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The importance of university, students and students’ union partnerships in student-led projects: A case study
Abstract
Purpose
This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders.
Design/methodology/approach
A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union.
Findings
The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity.
Research limitations/implications
This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves.
Originality/value
This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.
... The aim of learning in the reformative model is that students move towards interdisciplinarity to improve their systemic understanding of sustainability and real-world problems (Ashby and Exter, 2019). The aim of learning in the transformative model is that students (and other actors) advance towards hands-on change agency for SD (Briggs et al., 2019;Trechsel et al., 2021). Whatever the striven-for degree of changereformative or transformative -ESD experts agree that HEIs must support creation of "safe spaces" to facilitate disruptive learning concerning SD challenges and inspire students to step outside their comfort zone. ...
... In addition, students benefit from a sense of freedom and empowerment in safe spaces (Haber-Curran and Tillapaugh, 2014). Further, Briggs et al. (2019) and Barth and Michelsen (2013) add that providing a safe space in which students can fail is essential, while Förster et al. (2019) and Winter et al. (2015) emphasise that a change of mindset (and ultimately behaviour) is only possible if participants' emotions and intuitive selves are given space in the learning process. ...
... Students created new spaces with their projects, sometimes adopting unconventional approaches and exhibiting a certain innocence (Stobbelaar, 2020). They profited from a safe and creative space where "out of the box" thinking and doing were allowed (Briggs et al., 2019) and where diversity and mutual recognition empowered students. ...
Purpose
This study aims to explore how the boundary between science and society can be addressed to support the transformation of higher education towards sustainable development (HESD) in the sense of the whole institution approach. It analyses students’ learning experiences in self-led sustainability projects conducted outside formal curricula to highlight their potential contribution to HESD. The students’ projects are conceived as learning spaces in “sustainability-oriented ecologies of learning” (Wals, 2020) in which five learning dimensions can be examined.
Design/methodology/approach
Using an iterative, grounded-theory-inspired qualitative approach and sensitising concepts, 13 in-depth semi-structured interviews were conducted exploring students’ learning experiences. Interviews were categorised in MAXQDA and analysed against a literature review.
Findings
Results revealed that students’ experiences of non-formal learning in self-led projects triggered deep learning and change agency. Trust, social cohesion, empowerment and self-efficacy were both results and conditions of learning. Students’ learnings are classified according to higher education institutions’ (HEIs) sustainability agendas, providing systematised insights for HEIs regarding their accommodative, reformative or transformative (Sterling, 2021) path to sustainable development.
Originality/value
The education for sustainable development (ESD) debate focuses mainly on ESD competences in formal settings. Few studies explore students’ learnings where formal and non-formal learning meet. This article investigates a space where students interact with different actors from society while remaining rooted in their HEIs. When acting as “change agents” in this hybrid context, students can also become “boundary agents” helping their HEIs move the sustainability agenda forward towards a whole institution approach. Learning from students’ learnings is thus proposed as a lever for transformation.
... Stakeholders' engagement should appear at each sub-system in materialising the sustainability initiatives. Past literature has highlighted the importance of engaging internal and external stakeholders (Briggs et al., 2019;Harsanto & Permana, 2021;Sundram et al., 2021), particularly in an institutional-based sustainability programme. Hence, similar engagement is also relevant in youth-led movements and sustainability programmes. ...
Academics have discussed stakeholders engagement in attaining Sustainable Development Goals (SDG). This study deliberates stakeholder’s engagement in the execution of youth-led SDG-associated initiatives in Malaysia. Twenty-five youth leaders from different youth drives were interviewed, and their stakeholder’s engagement was analysed. This study encapsulates that in youth-led programmes, Malaysian youth movements have engaged with global and national-level SDG stakeholders as emphasised by the United Nations (UN). However, there is limited engagement with the international entities, governments, and private sector. The findings of this study provide insight into the country’s SDG governance and its stakeholder’s engagement from the youth movement perspective. Keywords: SDG ; Stakeholders Engagement ; Youth Movement ; Malaysia eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i19.3214
... Unquestionably, a sustainable university's central mission is for students to embody a sustainable lifestyle (Aktas, 2015;Briggs et al., 2019) and consider sustainable practices during their professional life. This purpose can be achieved through several means like roleplaying games (Ely, 2018), community engagement (Eppinga et al., 2020), natural resources management (Zepeda et al., 2018), outreach and partnership (Munguia et al., 2010) and fictive IJSHE situations (Österlind, 2018), among others. ...
Purpose
Students play an unequivocal role in sustainable universities as they are theorized to embody the mission of a sustainable university through a sustainable lifestyle and spread sustainability practices during their professional careers. Despite this, it is not well known how or why students come to embody a sustainable lifestyle. This study aims to better understand the relationship between happiness, academic achievement and sustainability behaviors among the student population in a Mexican higher education institution.
Design/methodology/approach
In a questionnaire study, engineering and psychology university students at a large public university in northwestern Mexico answered questions regarding their environmental sustainability behaviors, happiness and academic performance. A stratified random sampling technique was used to obtain the sample population that best represents the entire population. After chi-square tests, it was confirmed that the three variables were independent of one another. Therefore, a series of correspondence analyses were conducted to examine clusters or patterns that could indicate relationships among the three variables.
Findings
The main finding from this work was that the happiest and most academically astute participants were only slightly environmentally sustainable or not sustainable at all. The lack of environmental sustainability in students from one of the most top-rank sustainable universities in Mexico does not align with previous sustainability reports. External factors to the university, such as cultural values and extreme weather conditions, may have influenced students’ sustainability behaviors.
Research limitations/implications
As with any other questionnaire study, the provided data is subject to interpretation, judgment and bias. In addition, the environmental and happiness index used in this study are not free of criticizing, and some author had disputed its efficacy. Finally, this study’s findings did not determine any causality or directionality between any of the latent variables. However, causality and directionally between environmental sustainability-happiness and happiness-academic performance have to be found in both directions.
