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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

2018; Taylor & Francis; Volume: 24; Issue: 3 Linguagem: Inglês

10.1080/1360144x.2018.1545233

1470-1324

Kelly Matthews, Lucy Mercer‐Mapstone, Sam Lucie Dvorakova, Anita Acai, Alison Cook‐Sather, Peter Felten, Mick Healey, Ruth L. Healey, Elizabeth Marquis,

Collaborative Teaching and Inclusion

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.