{"id":7257,"date":"2020-06-22T08:35:04","date_gmt":"2020-06-22T08:35:04","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/add\/?page_id=7257"},"modified":"2020-06-25T22:15:04","modified_gmt":"2020-06-25T22:15:04","slug":"students-as-partners","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/add\/students-as-partners\/","title":{"rendered":"Students As Partners"},"content":{"rendered":"<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Co-production approaches are a great way to enable student engagement through partnership working that \u201craises awareness of implicit assumptions, encourages critical reflection and opens up new ways of thinking, learning and working in contemporary higher education\u201d (Healy Flint &amp; Harrison 2014).<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Developing staff student partnerships moves us beyond the passive student as consumer narratives (Carey, 2013), to create reciprocal and collaborative relationships. Creating opportunities for co-production inclusively needs to happen through a variety of methods, to facilitate, curricular design, decision making, implementation, investigation of analysis (Cook-Sather, Matthews, &amp; Bell, 2019).<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">Across the university how we engage with students takes many forms.\u00a0<\/span><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">We will highlight examples of these on this soon, please keep checking back.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">This is a growing resource that will be developed through how our applied courses are delivered through <a href=\"https:\/\/sheffieldhallam.sharepoint.com\/sites\/4038\/SitePages\/The-Hallam-Mod.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">The Hallam Model<\/a>.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">To find out more please contact the <a href=\"mailto:steer-SETL-mb@exchange.shu.ac.uk\">Student Engagement Team<\/a> and the <a href=\"mailto:hrod-add-mb@exchange.shu.ac.uk\">Academic Development and Diversity Team<\/a><\/span><\/p>\n<p><span style=\"color: #7a003a\"><strong><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\">References<\/span><\/strong><\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><strong>Carey, P. (2013)<\/strong>. Student as co-producer in a marketised higher education system: A case study of students\u2019 experience of participation in curriculum design. Innovations in Education and Teaching International, 50(3), 250-260.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><strong>Cook-Sather, A., Matthews, K. E., &amp; Bell, A. (2019)<\/strong>. Transforming curriculum development through co-creation with students. Re-imagining Curriculum: Spaces for disruption, 107.<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;font-size: 12pt\"><strong>Healey, M., Flint, A., &amp; Harrington, K. (2014)<\/strong>. Engagement through partnership: <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/engagement-through-partnership-students-partners-learning-and-teaching-higher\" target=\"_blank\" rel=\"noopener noreferrer\">Students as partners in learning and teaching in higher education. York: HE Academy<\/a>. <\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Co-production approaches are a great way to enable student engagement through partnership working that \u201craises awareness of implicit assumptions, encourages critical reflection and opens up new ways of thinking, learning and working in contemporary higher education\u201d (Healy Flint &amp; Harrison 2014). Developing staff student partnerships moves us beyond the passive student as consumer narratives (Carey, [&hellip;]<\/p>\n","protected":false},"author":1333,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-full-width.php","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"tags":[],"class_list":["post-7257","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P7ctLQ-1T3","_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages\/7257","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/comments?post=7257"}],"version-history":[{"count":3,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages\/7257\/revisions"}],"predecessor-version":[{"id":7271,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/pages\/7257\/revisions\/7271"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/media?parent=7257"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/add\/wp-json\/wp\/v2\/tags?post=7257"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}