Moving from the fringe to the mainstream: opportunities for embedding student engagement through partnership
Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39(7), 3-7.
Cook-Sather, A. (2014). Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development. International Journal for Academic Development. 19(3), 186-198.
Crawford, K., Horsley, R., Hagyard, A., & Derricot, D. (2015). Pedagogies of partnership: what works? [HEA]. Retrieved from https://www.heacademy.ac.uk/resource/pedagogies-partnership-what-works
Gibbs, G. (2016). Student engagement' is a slippery concept: Idea number 42. 53 Powerful Ideas. SEDA. Retrieved from http://www.seda.ac.uk/53-powerful-ideas
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. [HEA]. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
Higher Education Academy (HEA) (2015). Framework for student engagement through partnership. [HEA]. Retrieved from https://www.heacademy.ac.uk/enhancement/frameworks/framework-student-engagement-through-partnership
Jensen, K. & Bennett, E. (2016). Enhancing teaching and learning through dialogue: a student and staff partnership model. International Journal for Academic Development, 21(1), 41-53.
Keenan, C. (2014). Mapping student-led peer learning in the UK. [HEA]. Retrieved from https://www.heacademy.ac.uk/resources/Peer_led_learning_Keenan_Nov_14-final.pdf
Kuh, G. (2008). High impact educational practices: what they are, who has access to them, and why they matter. Washington, DC: AAC&U.
Moore-Cherry, N., Healey, R., Nicholson, D., & Andrews, W. (2015). Inclusive partnership: enhancing student engagement in geography. Journal of Geography in Higher Education 40(1), 84-103.
National Union of Students (NUS) (2012). A manifesto for partnership. London: NUS.
Pauli, R., Raymond-barker, B., & Worrell, M. (2016). The impact of pedagogies of partnership on the student learning experience in UK higher education. [HEA]. Retrieved from https://www.heacademy.ac.uk/resource/impact-pedagogies-partnership-student-learning-experience-uk-higher-education
Quality Assurance Agency for Higher Education (QAA) (2012, September). Enterprise and entrepreneurship education: Guidance for UK higher education providers. (Report). Retrieved from: http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf
Sparqs (2012). Student engagement framework for Scotland. Retrieved from http://www.sparqs.ac.uk/culture.php?page=168
Stoakes, G. (2016). Students get out what they put in – TEF must measure this. [WONKHE Blog]. Retrieved from http://wonkhe.com/blogs/analysis-students-get-out-what-they-put-in/
Thomas, L. (2012). Building student engagement and belonging in higher education in a time of change: a summary of findings and recommendations from the What Works? Student Retention and Success Programme. [HEA]. Retrieved from https://www.heacademy.ac.uk/resource/building-student-engagement-and-belonging-higher-education-time-change-summary-findings-and
The Student Engagement Partnership (TSEP) (2014). The principles of student engagement. London: TSEP. Retrieved from http://tsep.org.uk/wp-content/uploads/gravity_forms/2014/09/The-Principles-of-Student-Engagement.pdf
The Student Engagement Partnership (TSEP) (2016). Learning gain and student engagement: opportunity or threat? [Enhancing student engagement policy and practice]. Retrieved from http://tsep.org.uk/learning-gain-and-student-engagement-opportunity-or-threat/
Wintrup, J., Nascimento, J., D’Aeth, A., Philips, L., Wheeler, L., Laosebikan, P., Adams, J., & Truman, J. (2015). Purposeful partnerships and practices: an international education collaboration in global health. [HEA]. Retrieved from https://www.heacademy.ac.uk/system/files/purposeful_partnerships_and_practices.pdf
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).