‘Because you trusted me, I trust me’: A Case Study Exploring the Transformative Potential of Student-Staff Partnerships in Co-Creating Institutional Policy

Abstract

This case study explores the transformative potential of student-staff partnerships in the co-creation of an institutional teaching and learning plan. The findings are presented and discussed by the two co-authors, the student representative from the group and one of the Associate Deans, and resonate with existing scholarship on student-staff collaboration, emphasising the potential of these partnerships to shift traditional power dynamics, foster epistemic confidence, and promote a more equitable academic environment. This paper presents the experience of the student representative who participated in the co-creation process, highlighting the empowering nature of this involvement and the importance of student-focused leadership in fostering these dynamics. The approach taken may create a slight inconsistency in tone for the reader, as the co-authors present patterns of inquiry whilst also positioning the resulting insights and learning as integral to personal narratives and lived experiences. The case study highlights how student co-creation, in tandem with emergent distributed leadership, facilitated the collaborative development of the teaching and learning strategy and plan. The project was explicitly designed around student co-creation, with the intention of integrating student input 'from the ground up. By valuing and integrating the knowledge and perspectives of diverse stakeholders, this approach not only shaped the plan but also embodied a commitment to inclusive and transformative student engagement.