Practical implications
Despite the unsustainability of students in this study, this study has several contributions. First, it provides an evaluation of a sustainable university from the perspectives and behaviors of students. The views of students as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and inadvertent barriers (e.g. extreme weather patterns) toward the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers. The issue of barriers, as they relate to sustainability behaviors, is highly relevant and presents important opportunities and questions for future research.
Originality/value
This study provides an evaluation of a sustainable university from the perspectives and behaviors of students. Students’ views as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and barriers as they relate to the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers.
... Therefore, universities must consider how their communication techniques can support diverse engagement whilst acknowledging specific challenges these students face in order to support access and success . With overlapping interests in supporting underrepresented student groups, students' unions and universities are well placed and encouraged by national guidance to support such aims (Committee of University Chairs & National Union of Students, 2011; GuildHE & The Student Engagement Partnership, 2015), with evidence suggesting that the benefits from a university and students' union partnership (alongside partnering with students) far outweigh the challenges faced (Jayne Briggs et al., 2019). Universities and their students' unions can support each other in many ways, yet little literature has looked at how this way of working is actively addressing issues for underrepresented student groups. ...
This case study describes a staff-student partnership project from the perspective of three staff members based across independent departments within a UK higher education institution (HEI) and its students’ union. The authors, drawing upon an intersecting passion for advancing student equality, diversity, inclusion, widening participation and student engagement, developed a cross-collaborative and student-centred partnership project to create a series of guides specifically for underrepresented student groups. The guides, which sought to provide appropriate information and guidance in order to actively enhance students’ overall experience whilst navigating university life, were developed and co-created through lived student experience. This case study critically reflects upon this form of partnership, along with its benefits and challenges, and considers its contribution to literature on staff-student partnership beyond the formal realm of learning and teaching.
... Examples of this type of organizations include the establishment of alliances [15], networks [16], interest groups [17] and junior enterprises (JE) [18]. These organizations, while creating value for its stakeholders, engage students in a collaborative real-life experience that enhances their entrepreneurial knowledge, skills and attitudes and boost their personal and professional development [19], [20], as well as complementing the formal theoretical curriculum of the university [21]. ...
Entrepreneurial ecosystems are widely acknowledged as crucial to promoting regional competitive advantage and local development. Despite this discussion, higher education institutions (HEIs) have an undeniable role in the promotion of regional ecosystems, mainly through the support of academic/students entrepreneurship and the promotion of entrepreneurial competences. A key stakeholder of HEIs are the student-led organizations, which are initiatives promoted and managed exclusively by students. This paper discusses the impact of junior enterprises (JEs) in the quality conditions of regional ecosystems. A JE is a non-profit student-led organization, created and managed exclusively by higher education undergraduate and postgraduate students, which provides specialized services to companies, institutions, and society, at the same time, that promotes the development of its members’ knowledge and skills base. A quantitative analysis was performed based on primary data gathered from 44 JEs and secondary data collected from the Regional Innovation Index and the Regional Ecosystem Scoreboard of the European Commission. The findings of this study suggest that JEs’ performance is related to the quality conditions of regional ecosystems, mainly to the entrepreneurial culture, entrepreneurial motivation, business and entrepreneurship education, availability of technical and design/creative skills in the private sector, availability of individuals with high levels of E-skills and tertiary education, as well as employment in knowledge-intensive services. Moreover, the development performance is a predictor of the skills available on the ecosystem, as well as the business and entrepreneurship education. These findings have implications for both higher education management and public policy since it highlights the importance of students-led organizations as key actors in regional development.
... The environment of student societies is important for providing students the space for creative development, and affiliation for a field, interest, cause, and/or political interest (Loader, Vromen, Xenos, Steel, & Burgum, 2015). Student societies provide various opportunities to students for activism and help them to follow their interests (Briggs, Robinson, Hadley, & Pedersen, 2019). Student activism has a very positive influence on the social integration of a student and plays a significant role in reducing the dropout rate and student attrition (Gallagher & Gilmore, 2013). ...
Background
Today, Pakistan has the highest percentage of young people in its history, who can become champions of child rights through channelizing their energy. Voices for Children’s Aspirations and Needs (VCAN) student society at the University of Lahore is one such student body, working to promote child rights and eliminate violence against children.
Objectives
The study identifies factors contributing to young people’s motivation to join VCAN student society working for children's rights and influence their participation in activities, along with attitudinal shift. The current study also attempts to find out effective mediums to engage youth in volunteering activities for the prevention of violence against children.
Participants
Sample (N = 40) was selected through purposive sampling from the VCAN Student Society at the University of Lahore.
Method
The data were collected through a questionnaire developed by the researchers (α = 0.86). Collected data were analyzed by finding descriptive statistics (mean, percentage and frequency) and paired samplet-test using statistics software, SPSS, version 21.0.
Results
Motivation for joining student society included wanting to work for the betterment of children (57.5 %) and to volunteer for the prevention of violence against children (47.5 %). There was a statistically significant difference (t=−4.16, p < .001) in the perception of participants about child rights before and after joining the society. Factors such as lack of required knowledge, unclear roles, and contrast between expected role and skillset (45.0 %, 42.5 %, and 40.0 % respectively) discouraged youth participation. 37.5 % of the participants considered WhatsApp as an extremely effective way to engage youth whereas 32.5 % reported Facebook as an extremely effective medium for the same purpose.
Conclusion
Student societies provide a great platform for students to be active for a social cause. Educational institutions should encourage and facilitate youth participation for such causes.
