As higher education institutions increasingly seek to scale and access the benefits of staff-student partnerships more routinely many have established institutional programmes. Insight into scaling partnership activity across the institution is integral to the success of such programmes. This qualitative study investigates how a new programme at a UK university sought to establish the conditions for successful partnership working. A series of semi-structured interviews offer insights into the early experiences of the programme. By adopting a reflexive thematic analysis we find that partnerships are vulnerable to variable approaches to facilitation and that a greater emphasis on staff preparedness is warranted. The research uncovered tensions between the partnership scheme and other forms of student engagement e.g. student representation. As a result, clarity around the identity of partnership schemes, what partnership working involves and how it interacts with other student opportunities across the institution is critical.
CITATION STYLE
Smith, S., Axson, D., Austwick, H., & Brady, M. (2023). Looking back to move forward: Evaluating an institutional staff-student partnership programme. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2255588
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