (pp. 52–67). London: Bloomsbury.
26. Deming, W. E., (1993). The new economics for industry, government, education. Cambridge, MA: MIT Centre for Advanced Engineering Studies.
27. Felten, P., (2013). Introduction: Crossing thresholds together. Teaching and Learning Together in Higher Education, 9. Retrieved from http://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1062&context=tlthe
28. Frison, D., & Melacarne, C., (2017). Introduction–Students-faculty partnership in Italy: Approaches, practices, and perspectives. Teaching and Learning Together in Higher Education, 20. Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss20/1/
29. Gibson, S., Baskerville, D., Berry, A., Black, A., Norris, K., & Symeonidou, S., (2017). Including students as co-enquirers: Matters of identity, agency, language and labelling in an international participatory research study. International Journal of Educational Research, 81, 108–118. doi: 10.1016/j.ijer.2016.11.008
30. Greene, M., (2000). In search of metaphor. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
31. Hammersley, M., (2012). Troubling theory in case study research. Higher Education Research & Development, 31(3), 393–405. doi: 10.1080/07294360.2011.631517
32. Healey, M., Flint, A., & Harrington, K., (2014). Students as partners in learning and teaching in higher education. York: Higher Education Academy.
33. Healey, M., & Healey, R., (2018). ‘It depends’: Exploring the context-dependent nature of students as ‘partners’ practices’ and policies. International Journal for Students as Partners, 2(1), 1–10. doi: 10.15173/ijsap.v2i1.3472
34. Hutchings, P., & Huber, M. T., (2008). Placing theory in the scholarship of teaching and learning. Arts & Humanities in Higher Education, 7(3), 229–244. doi: 10.1177/1474022208094409
35. Jackson, A. Y., & Mazzei, L. A., (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative Inquiry, 19(4), 261–271. doi: 10.1177/1077800412471510
36. Jensen, K., & Bennett, L., (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41–53. doi: 10.1080/1360144X.2015.1113537
37. Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., … Woo, J., (2016). Navigating the threshold of student–staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4–15. doi: 10.1080/1360144X.2015.1113538
38. Matthews, K. E., (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1), 1–5.
39. Matthews, K. E., (2017). Five propositions for genuine students as partners practice. International Journal of Students as Partners, 1(2), 1–9.
40. Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L., (2018). An analysis of interpretive framing in literature on students as partners in teaching and learning: Data tables. University of Queensland. Data Collection. doi: 10.14264/uql.2018.519
41. Matthews, K. E., Dwyer, A., Hines, L., & Turner, J., (2018). Conceptions of students as partners. Higher Education, 1–15. doi: 10.1007/s10734-018-0257-y
42. Matthews, K. E., Dwyer, A., Russell, S., & Enright, E., (2018). It is a complicated thing: Leaders’ conceptions of students as partners in the neoliberal university. Studies in Higher Education, 1–12. doi: 10.1080/03075079.2018.1482268
43. Meacham, M., Castor, M., & Felten, P., (2013). Partners as newcomers: Mixed-role partnerships as Communities of practice. Teaching and Learning Together in Higher Education, 10. Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss10/5/
44. Mercer-Mapstone, L., Dvorakova, L. S., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., … Swaim, K., (2017). A systematic literature review of students as partners in higher education. International Journal of Students as Partners, 1(1), 1–23. doi: 10.15173/ijsap.v1i1.3119
45. Mercer-Mapstone, L., Marquis, E., & McConnell, C., (2018). The ‘partnership identity’ in higher education: Moving from ‘us’ and ‘them’ to ‘we’ in student-staff partnership. Student Engagement in Higher Education Journal, 2(1), 12–29.
46. Mercer-Mapstone, L., & Mercer, G., (2018). A dialogue between partnership and feminism: Deconstructing power and exclusion in higher education. Teaching in Higher Education, 23(1), 137–143. doi: 10.1080/13562517.2017.1391198
47. Meyer, J., & Land, R., (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London: Routledge.
48. Mihans, R., Long, D., & Felten, P., (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2), 1–9. doi: 10.20429/ijsotl.2008.020216
49. Millard, L., Bartholomew, P., Brand, S., & Nygaard, C., (2013). Why student engagement matters. In C., Nysgaard, S., Brand, P., Bartholomew, & L., Millard (Eds.), Student engagement: Identity, motivation and community (pp. 1–15). Farringdon: Libri.
50. Neary, M., (2010). Student as producer: A pedagogy for the avant-garde? Learning Exchange, 1(1). Retrieved from http://eprints.lincoln.ac.uk/4186/
51. Neary, M., & Amsley, S., (2012). Occupy: A new pedagogy of space and time? Journal of Critical Education Policy, 10(2), 106–138.
52. Peters, J., (2016). The pedagogy of partnership: Six principles for action. Educational Developments, 17(4), 8–9.
53. Schön, D. A., (1979). Generative metaphor: A perspective on problem-setting in social policy. In A., Ortony (Ed.), Metaphor and thought (pp. 254–83). Cambridge: Cambridge University Press.
54. Seale, J., Gibson, S., Haynes, J., & Potter, A., (2015). Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. Journal of Further and Higher Education, 39(4), 534–552. doi: 10.1080/0309877X.2014.938264
55. Spitzer, D. R., (1975). What is a concept? Educational Technology, 15(7), 36–39.
56. Swain, E., (2007). Constructing an effective ‘voice’ in academic discussion writing: An appraisal theory perspective. In A., McCabe, M., O’Donnell, & R., Whittaker (Eds.), Advances in language and education (pp. 166–184). New York, NY: Bloomsbury.
57. Taylor, C., & Bovill, C., (2018). Towards an ecology of participation: Process philosophy and co-creation of higher education curricula. European Educational Research Journal, 17(1), 112–128. doi: 10.1177/1474904117704102
58. Taylor, P., Wilding, D., Mockridge, A., & Lambert, C., (2012). Reinventing engagement. In I., Solomonides, A., Reid, & P., Petocz (Eds.), Engaging with learning in higher education (pp. 259–278). Farringdon: Libri.
59. Tierney, A. M., (2012). Undergraduate interns as staff developers: Flowers in the desert. Innovations in Education and Teaching International, 49(1), 7–17. doi: 10.1080/14703297.2012.647779
60. Tight, M., (2004). Research into higher education: An a-theoretical community of practice? Higher Education Research & Development, 23(4), 395–411. doi: 10.1080/0729436042000276431
61. Trowler, P., (2012). Wicked issues in situating theory in close-up research. Higher Education Research & Development, 31(3), 273–284. doi: 10.1080/07294360.2011.631515
62. Turner, V., (ed.). (1974). Dramas, fields, and metaphors: Symbolic action in human society. Ithaca, NY: Cornell University Press.
63. Turner, V., (1995 [1969]). Liminality and communitas. In The ritual process: Structure and antistructure (pp. 94–130). New York, NY: Walter de Gruyter.
64. Walton, J., (2013). Active participation in learning: Students creating their educational experience. In E., Dunne & D., Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 401–419). Bingley: Emerald.
65. Wenger, E., & Wenger-Trayner, B., (2015). Communities of practice–A brief introduction. Retrieved from http://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf
66. Wenstone, R., (2012). NUS-A Manifesto for partnership. Retrieved from http://www.nusconnect.org.uk/resourcehandler/0a02e2e5-197e-4bd3-b7ed-e8ceff3dc0e4/
67. Werder, C., & Otis, M., (Eds.). (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
68. Werder, C., Thibou, S., & Kaufer, B., (2012). Students as co-inquirers: A requisite threshold concept in educational development? The Journal of Faculty Development, 26(3), 34–38.