This chapter explores the concept of “activist learning for sustainability” and the role of activism and related pedagogies and the relationship to education for sustainable development (ESD). The chapter will reflect on a case study of student-led activism: the initiation of a “sustainable student house” devised and developed by students to allow them to “live what they are learning” and educate other students about sustainable lifestyles. Through reflections from this case this chapter explores: the relationship between the formal, informal, and hidden curricula in inspiring and supporting student activist learning for sustainability; some of the challenges of student-led activist projects, such as the sometimes-difficult relationships between students and university staff, and tensions between the students’ private and public spheres of life at university; and student learning as activists for sustainability. The chapter concludes with recommendations for ESD practitioners engaged in the development of activist learning opportunities.
Arabic matriculation is an additional course program provided by the Arabic Education Department to new students to equalize their basic Arabic language skills. This program is better known among students as the Afternoon Course, where the Student Association plays a role in succeeding it. Therefore, this research aims to embrace the role of the Student Association in Arabic matriculation programs for new students. This research is descriptive with a qualitative approach where data collection techniques are interviews, observations, and documentation. Data begins to be analyzed during data collection based on the data analysis process by Miles and Huberman, namely: data reduction, data presentation, and data collection. The results showed 1) In the implementation of afternoon course matriculation, the department and the student associations established beneficial cooperation and good relations between the two parties. 2) The role of the student association in the program includes recruitment of tutors, pretesting, scheduling, implementation of learning, and evaluation. 3) The motivation of students to become tutors is to seek experience and as a forum for teaching exercises. The benefit they get when they become a tutor is that it helps improve their teaching skills. Further research is needed on the effectiveness of the matriculation program on participants' Arabic language skills and the effect of the program on the teaching ability of tutors.
This chapter discusses the definitional and conceptual difference between the co-curricular and the extra-curricular. Historically, they have been treated as being the same, but contemporary pedagogical thinking and practice show otherwise. The basis of the distinction is the view held by institutions and staff regarding what the scope of the curriculum should be. Accreditation preferences have also made differentiation important because broader experiences are seen as a critical piece in the development of students within those fields. The difference between the two rests primarily in (1) the distance between the out-of-classroom activity and the classroom itself, as well as the activity, and (2) the value accorded the experience generated by the activity, which is in itself related to curricular requirements.
This article has been retracted: please see Elsevier Policy on Article Withdrawal (https://www.elsevier.com/about/our-business/policies/article-withdrawal).
This article has been retracted at the request of the Editors-in-Chief.
After a thorough investigation, the Editors have concluded that the acceptance of this article was partly based upon the positive advice of one illegitimate reviewer report. The report was submitted from an email account which was provided to the journal as a suggested reviewer during the submission of the article. Although purportedly a real reviewer account, the Editors have concluded that this was not of an appropriate, independent reviewer.
This manipulation of the peer-review process represents a clear violation of the fundamentals of peer review, our publishing policies, and publishing ethics standards. Apologies are offered to the reviewer whose identity was assumed and to the readers of the journal that this deception was not detected during the submission process.
In an increasingly mobile world, transience is becoming the norm. Sustainable community food initiatives, therefore, must organise to withstand high turnover of volunteers. Using a case study of the United Kingdom’s National Union of Students’ food growing scheme in universities, this paper aims to map the causes and effects of short-term, irregular, and low participation using a causal loop diagram to understand how to mitigate their negative impacts and improve participation. Data was gathered through interviews, workshops, photovoice, a fishbowl discussion, and a reflective diary. We found three amplifying feedback loops increasing short-term, irregular and low participation, their causes, and their impacts. These feedback loops were precariously buffered by a continuous in-flow of new potential participants each academic year. We also found that the stakeholders of these gardens conceptualised time akin to both temporary and permanent organisations, and these differing conceptualisations were a source of tension. Furthermore, although ‘organisational amnesia’ was a problem, the gardens were still learningful spaces. We recommend both upstream and downstream solutions are implemented to buffer the impacts of transience and suggest that university and students’ union staff could play a crucial and subtle supporting role.
Community gardens (CGs) in university settings are faced with challenges associated with a transient and inexperienced population of student gardeners, but they also have the potential to have a lasting impact on the food behaviours of many young people. This paper undertakes a systematic critical review of literature about University Community Gardens for Sustainability (UCGS) in order to suggest directions of future research in the emerging field research about CGs within and outside of universities. The literature shows that UCGS have similar benefits to those identified in urban CG literature; but with greater emphasis on both the educational and environmental sustainability benefits, suggesting an under-used potential of CGs in these areas. We argue that a better understanding of the particular challenges and benefits of UCGS could improve outcomes of CGs in all settings. Therefore we recommend that future should explore: (1) participant transience in CGs, thereby helping sustainability projects with large volunteer bases learn to cope with challenges this poses in order to maximise the garden’s impacts; (2) whether/how participating in CGs can contribute to changes in attitudes/behaviours with regards to sustainability and be used as a tool for Education for Sustainability in and outside of university settings and (3) failed cases of CGs to genuinely understand factors that contribute to success. By addressing these areas we can improve our understanding of how community gardening can contribute to our communities, universities and environment, and can begin to make these potential contributions a reality.
Purpose
The purpose of this case study is to explore the principles and practices of Sustainable Development (SD) in the University curriculum.
Design/ methodology/ approach
In order to explore the principles linked with the Sustainable Development Goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out, using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), analysed with Atlas.ti.
Findings
Several visions, difficulties and challenges were identified in this mixed methods study around the concept of Sustainability, which allowed us to describe and portray a specific starting position in relation to the SDGs at the UIC.
Research limitations/ implications
The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to Education for Sustainable Development (ESD) were not studied.
Practical implications
Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD.
Originality/ value
This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in Higher Education.
