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Equity and diversity in institutional approaches to student–staff partnership schemes in higher education.

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Title: Equity and diversity in institutional approaches to student–staff partnership schemes in higher education.
Authors: Mercer-Mapstone, Lucy, Bovill, Catherine
Source: Studies in Higher Education. Dec2020, Vol. 45 Issue 12, p2541-2557. 17p. 1 Chart, 11 Graphs.
Subjects: Higher education, Student engagement, College students, Academic achievement, Educability
Abstract: 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 shows significant positive outcomes for students and staff. Practice, however, is dominated by small scale initiatives, limiting opportunities for equitable engagement. In institutions where partnership has been scaled-up, little research has explored these institutional partnership schemes. Our research addresses this gap by exploring institutional approaches to partnership across 11 universities in the United Kingdom. Results provide important lessons for improving equity in access to partnership schemes and the need for broader conceptions of scaling up partnership. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Equity and diversity in institutional approaches to student–staff partnership schemes in higher education.
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  Data: <searchLink fieldCode="AR" term="%22Mercer-Mapstone%2C+Lucy%22">Mercer-Mapstone, Lucy</searchLink><br /><searchLink fieldCode="AR" term="%22Bovill%2C+Catherine%22">Bovill, Catherine</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Dec2020, Vol. 45 Issue 12, p2541-2557. 17p. 1 Chart, 11 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educability%22">Educability</searchLink>
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  Data: 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 shows significant positive outcomes for students and staff. Practice, however, is dominated by small scale initiatives, limiting opportunities for equitable engagement. In institutions where partnership has been scaled-up, little research has explored these institutional partnership schemes. Our research addresses this gap by exploring institutional approaches to partnership across 11 universities in the United Kingdom. Results provide important lessons for improving equity in access to partnership schemes and the need for broader conceptions of scaling up partnership. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2019.1620721
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      – SubjectFull: Academic achievement
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              Text: Dec2020
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