‘My input was actually being listened to and could lead to real change’: Developing trust through student voice in student-staff partnerships
Keywords:
Student-staff partnership, Student Voice, Power Dynamics, Authenticity, Trust, InclusivityAbstract
Student-staff partnership working within higher education is a process in which student voice is critical for success. Trust is frequently identified as fundamental to both student voice and partnership, yet how is trust built and maintained? This project, in which eight student researchers interviewed both staff and students (n = 41) across four diverse institutions in the United Kingdom, was established to explore the implications of trust-building for student voice and partnership working and to capture insights from their experiences. Staff and student reflections on partnership working were collected using narrative inquiry in which participants were invited to explore their perceptions and experiences. Both trust and empathy were identified as key factors for meaningful partnerships alongside a consideration of the impact of power dynamics, reasonable reciprocal expectations, and authenticity. The importance of the findings for impactful student voice strategies is that a focus on trust-building and inclusivity is essential to successfully scale partnership working across higher education.
Downloads
References
Ali, X., Tatam, J., Gravett, K., & Kinchin, I. M. (2021). Partnership values: An evaluation of student-staff research projects at a UK higher education institution. International Journal for Students As Partners, 5(1), 12–25. https://doi.org/10.15173/ijsap.v5i1.4354
Bormann, I., Niedlich, S., & Würbel, I. (2021). Trust in Educational Settings—What It Is and Why It Matters. European Perspectives. European Education, 53(3–4), 121–136. https://doi.org/10.1080/10564934.2022.2080564
Bovill, C., Cook-Sather, A., Felten, P. et al. (2016). Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. High Educ 71, 195–208 (2016). https://doi.org/10.1007/s10734-015-9896-4
Bovill, C. (2019). A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing?. International Journal for Students As Partners 3(2), 91–98. https://doi.org/10.15173/ijsap.v3i2.3953
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis?. Qualitative research in psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Cho, Y.H. (2017), Towards an engaged campus: measuring and comparing definitive stakeholders’ perceptions of university social engagement in South Korea, International Journal of Sustainability in Higher Education, Vol. 18 No. 2, pp. 185-202. https://doi.org/10.1108/IJSHE-12-2015-0194
Conner, J., Rapper, R., Valenzula, C. and Gauthier, L. (2023). The Bloomsbury Handbook of Student Voice in Higher Education, https://doi.org/10.5040/9781350342484.ch-012
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.
Cook-Sather, A., & Des-Ogugua, C. (2019). Lessons we still need to learn on creating more inclusive and responsive classrooms: Recommendations from one student–faculty partnership programme. International Journal of Inclusive Education, 23(6), 594-608. https://doi.org/10.1080/13603116.2018.1441912
Cotton, D., Winter, J. & Bailey, I. (2013). Researching the hidden curriculum: intentional and unintended messages, Journal of Geography in Higher Education, 37:2, 192-203, https://doi.org/10.1080/03098265.2012.733684
Dwyer, S. C., & Buckle, J. L. (2009). The Space Between: On Being an Insider-Outsider in Qualitative Research. International Journal of Qualitative Methods, 8(1), 54-63. https://doi.org/10.1177/160940690900800105
Ghosh, A. K., Whipple, T. W., & Bryan, G. A. (2001). Student trust and its antecedents in higher education. Journal of Higher Education, 322-340. https://doi.org/10.1080/13562517.2021.1940924
Gubrium, J. F. (1993). Speaking of life horizons of meaning for nursing home residents. New York: Aldine de Gruyter.
Hamshire, C., Forsyth, R., Gamote, S., McCabe, O., and Norman, P. (2023). Working Towards the Inclusive Campus: A Partnership Project with Students of Colour in a University Reform Initiative. In Conner, J., Rapper, R., Valenzula, C. and Gauthier, L. The Bloomsbury Handbook of Student Voice in Higher Education, https://doi.org/10.5040/9781350342484.ch-012
Hamshire, C., & Forsyth, R. (2024). Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project. International Journal for Academic Development, 1–13. https://doi.org/10.1080/1360144X.2024.2349929
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, M., & Healey, R. (2018). ’It depends’: Exploring the context-dependent nature of students as partners practices and policies. International Journal for Students As Partners, 2(1), 1–10. https://doi.org/10.15173/ijsap.v2i1.3472
Hennig-Thurau, T., Langer, M.F. and Hansen, U. (2001). Modeling and managing student loyalty: an approach based on the concept of relationship quality, Journal of Service Research, Vol. 3 No. 4, pp. 331-344. https://doi.org/10.1177/10946705013400
Høgdal, C., Rasche, A., Schoeneborn, D., & Scotti, L. (2021). Exploring student perceptions of the hidden curriculum in responsible management education. Journal of Business Ethics, 168, 173-193.https://doi.org/10.1080/1360144X.2021.1964970
Jones, G. R., & George, J. M. (1998). The experience and evolution of trust: Implications for cooperation and teamwork. Academy of management review, 23(3), 531-546.https://doi.org/10.1080/1360144X.2018.1545233
Kligyte, G., van der Bijl-Brouwer, M., Leslie, J., Key, T., Hooper, B., & Salazar, E. (2023). A Partnership Outcome Spaces framework for purposeful student–staff partnerships, Teaching in Higher Education, 28:8, 1867-1885, https://doi.org/10.1080/13562517.2021.1940924