Keywords
Sustainable Development Goals · Higher Education · Sustainability Curriculum Implementation · Transforming teaching and learning
Despite popular rhetoric concerning the benefits of volunteerism for public and nonprofit organizations, the use and management of volunteers to assist in the delivery of services is uneven: some organizations rely heavily on volunteer labor for this purpose, while others circumscribe volunteer contributions or eschew volunteer involvement altogether. This article introduces eight dimensions of volunteer involvement—four involving organizational decisions and four regarding volunteers’ decisions—that make up the overall scope of volunteer involvement in an organization. Based on a review of the literature, the article presents a conceptual framework and several research propositions concerning how organizational characteristics, volunteer management, and environmental factors affect the overall scope of volunteer involvement in an organization.
Universities are increasingly being seen as key sites for transformation around sustainability. However, much of the literature in this area uses the terms transformation and transformative learning rather uncritically. Moreover, there is little extant research which has investigated the links between transformative learning theories and Education for Sustainability (EfS). This paper reports on a research project which explored academic and student perceptions of the opportunities for transformation around sustainability in two UK universities. The findings suggest that, despite shared understanding about the nature of pedagogic approaches that promote deep learning, academics are wary about promoting transformation beyond the professional sphere and students are more likely to have transformative experiences outside the formal curriculum. There are indications that although universities have significant potential as sites for transformation around sustainability, at present, this is not being achieved.
The Sustainable Development Goals (SDG) have the potential to become a powerful political vision that can support the urgently needed global transition to a shared and lasting prosperity. In December 2014, the United Nations (UN) Secretary General published his report on the SDGs. However, the final goals and targets that will be adopted by the UN General Assembly in September 2015 risk falling short of expectations because of what we call “cockpit-ism”: the illusion that top-down steering by governments and
intergovernmental organizations alone can address global problems. In view of the limited effectiveness of intergovernmental efforts and questions about the capacity of national governments to affect change, the SDGs need to additionally mobilize new agents ofchange such as businesses, cities and civil society. To galvanize such a broad set of actors, multiple perspectives on sustainable development are needed that respond to the various motives and logics of change of these different actors. We propose four connected
perspectives which can strengthen the universal relevance of the SDGs: “planetary boundaries” to stress the urgency of addressing environmental concerns and to target governments to take responsibility for (global) public goods; “the safe and just operating space” to highlight the interconnectedness of social and environmental concerns and its distributive consequences; “the energetic society” to benefit from the willingness of a broad group of actors worldwide to take action; and “green competition” to stimulate
innovation and new business practices. To realize the transformative potential of the SDGs, these four perspectives should be reflected in the focus and content of the SDGs that will be negotiated in the run up to September 2015 and its further implementation.
A total of 575 students from the Associate Degree Foundation Program and the Associate Degree Program participated in this study. The two purposes of this study were to use the time series between/within experimental design to examine whether participation in co-curricular activities could (1) enhance student learning effectiveness and (2) have positive effects on the academic performance of self-funded sub-degree students in Hong Kong. It was found that participation in co-curricular activities could not enhance student learning effectiveness. Associate degree students were too preoccupied by the need to attain good academic results in the first 2-3 terms of study. Rather, this study suggests that student learning effectiveness is affected by the time factor. High learning effectiveness was observed in the middle of the academic year but relatively low learning effectiveness at the end of the year.
Engaging students and staff effectively as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st century. Students as partners is a concept which interweaves through many other debates, including assessment and feedback, employability, flexible pedagogies, internationalisation, linking teaching and research, and retention and success. Interest in the idea has proliferated in policy and practice in the UK and internationally, particularly in the last few years. Wider economic factors and recent policy changes are influencing a contemporary environment in which students are often positioned as passive consumers of, rather than active participants in, their own higher education. It is timely to take stock and distil the current context, underlying principles and directions for future work on students as partners in learning and teaching.
The aims of this report are to:
• offer a pedagogical case for partnership in learning and teaching;
• propose a conceptual model for exploring the ways in which students act as partners in learning and teaching;
• outline how the development of partnership learning communities may guide and sustain practice;
• map the territory of strategic and sustainable practices of engaging students as partners in learning and teaching across diverse contexts;
• identify tensions and challenges inherent to partnership in learning and teaching, and offer suggestions to individuals and institutions for addressing them;
• identify priorities for further work.
This report concentrates on students as partners in learning and teaching in higher education, though we recognise that students may act as partners in many other important ways, including institutional governance, quality assurance activities, research strategies and policies, estates, community engagement, and other extra-curricular activities. Partnership in learning and teaching is one aspect of the larger picture of an institution-wide ethos and practice of partnership.
Pedagogical case for learning and working in partnership
Partnership is framed as a process of student engagement, understood as staff and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement. In this sense partnership is a relationship in which all participants are actively engaged in and stand to gain from the process of learning and working together. This approach recognises that engaged student learning is positively linked with learning gain and achievement, and argues that partnership represents a sophisticated and effective approach to student engagement because it offers the potential for a more authentic engagement with the nature of learning itself and the possibility for genuinely transformative learning experiences for all involved. Hence we speak of engagement through partnership.
Partnership as a process of engagement uniquely foregrounds qualities that put reciprocal learning at the heart of the relationship, such as trust, risk, inter-dependence and agency. In its difference to other, perhaps more traditional, forms of learning and working in the academy, partnership raises awareness of implicit assumptions, encourages critical reflection and opens up new ways of thinking, learning and working in contemporary higher education.
Partnership is essentially a process of engagement, not a product. It is a way of doing things, rather than an outcome in itself. All partnership is student engagement, but not all student engagement is partnership.
Conceptual model for partnership in learning and teaching
A new conceptual model (see Figure 2.3) distinguishes four broad areas in which students can act as partners in learning and teaching:
• learning, teaching and assessment;
• subject-based research and inquiry;
• scholarship of teaching and learning;
• curriculum design and pedagogic consultancy.
Visually the model is represented as four overlapping circles to emphasise that distinctions between the areas are blurred and inter-relationships are complex and diverse when put into practice. At the centre of the model is the notion of partnership learning communities, which draws attention to the processes by which partnership operates in the four different areas.
