A systematic literature review of students as partners in higher education

Mercer-Mapstone, Lucy, Dvorakova, Sam Lucie, Matthews, Kelly, Abbot, Sophia, Cheng, Breagh, Felten, Peter, Knorr, Kris, Marquis, Elizabeth, Shammas, Rafaella and Swaim, Kelly (2017) A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1 1: .

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Author Mercer-Mapstone, Lucy
Dvorakova, Sam Lucie
Matthews, Kelly
Abbot, Sophia
Cheng, Breagh
Felten, Peter
Knorr, Kris
Marquis, Elizabeth
Shammas, Rafaella
Swaim, Kelly
Title A systematic literature review of students as partners in higher education
Journal name International Journal for Students as Partners
ISSN 2560-7367
Publication date 2017-01-01
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 1
Issue 1
Total pages 23
Place of publication Hamilton, Ontario, Canada
Publisher McMaster University Library Press
Collection year 2018
Language eng
Formatted abstract
“Students as Partners” (SaP) in higher education re-envisions students and staff as active collaborators in teaching and learning. Understanding what research on partnership communicates across the literature is timely and relevant as more staff and students come to embrace SaP. Through a systematic literature review of empirical research, we explored the question: How are SaP practices in higher education presented in the academic literature? Trends across results provide insights into four themes: the importance of reciprocity in partnership; the need to make space in the literature for sharing the (equal) realities of partnership; a focus on partnership activities that are small scale, at the undergraduate level, extracurricular, and focused on teaching and learning enhancement; and the need to move toward inclusive, partnered learning communities in higher education. We highlight nine implications for future research and practice.
Keyword Students as partners
Literature review
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ
Additional Notes online at https://mulpress.mcmaster.ca/ijsap/article/view/3119/2751

Document type: Journal Article
Sub-type: Article (original research)
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Created: Tue, 09 May 2017, 11:39:58 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation