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Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development

Matthews, Kelly E.
; 
Mercer-Mapstone, Lucy
; 
Dvorakova, Sam L.
; 
Acia, Anita
; 
Cook-Sather, Alison
; 
Felten, Peter
; 
Healey, Mick
; 
Healey, Ruth L.
; 
Marquis, Elizabeth
Advisors
Editors
Other Contributors
Affiliation
University of Queensland; University of Edinburgh; McMaster University; Bryn Mawr College; Elon University; University of Gloucestershire; University of Chester; Healey HE Consultants
EPub Date
Publication Date
2018-11-20
Submitted Date
Collections
Geography and International Development
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Abstract
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 partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.
Citation
Matthews, K.E., Dvorakova, S.L., Mercer-Mapstone, L., Acai, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R.L. & Marquis, E. (2018). Enhancing outcomes and reducing inhibitors to the engagement of students and academics in learning and teaching partnerships: Implications for academic development suppor. International Journal for Academic Development, 24(3), 246-59.
Publisher
Taylor & Francis
Journal
International Journal for Academic Development
Research Unit
URI
http://hdl.handle.net/10034/621362
DOI
10.1080/1360144X.2018.1545233
PubMed ID
PubMed Central ID
Type
Article
Language
en
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 20th November 2018, available online: https://doi.org/10.1080/1360144X.2018.1545233
Series/Report no.
ISSN
EISSN
1470-1324
ISBN
ISMN
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https://www.tandfonline.com/toc/rija20/current
https://www.tandfonline.com/doi/full/10.1080/1360144X.2018.1545233