Partnership learning communities
Embedding sustainable partnership beyond discrete projects and initiatives requires that working and learning in partnership becomes part of the culture and ethos of an institution. Partnership is more likely to be sustained where there is a strong sense of community among staff and students. The key to achieving this is the development of partnership learning communities, and certain features are seen to encourage their development:
• working and learning arrangements that support partnership;
• shared values;
• attitudes and behaviours that each member of the community signs up to and embodies in practice.
Building partnership learning communities requires critical reflection on and consideration of key issues within specific contexts of practice:
• inclusivity and scale;
• power relationships;
• reward and recognition;
• transition and sustainability;
• identity.
Partnership learning communities invite critical reflection on existing relationships, identities, processes and structures, and can potentially lead to the transformation of learning experiences. Given that partnership is both a working and learning relationship, these new communities should acknowledge the dual role of staff and students as both scholars and colleagues engaged in a process of learning and inquiry.
Mapping the territory
Partnership in learning and teaching may take many forms, and increasingly students are engaged in areas in which traditionally they have been excluded, such as curriculum and assessment design. Case studies of initiatives from a range of institutions and countries, along with conceptual frameworks drawn from international scholarship in the field, are offered to illustrate the diversity of strategic and sustainable practices in the four areas we identify in our model.
• Learning, teaching and assessment – Engaging students in partnership means seeing students as active participants in their own learning, and although not all active learning involves partnership it does mean engaging students in forms of participation and helps prepare them for the roles they may play in full partnership. Engaging students as teachers and assessors in the learning process is a particularly effective form of partnership.
• Subject-based research and inquiry – Whether it involves selected students working with staff on research projects or all students on a course engaging in inquiry-based learning, there is much evidence of the effectiveness of this approach in stimulating deep and retained learning. As with active learning, not all ways of engaging students in research and inquiry involve partnership, but there are many examples where students have extensive autonomy and independence and negotiate as partners many of the details of the research and inquiry projects that they undertake.
• Scholarship of teaching and learning (SoTL) – Conducting projects in partnership with students has been suggested as one of the five principles of good practice in SoTL. There are an increasing number of effective initiatives of engaging students as change agents in institutions where they undertake research projects into the learning and teaching they experience with the intention of enhancing the quality of student learning.
• Curriculum design and pedagogic consultancy – Students are commonly engaged in course evaluations and in departmental staff-student committees, but it is rarer for institutions to go beyond the student voice and engage students as partners in designing the curriculum and giving pedagogic advice and consultancy. Yet where institutions have implemented such initiatives they have seen significant benefits for both students and staff.
Students as partners operate in many different settings – module/course, programme, department/faculty, institution, and nationally/internationally. Cutting across these settings is the additional dimension of the disciplinary or inter-disciplinary context.
Tensions, challenges and suggestions
Working and learning in partnership heightens an awareness of conflicting priorities and tensions between the different perspectives and motivations of those involved, and it raises challenges to existing assumptions and norms about higher education. Partnership also offers possibilities for thinking and acting differently, and for effecting a fundamental transformation of higher education.
Key tensions are identified, and suggestions for addressing them in different contexts are offered. The focus is not on prescribing specific practices or outcomes, but on helping to create conditions for enabling fruitful change through learning and working in partnership.
Students and staff
Students and staff will have different motivations for engaging in partnership, and the different positions occupied within organisational structures give rise to tensions around differentials in power, reward and recognition of participation, identity, and responsibility for partnership work. Working and learning in partnership is rarely automatic and can present significant challenges to existing ways of being, doing and thinking.
Suggestions for addressing this tension:
• co-develop partnership values with the people you want to partner with, and think about how behaviour and attitudes embody these values;
• consider the scale of your partnership initiative, and how to reduce barriers to participation, especially among marginalised or traditionally under-represented groups (e.g. part-time students, international students);
• be honest about when partnership is not appropriate or desirable;
• explore possibilities for joint professional development for staff and students;
• embed partnership approaches in postgraduate academic professional development courses for teachers;
• consider how partnership can be used to explore dimensions of professional practice outlined in the UK Professional Standards Framework (UKPSF).
Policy and pedagogy
There is potential for an inherent tension between partnership policy and partnership pedagogy in that policy is about determining the direction and shape of work in advance, whereas partnership pedagogy is about being (radically) open to and creating possibilities for discovering and learning something that cannot be known beforehand.
Suggestions for addressing this tension:
• remain aware of the tension while creating policy that values the flexibility and openness of partnership;
• consider how partnership is (or is not) described in institutional policies and strategies (e.g. learning and teaching strategies, student charters, partnership agreements, marketing materials);
• consider implementing staff and student engagement surveys to provide a more nuanced picture of the views, priorities and experiences of potential partners to inform local policy;
• use participatory and whole-system approaches to the development of strategy and policy in ways that seek to embody partnership in practice.
Cognitive dissonance
A partnership approach may be directly at odds with principles embodied in key drivers and mechanisms which have a strong influence on behaviour and attitudes among staff and students. In the UK, this includes the National Student Survey (NSS), Key Information Sets (KIS), institutional key performance indicators, and the Research Excellence Framework (REF). These place an emphasis on the importance of quantifiable information and the achievement of specific outcomes and impacts, whereas a partnership approach places value on a creative process that may result in unexpected outcomes.
Suggestions for addressing this tension:
• look for opportunities for employing partnership as a way of responding to other influential discourses;
• use the concept and practice of partnership to meet the requirements of the UK Quality Code, and in particular the seven indicators of sound practice in chapter B5 on student engagement;
• consider how reward and recognition for partnership may be developed – for staff and students.
Students’ unions and institutions
Partnership in learning and teaching is part of a larger institutional picture and is supported by a coherent cross-institutional approach that is promoted and embodied through the relationship between a students’ union and its institution. Traditionally students’ unions have acted as an independent champion of students’ interests, sometimes challenging institutional practice and policy. A partnership approach raises questions about how it is possible for students’ unions to balance this politically orientated role while working in new ways with their institutions.
