Lucy Mercer-MapstoneThe University of Queensland | UQ · Sustainable Minerals Institute (SMI)
Lucy Mercer-Mapstone
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37
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Publications
Publications (37)
Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming t...
Online Work Integrated Learning (WIL), where university students complete authentic work tasks for a remote workplace, is growing in prevalence, especially during the COVID-19 pandemic. Issues of equity in online WIL are underexplored, so we undertook a qualitative research synthesis of the literature to inform WIL provision for students from equit...
Gender inequity remains a critical issue in higher education. We explored the proposition that engaging students as partners (SaP), an increasingly adopted approach to student engagement, may present one approach to improving gender equity by fostering agency and leadership for women. First, we analyzed the gender distribution of authors of SaP sch...
We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student and staff perceptions, including increases in sense of belonging for both, perceptions of fairness...
The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in t...
Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring...
We report findings from a cross‐institutional investigation testing the applicability of a new concept, ‘satisfied settling’, which describes the ways in which students are unconsciously ‘settling for less’ in terms of their university experiences. The context of exploration for this article was that of Muslim students’ experiences as a critical ar...
Gender inequity remains a critical issue in higher education. We explored the proposition that engaging students as partners (SaP), an increasingly adopted approach to student engagement, may present one approach to improving gender equity by fostering agency and leadership for women. First, we analysed the gender distribution of authors of SaP sch...
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 col...
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 partn...
Debates in higher education problematise the role of students as passive receivers of education. In the student engagement field, some scholars argue that students should be positioned as ‘partners’ or ‘change agents’ rather than ‘customers’ or ‘consumers’. However, the opportunities for students to self-author their experiences as subjects rather...
A growing number of practitioners are re-envisioning higher education through student–staff partnership. Such a culture shift toward partnership can only be achieved through collaborative efforts among academic developers, other faculty/staff, and students. Using evidence from literature and my own reflections, I map the ways this partnership movem...
Power inequities are omnipresent in contexts like mining where companies have the capacity to significantly impact the wellbeing of community stakeholders. One aspect arises in attention to Social Licence to Operate (SLO), which – conceptually and in practice – supports a greater provision of power to certain stakeholders by privileging their voice...
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 sh...
Debates in higher education problematise the role of students in student engagement. Resisting neoliberal values and language, scholars argue that students should be positioned as ‘partners’ or ‘change agents’ rather than ‘customers’ or ‘consumers,’ but the extent to which students are able to self-author their experiences as subjects rather than o...
As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creati...
This practical guide is designed to support individuals, teams, or institutions in scaling up student-staff partnership (SSP or ‘partnership’, also commonly known as ‘students as partners’). The model presented here is a projects-based model which is one of the most common ways that institutions around the world have approached scaling up and embed...
A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illu...
This case study describes a project that undertook the endeavour of coherently and systematically scaling up partnership practices at a large Australian research-intensive university. We describe an authentic partnership approach to designing a university-wide SaP program drawing on the collective innovation and creativity of over eighty students a...
Social licence to operate (SLO) acknowledges the need for extractive industries to move beyond regulatory requirements into social accountability, which requires engagement between companies and their stakeholders. Engagement efforts point to dialogue as being integral for increasing the inclusivity of, for example, land-use decision-making in rura...
Social licence to operate (SLO) has become an important part of the natural resource management discourse, particularly in relation to contested arenas. The social accountability constituted by SLO requires engagement and relationship-building efforts, which are increasingly prescribed to include ‘meaningful dialogue’ as central. How such dialogue...
Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens – illuminating the fact...
Social Licence to Operate (SLO) has become an important part of discourse in the extractive industries. It has been argued that attaining a social licence requires meaningful stakeholder engagement and, more specifically, dialogue. The links between social licence and dialogue have not been the subject of much research in the resource context. To a...
“Students as Partners” (SaP) in higher education re-envisions students and staff as active collaborators in teaching and learning. Understanding what research on partnership communicates across the literature is timely and relevant as more staff and students come to embrace SaP. Through a systematic literature review of empirical research, we explo...
This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to as...
Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640...
Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what s...
Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor o...
Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace—a problem faced in the UK and US...
Projects
Projects (3)
Students as partners (SaP) represents an array of practices and possibilities through which faculty/academics or staff and also other students in teaching and learning activities. Although I have engaged in a variety of scholarship related to SaP (e.g., theoretical underpinnings, conceptualizations of success, etc.), my latest work involves a collaborative exploration of SaP using a feminist lens.
