Grace Lucas, Irene Ctori, Jessica Brock, Eamonn Mckeown and Shanice Freduah-Ayge
In this paper, we will discuss the rationale for, implementation of, and critical reflection on a pilot ‘educational research student involvement group’ set up in 2022 for academics and students to collaborate on the design of a research study about inclusivity in an HE setting. Conducting projects in partnership with students has been suggested as one of the five principles of good practice in Scholarship of Teaching and Learning (Felten, 2013) and an example of this is including students in designing research projects into the learning and teaching they experience (Ahmad et al. 2017).
The group was set up with seven volunteer student participants working with a lecturer and research assistant to inform the research design and recruitment approaches. After the research was conducted, the group met a final time to discuss the findings of the research. Group members received shopping vouchers for each session attended and a certificate of participation.
A key objective of student involvement in this group was that students would learn skills in research to use in their studies and future careers, as has been found to be a positive outcome in other student-staff partnerships (Jarvis, Dickerson, & Stockwell, 2014). In an evaluation of the experience, participants said they had learnt more about research methods, had improved their communication skills and developed their critical thinking skills. In 2023-24, the group hopes to continue to consult on other educational research studies.
Critical questions about collaboration will also be shared. Some of these link to Healey et al.’s (2014) conceptual model of student involvement namely: inclusivity and scale, power relations, reward and recognition, transition and sustainability, and identity. These themes will be explored and we will highlight other learning from this pilot group to help share practice and learning from the group and study.
We will begin the session by introducing the academic and student team who were involved in this work (5 mins).
We will discuss the overall objectives of the involvement group and give an overview of the four sessions in which we worked together, discussing how student input shaped research that was conducted (5 mins).
We will discuss any benefits from this case and discuss any learning from it, including reflecting on the issues identified by Healey et al (2014) with “putting partnership into practice” (10 mins).
The remaining section will be for questions. Delegates will be able to consider how collaborative groups with students can be adapted to their own contexts. We will also raise some critical questions for discussion: How is this work sustainable and funded to enable it to continue? Who is partnership really serving? Where does student participation start and finish in research if it is truly co-design? Which students take part in this kind of partnership and whose voices might be included/excluded?
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References
Ahmad, A., Ali, A., VanMaaren, J., Barrington, J., Merritt, O., & Ansilio, K. (2017). Partnership in Practice: Implementing Healey’s Conceptual Model. International Journal for Students As Partners 1(2). https://doi.org/10.15173/ijsap.v1i2.3197 Felten, P. (2013) ‘Principles of good practice in SoTL’, Teaching and Learning Inquiry, 1(1), 121–25.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy Report, (July), 1-76. http://dx.doi.org/10.1080/1360144X.2016.1124966
Jarvis, J., Dickerson, C.M., & Stockwell, L. (2013). Staff-student Partnership in Practice in Higher Education: The Impact on Learning and Teaching. Procedia – Social and Behavioral Sciences, 90, 220-225