Suggestions for addressing this tension:
• institutions and students’ unions should reflect on how their relationship provides (or does not) a context for local-level partnerships. Committing to partnership agreements, principles and manifestos is a way of indicating seriousness about partnership for the institution as a whole;
• consider how student and students’ union-led activities may contribute to partnership in learning and teaching;
• develop a whole-institution approach to partnership, in active collaboration with professional services, educational and learning development, academic departments, students’ unions and student societies, which extends beyond learning and teaching to encompass institutional governance and other aspects of staff and student experiences.
Fundamental purpose and structure of higher education
Current policy discourse around ‘students as partners’ and ‘student engagement’ can assume a consensus that higher education as a free public provision is no longer tenable, and thereby sidestep the wish and need for further debate among students and staff.
Suggestion for addressing this tension:
• explore how partnership (with an emphasis on the importance of re-distribution of power and openness to new ways of working and learning together), can provide a conceptual space in which to reflect on the nature and aims of higher education as well as effect change in practical ways.
The ideas presented in this publication can be considered in conjunction with the shorter, practically-focused companion HEA publication, Framework for partnership in learning and teaching.
Priorities for further work
Despite the innovative work in the field of student partnership in higher education in recent years, there remain substantial areas where further investigation would be desirable. Priorities for research and the development of practice in the sector are identified:
• developing understanding of disciplinary pedagogies of partnership;
• sharing and learning from experiences of when partnership does not work, and why;
• building a robust evidence base for the impact of partnership for students, staff, institutions and students’ unions;
• investigating differences in experiences and perceptions of partnership among students and staff;
• developing an ethical framework for partnership in learning and teaching;
• building on the excellent work of and collaboration between various agencies (including in the UK National Union of Students, Quality Assurance Agency, The Student Engagement Partnership, Student Participation in Quality Scotland and Wales Initiative for Student Engagement and the Higher Education Academy) to support the sector to develop and embed partnership in practice and policy.
Concluding thoughts
A partnership approach might not be right for everyone, nor is it possible in every context. This report does not aim to be prescriptive, but to call for opening up to the possibilities and exploring the potential that partnership can offer. There is much to be gained by engaging with partnership in learning in teaching in higher education. The wider adoption of research findings on engagement through partnership can lead to significant improvements in student learning and success.
Most partnership work – across the spectrum of engaged learning and inquiry to quality enhancement and the scholarship of learning and teaching – still engages relatively few students. It is important for the future of higher education and the quality of students’ learning to be critical about current ways of working and to strive to make partnership and its substantial benefits available to all.
Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment have been perfunctory and inconsistent. In many disciplinary areas, reflection is often assessed as a written activity ‘tagged onto’ assessment practices. In creative disciplines, however, reflective practice is an integral and cumulative form of learning and is often expressed in ways other than in the written form. This paper will present three case studies of reflective practice in the area of Creative Industries in higher education – Dance, Fashion and Music. It will discuss the ways in which higher education teachers and students use multimodal approaches to expressing knowledge and reflective practice in such a context. The paper will argue that unless students are encouraged to participate in deep reflective disciplinary discourse via multi-modes then reflection will remain superficial in the higher education context.
A report for The Higher Education Academy November 2005 "The human assault on the terrestrial environment shows no signs of abating and some signs of spilling over into non-terrestrial environments. … Many are appalled by this destruction … because of what it implies for themselves, their children, their friends, other creatures, the biomass [global nature], and the planet we inhabit. This response is in many instances an ethical response. People judge that what is occurring is not merely irritating, inconvenient, disappointing, or unfortunate, but immoral, bad, wrong or evil." Elliot, 2001. Normative ethics. In: (editor, D. Jamieson) A Companion to Environmental Philosophy.
The emerging academic field focused on sustainability
has been engaged in a rich and converging
debate to define what key competencies are considered
critical for graduating students to possess. For more than a
decade, sustainability courses have been developed and
taught in higher education, yet comprehensive academic
programs in sustainability, on the undergraduate and
graduate level, have emerged only over the last few years.
Considering this recent institutional momentum, the time is
seemingly right to synthesize the discussion about key
competencies in sustainability in order to support these
relatively young academic programs in shaping their profiles
and achieving their ambitious missions. This article
presents the results of a broad literature review. The review
identifies the relevant literature on key competencies in
sustainability; synthesizes the substantive contributions in
a coherent framework of sustainability research and problem-
solving competence; and addresses critical gaps in the
conceptualization of key competencies in sustainability.
Insights from this study lay the groundwork for institutional
advancements in designing and revising academic
programs; teaching and learning evaluations; as well as
hiring and training faculty and staff.
STENHOUSE's (1981) differentiation between research on education and research in education contributed much to the development of practitioner research in educational settings, yet exemplars of university teachers researching their own practice are rare. Even rarer, in spite of pleas from "international students" for reciprocal dialogue with local academics and students to recognise the value of many different realities and knowledges (KOEHNE, 2006), are practitioners who reflect critically on the personal and professional impact of cultural diversity in higher education (BRUNNER, 2006).
In this article, I critique how a narrative inquiry paradigm supported and challenged me to explore different realities and knowledges about learning and teaching in a UK higher education context in my doctoral research with postgraduate students from many different cultures. Practitioner research is, inevitably, an iterative process—research and practice are inextricably linked and continuously evolving. Thus, through the autoethnographic exploration of my own practice, my "subject positions, social locations, interpretations, and personal experiences" continue to be examined "through the refracted medium of narrators' voices" (CHASE, 2005, p.666), glimpses of which will be seen as the article unfolds.
