We are witnessing an expansion of research and practice involving students-as-partners in higher education. Within the “Students as Partners” (SaP) discourse there is growing recognition that SaP initiatives are diverse (Dunne, 2016). Authors such as Bovill, Cook-Sather, Felten, Millard, and Moore-Cherry (2016), Bryson, Furlonger, and Rinaldo-Langridge (2015), Buckley (2014), and Healey, Flint, and Harrington (2014) have suggested that SaP research and practice can be differentiated in a range of ways. For example, there are SaP initiatives focused on either governance or pedagogy; SaP can involve work with individuals, small groups of students or whole cohorts of students; and in situations where a subset of students are invited to become partners, they may be elected or selected. Many of the discussions about which students are involved in SaP work emphasises the importance of inclusion as a principle underpinning practice (Moore-Cherry, Healey, Nicholson, & Andrews, 2016; Bovill et al., 2016), and some practitioners and researchers have underlined the importance of trying to enhance inclusion of hard-to-reach students (REACT, n.d.) and previously excluded groups (Cook-Sather & Agu, 2013). Whilst recent work is drawing attention to the potential benefits of whole cohort approaches to SaP (Bovill, 2017; Moore-Cherry et al., 2016), it may be difficult, impossible, or even undesirable in some contexts to involve all students all of the time.
- students as partners
- student engagement