Komljenovic, J. (2019). Making higher education markets: trust-building strategies of private companies to enter the public sector, Higher Education, Vol. 78 No. 1, pp. 51-66. https://doi.org/10.1007/s10734-018-0330-6
Kupatadze, K. (2019). Opportunities presented by the forced occupation of liminal space: Under-represented faculty experiences and perspectives. International Journal for Students As Partners, 3(1), 22–33. https://doi.org/10.15173/ijsap.v3i1.3744
Latif, K.F., Latif, I., Farooq Sahibzada, U. and Ullah, M. (2019). In search of quality: measuring higher education service quality (HiEduQual), Total Quality Management and Business Excellence, Vol. 30 Nos 7-8, pp. 768-791. https://doi.org/10.1080/14783363.2017.1338133
Lubicz-Nawrocka, T. M. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students As Partners, 2(1), 47–63. -Nawrocka, T. M. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students As Partners, 2(1), 47–63. https://doi.org/10.15173/ijsap.v2i1.3207
Luo, B., Matthews, K., & Chunduri, P. (2019). “Commitment to collaboration”: What students have to say about the values underpinning partnership practices. International Journal for Students As Partners, 3(1), 123–139. https://doi.org/10.15173/ijsap.v3i1.3688
Mallika Appuhamilage, K.S. and Torii, H. (2019). The impact of loyalty on the student satisfaction in higher education: a structural equation modeling analysis, Higher Education Evaluation and Development, Vol. 13 No. 2, pp. 82-96. https://doi.org/10.1108/HEED-01-2019-0003
Marie, J., & McGowan, S. (2017). Moving Towards Sustainable Outcomes in Student Partnerships: Partnership Values in the Pilot Year. International Journal for Students As Partners, 1(2), 36– 50. https://doi.org/10.15173/ijsap.v1i2.3081
Marquis, E., Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: the reflections of participants at an international summer institute. Teaching in Higher Education, 22(6), 720–735. https://doi.org/10.1080/13562517.2017.1289510
Matthews, K. E. (2017). Five Propositions for Genuine Students as Partners Practice. International Journal for Students As Partners, 1(2), 1–9. https://doi.org/10.15173/ijsap.v1i2.3315
Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. 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 staff in learning and teaching partnerships: implications for academic development, International Journal for Academic Development, 24:3, 246-259, https://doi.org/10.1080/1360144X.2018.1545233
Matthews, K.E. and Dollinger, M. (2023). Student voice in higher education: the importance of distinguishing student representation and student partnership. High Educ 85, 555–570 (2023). https://doi.org/10.1007/s10734-022-00851-7
McConnell, C. (2023). Igniting social pedagogy through learning and teaching partnerships in a higher education context. International Journal of Social Pedagogy, 12(1). https://doi.org/10.14324/111.444.ijsp.2023.v12.x.009
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1), 15–37. https://doi.org/10.15173/ijsap.v1i1.3119
Mercer-Mapstone, L. D., Marquis, E., & McConnell, C. (2018). The ‘Partnership Identity’ in Higher Education: Moving From ‘Us’ and ‘Them’ to ‘We’ in Student-Staff Partnership. Student Engagement in Higher Education Journal, 2(1), 12–29. Retrieved from https://sehej.raise-network.com/raise/article/view/Mercer-Mapstone
Mercer-Mapstone, L., & Bovill, C. (2020). Equity and diversity in institutional approaches to student–staff partnership schemes in higher education, Studies in Higher Education, 45:12, 2541-2557, https://doi.org/10.1080/03075079.2019.1620721
O’Neill, O. (2018). Linking Trust to Trustworthiness. International Journal of Philosophical Studies, 26(2), 293-300. https://doi.org/10.1080/09672559.2018.1454637
Payne, A., Stone, C., & Bennett, R. (2023). Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students, The Journal of Continuing Higher Education, 71:2, 134-151, https://doi.org/10.1080/07377363.2021.2005759
Peseta, T., Bell, A., Clifford, A., English, A., Janarthana, J., Jones, C., Teal, M., & Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life, International Journal for Academic Development, 21:1, 54-66, https://doi.org/10.1080/1360144X.2015.1115406
Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. The Qualitative Researcher’s Companion, 573(2002), 305–329.
Rojas-Méndez, J.I., Vasquez-Parraga, A.Z., Kara, A.L.I. and Cerda-Urrutia, A. (2009). “Determinants of student loyalty in higher education: a tested relationship approach in Latin America”, Latin American Business Review, Vol. 10 No. 1, pp. 21-39. https://doi.org/10.1080/10978520903022089
Roy, J., Chittle, L., Ismail, E., & Kustra E. (2023). Students as partners within a centre for teaching and learning: a qualitative analysis of challenges and benefits, International Journal for Academic Development, 28:4, 481-494, https://doi.org/10.1080/1360144X.2021.1964970
Smith, S., Akhyani, K., Axson, D., Arnautu, A., & Stanimirova, I. (2021). Learning together: A case study of a partnership to co-create assessment criteria. International Journal for Students As Partners, 5(2), 123–133. https://doi.org/10.15173/ijsap.v5i2.4647
Smith, S., Axson, D., Austwick, H., & Brady, M. (2023). Looking back to move forward: Evaluating an institutional staff-student partnership programme. Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2023.2255588
Sutherland, K. A., Forsyth, R. and Felten, P. (2024). Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching. Teaching & Learning Inquiry12: 1–15. https://doi.org/10.20343/teachlearninqu.12.22
Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W. T., Williams, M. E., & Cohen, G. L. (2014). Breaking the cycle of mistrust: wise interventions to provide critical feedback across the racial divide. Journal of experimental psychology. General, 143(2), 804–824. https://doi.org/10.1037/a0033906
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