URN: urn:nbn:de:0114-fqs0901308
Introducing the expectations that society has of higher education with respect to sustainability education with comments on higher education’s responses. The chapter addresses: the Talloires Declaration; different approaches to sustainability education that arise under the headings ‘environmental education’, ‘environmental studies’, ‘education for sustainable development’, and ‘education for sustainability’; the objectives of each of these described in terms of student learning; the barriers that limit higher education’s activities and successes in these areas; the nature of the transformations that some anticipate; and criticisms of university teachers who are said to be disengaged. Chapter 1 concludes by providing a rationale for the research described in subsequent chapters.
Måns Nilsson, Dave Griggs and Martin Visbeck present a simple way of rating relationships between the targets to highlight priorities for integrated policy.
Purpose
– The purpose of this paper is to present the findings of research that aimed to determine what university students living in Unite accommodation in the UK understand about the concept of sustainable living. It considers what barriers they perceive to be standing in the way of following sustainable living practices. In particular, the research aimed to explore any value–action gap for the student population with a view to informing future actions to help close any gap.
Design/methodology/approach
– The study was completed through an online questionnaire survey of students living in halls of residence operated by provider The Unite Group Plc. The survey informed semi-structured interviews and focus groups that explored the issues raised in greater detail.
Findings
– It was found that students living in Unite properties believed sustainable living to be important, yet levels of understanding were very low and there appeared to be a wide value–action gap. Reasons for this are varied; however, an unexpected theme emerged around the association of effort and importance. There was a very strong association between sustainable living and recycling, which, therefore, saw the lack of adequate recycling facilities as a significant barrier to sustainable living. There were also issues around a lack of information, cost and respondents’ flatmates as further barriers. However, the most significant barrier was the displacement of responsibility for sustainable living to other people or organisations.
Originality/value
– Gaining an insight into the complexity of attitude and behaviour of students with the sustainability agenda will enable understanding that can be applied to activities that promote sustainability.
In 2014, United Nations member states proposed a set of Sustainable Development Goals (SDGs), which will succeed the Millennium Development Goals (MDGs) as reference goals for the international development community for the period 2015–2030. The proposed goals and targets can be seen as a network, in which links among goals exist through targets that refer to multiple goals. Using network analysis techniques, we show that some thematic areas covered by the SDGs are well connected with one another. Other parts of the network have weaker connections with the rest of the system. The SDGs as a whole are a more integrated system than the MDGs were, which may facilitate policy integration across sectors. However, many of the links among goals that have been documented in biophysical, economic and social dimensions are not explicitly reflected in the SDGs. Beyond the added visibility that the SDGs provide to links among thematic areas, attempts at policy integration across various areas will have to be based on studies of the biophysical, social and economic systems at appropriate scales. Copyright © 2015 John Wiley & Sons, Ltd and ERP Environment
Contrary to the fairly established notion in the learning sciences that un-scaffolded processes rarely lead to meaningful learning, this study reports a hidden efficacy of such processes and a method for extracting it. Compared to scaffolded, well-structured problem-solving groups, un-scaffolded, ill-structured problem-solving groups struggled with defining and solving the problems. Their discussions were chaotic and divergent, resulting in poor group performance. However, despite failing in their problem-solving efforts, these participants outperformed their counterparts in the well-structured condition on transfer measures, suggesting a latent productivity in the failure. The study's contrasting-case design provided participants in the un-scaffolded condition with an opportunity to contrast the ill-structured problems that they had solved in groups with the well-structured problems they solved individually afterwards. This contrast facilitated a spontaneous transfer, helping them perform significantly better on the individual ill-structured problem-solving tasks subsequently. Implications of productive failure for the development of adaptive expertise are discussed.
Reflection is widely used in cooperative education to support learning and praxis; however, a review of the literature reveals limited empirical evidence for the correlation between reflection and positive student
learning outcomes. As with any ‘wicked’ issue, there are multiple positions on reflection. A substantial body of anecdotal evidence, together with evidence based on student satisfaction and self-reporting does, however, indicate the value of reflection for learning, particularly when transparently aligned with the
curriculum. This paper draws from the evidence for the practice of reflection to present new models, informed by theory and developed as a result of this research, to support the alignment of reflection in the cooperative education curriculum.
In spite of a number of Sustainable Development (SD) initiatives and an increasing number of universities becoming engaged with SD, most higher education institutions (HEIs) continue to be traditional, and rely upon Newtonian and Cartesian reductionist and mechanistic paradigms. As a result many universities are still lagging behind companies in helping societies become more sustainable. This paper analyses the texts of eleven declarations, charters, and partnerships developed for HEIs, which can be considered to represent university leaders’ intentions to help improve the effectiveness of Education for Sustainable Development (ESD). The analysis was done against two sets of criteria: (1) the university system, including curricula, research, physical plant operations, outreach and engagement with stakeholders, and assessment and reporting; and (2) the texts’ complexity, number of bullet points, and number of words. The analysis was done continuously; whenever a new element was found in a text it was added to the university system (first criteria set) and applied to the analysis of the other texts. In this way, the system was augmented with the following elements: collaborating with other universities; fostering transdisciplinarity; making SD an integral part of the institutional framework; creating on-campus life experiences; and ‘Educating-the-Educators’. The authors of the paper propose that for universities to become sustainability leaders and change drivers, they must ensure that the needs of present and future generations be better understood and built upon, so that professionals who are well versed in SD can effectively educate students of ‘all ages’ to help make the transition to ‘sustainable societal patterns’. In order to do so, university leaders and staff must be empowered to catalyse and implement new paradigms, and ensure that SD is the ‘Golden Thread’ throughout the entire university system.
