Matthews, Kelly E.Mercer-Mapstone, LucyDvorakova, Sam L.Acia, AnitaCook-Sather, AlisonFelten, PeterHealey, MickHealey, Ruth L.Marquis, Elizabeth2018-08-232018-08-232018-11-20Matthews, 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), 246-59.10.1080/1360144X.2018.1545233http://hdl.handle.net/10034/621362This 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.2018.1545233A 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.enAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/Students as partnersOutcomesInhibitorsStudent-staff partnershipsAcademic developmentEducational developmentArticle1470-1324International Journal for Academic Development