The paper hypothesises that student learning about sustainable development (SD) might usefully be configured within a broad framework combining formal, informal and campus curriculum. Student learning about sustainable development is a form of education for sustainable development (ESD), a term which has many definitions and interpretations. In this paper we refer to both student learning about SD (referring to multiple influences, actions and levels of engagement) and ESD as an overarching formal term (in our work based upon the UNESCO framework for ESD). The term campus sustainability is used when the focus of learning and engagement is based upon or designed around campus‐focused projects and activities. We discuss why we believe our broad framework approach is useful and illustrate the practical development of some of these ideas through the early work of our institutional Ecoversity project. Our approach requires bringing together and meshing widely disparate institutional processes and drivers to support wide and multiple levels of student learning about SD. Such institution‐wide engagement requires that a number of key ‘enablers’ are developed, including: academic policy of ESD and SD; academic school engagement with ESD and SD including staff development and training; strategically focused processes and projects around the informal curriculum; and campus management practises and processes that support open and transparent decision‐making processes and treat all campus projects as educational opportunities. We describe some of the early achievements from our cross institutional ESD projects and reflect on some key learning points.
Within organizational research, the subject of insider academic research has received relatively little consideration. By insider research, we mean research by complete members of organizational systems in and on their own organizations. Insider research can be undertaken within any of the three major research paradigms—positivism, hermeneutics, and action research—selected and presented in this article. First, we revisit some of the established research paradigms to see what position they might have on insider research. Second, we explore the dynamics of insider research under the headings of access, preunderstanding, role duality, and managing organizational politics. Our conclusion is that within each of the main streams of research, there is no inherent reason why being native is an issue and that the value of insider research is worth reaffirming.
Discusses engagement theory (students meaningfully engaged in learning activities through interaction with others and worthwhile tasks) and the three components, collaboration, project orientation, and authentic focus, and outlines research questions to establish its efficacy. (PEN)
Work and study commitments of full‐time undergraduate students at the University of New South Wales were investigated in four surveys conducted in 1994, 1999, 2006 and 2009. Respondents to the surveys reported the amount of time they spent during term time in paid employment, studying outside of formal class hours and in leisure activities (1999 and 2006 only). Fifty full‐time students in 2006 and 37 in 2009 who were identified through the survey as working in excess of 10 hours per week were interviewed about their work and study relationships. Findings are consistent with UK studies showing an increase in part‐time work by full‐time students. In addition, a steady decrease was found in hours of study outside normal class time and in time spent in leisure activities. Reasons for working offered by interviewees were predominantly financial although many reported that gaining work experience, even in areas not related to their studies, was an important consideration. While some of the students interviewed felt that the government should provide more support for full‐time students, the majority thought that the university should cater more for the needs of working students by providing more online facilities for assignment submission and communication and more flexible timetables and submission requirements. In the absence of any likely moves by governments to provide financial support to students, universities need to recognise the increasing demands placed on full‐time students by part‐time work and to implement procedures to assist working students.
Purpose
The purpose of this paper is to provide a comprehensive list of student‐led, campus‐based climate change initiatives, and offers details on many specific cases. The paper also documents the roles students have played and considers the larger youth engagement implications. Many of these initiatives can be replicated elsewhere, thereby providing a starting point for students wanting to begin an initiative or providing ideas for other campus stakeholders wanting to engage students in initiatives.
Design/methodology/approach
Campus reports were collected by the Sierra Youth Coalition from 65 Canadian Universities and Colleges. This qualitative information was coded for student‐led climate‐related initiatives, and for the roles students played in those initiatives. The patterns were identified and clustered, and are presented in this paper.
Findings
Students were found to be successfully leading eight different types of campus climate change‐related initiatives, both with the support of other campus stakeholders and without this support. Students were also found to be able to successfully take on a variety of types of leadership roles in these initiatives. Youth engagement ranged from socialization to influence to power, depending on the type of initiative.
Research limitations/implications
A limitation of this research is that only 65 of the approximately 227 colleges and universities in Canada participated. Also, it is possible that some schools may not have reported all student‐led initiatives, or all the student roles. In addition, the data were limited to the 2007/2008 academic year, so is limited to the initiatives which occurred in that year.
Originality/value
This paper presents different types of student‐led climate change initiatives, the roles students have played in these initiatives, and the implications for youth engagement in creating climate change solutions. It contributes to the climate change, the campus sustainability, and the social movements literatures.
This study was designed as a confirmatory study of work on productive failure (Kapur, Cognition and Instruction, 26(3), 379–424, 2008). N = 177, 11th-grade science students were randomly assigned to solve either well- or ill-structured problems in a computer-supported
collaborative learning (CSCL) environment without the provision of any external support structures or scaffolds. After group
problem solving, all students individually solved well-structured problems followed by ill-structured problems. Compared to
groups who solved well-structured problems, groups who solved ill-structured problems expectedly struggled with defining,
analyzing, and solving the problems. However, despite failing in their collaborative problem-solving efforts, these students
outperformed their counterparts from the well-structured condition on the individual near and far transfer measures subsequently,
thereby confirming the productive failure hypothesis. Building on the previous study, additional analyses revealed that neither
preexisting differences in prior knowledge nor the variation in group outcomes (quality of solutions produced) seemed to have
had any significant effect on individual near and far transfer measures, lending support to the idea that it was the nature
of the collaborative process that explained productive failure.
Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Journal of Further and Higher Education, published by and copyright Routledge. The trend for students to combine work and study has been increasing rapidly over recent years. This has raised the question as to whether the students' studies will be adversely affected by their part-time employment. A survey of 359 students at Manchester Metropolitan University was carried out in March 2000. The results indicate that more students are working compared to survey results from one year earlier. There are adverse effects on study in the form of missed lectures, and students' perceptions are that coursework grades are lower than they would have been had they not been working. Nevertheless, students highlight the benefits of working, which are not only monetary but include the development of skills, greater understanding of the world of business and an increase in confidence, all of which are advantageous to their studies, both at the present time and in the future.
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Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers
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Architects of Their Experience: The Role, Value and Impact of Student Academic Representation Systems in England
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Feeding Children Inside and Outside the Home: Critical Perspectives
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