Engaging Students as Participants and Partners: An Argument for Partnership with Students in Higher Education Research on Student Success
In: International Journal of Chinese EducationSearch for other papers by Kelly E. Matthews in
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Abstract
Student success is of the upmost importance across the global higher education sector with a wealth of rich scholarship demonstrating the complexity of influences and factors that shape success. This article acknowledges that complexity and focuses on how students perceive, and partner in, shaping notions of their learning success through an analysis of two in-depth case studies. I draw on the theoretical framework of students as partners in learning and teaching. Broader implications are articulated followed by a specific focus on cross-cultural partnership from the perspective of a Chinese student partner. I argue that higher education scholars researching student success and learning outcomes should take seriously the perceptions of students to inform practice and policy, while also partnering with students in our own research to more genuinely comprehend the complexities of student success.
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Drinkwater, Michael J., Kelly E. Matthews, and Jacob Seiler. “How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.” CBE-Life Sciences Education 16, no. 1 (2017): ar18.
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Dvorakova, Lucie S., and Kelly E. Matthews. “Graduate Learning Outcomes in Science: Variation in Perceptions of Single-and Dual-Degree Students.” Assessment & Evaluation in Higher Education 42, no. 6 (2017): 900-913.
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Matthews, Kelly E. “Five Propositions for Genuine Students as Partners Practice.” International Journal for Students as Partners 1, no. 2 (2017a): 1-9.
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Matthews, Kelly E. “Students and Staff as Partners in Australian Higher Education: Introducing our Stories of Partnership.” Teaching and Learning Together in Higher Education 1, no. 21 (2017b): 1-4.
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Matthews, Kelly E., Peter Adams, and Merrilyn Goos. “Quantitative Skills as a Graduate Learning Outcome: Exploring Students’ Evaluative Expertise.” Assessment & Evaluation in Higher Education 42, no. 4 (2017): 564-579.
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Matthews, Kelly E., Peter Adams, and Merrilyn Goos. “The Influence of Undergraduate Science Curriculum Reform on Students’ Perceptions of their Quantitative Skills.” International Journal of Science Education 37, no. 16 (2015): 2619-2636.
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Matthews, Kelly E., Alison Cook-Sather, and Mick Healey. “Connecting Learning, Teaching, and Research through Student-staff Partnerships: Toward Universities as Egalitarian Learning Communities.” In Research Equals Teaching: Inspiring Research-based Education through Student-staff Partnerships, 23-29. London: University College of London Press 2018.
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Matthews, Kelly E., Alexander Dwyer, Lorelei Hine, and Jarred Turner. “Conceptions of Students as Partners.” Higher Education (2018): 1-15.
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Matthews, Kelly E., Jennifer Firn, Susanne Schmidt, and Karen Whelan. “A Comparative Study on Student Perceptions of their Learning Outcomes in Undergraduate Science Degree Programmes with Differing Curriculum Models.” International Journal of Science Education 39, no. 6 (2017): 742-760.
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Matthews, Kelly E., Yvonne Hodgson, and Cristina Varsavsky. “Factors Influencing Students’ Perceptions of their Quantitative Skills.” International Journal of Mathematical Education in Science and Technology 44, no. 6 (2013): 782-795.
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Matthews, Kelly E., and Lucy D. Mercer-Mapstone. “Toward Curriculum Convergence for Graduate Learning Outcomes: Academic Intentions and Student Experiences.” Studies in Higher Education 43, no. 4 (2018): 644-659.
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Mercer-Mapstone, Lucy, Sam Lucie Dvorakova, Kelly E. Matthews, Sophia Abbot, Breagh Cheng, Peter Felten, Kris Knorr, Elizabeth Marquis, Rafaella Shammas, and Kelly Swaim. “A Systematic Literature Review of Students as Partners in Higher Education.” International Journal for Students as Partners 1, no. 1 (2017): 1-23.
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Mercer-Mapstone, Lucy D., and Kelly E. Matthews. “Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-intensive University.” Assessment & Evaluation in Higher Education 42, no. 1 (2017): 98-114.
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| All Time | Past Year | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 1003 | 299 | 22 |
| Full Text Views | 211 | 34 | 2 |
| PDF Views & Downloads | 86 | 36 | 3 |
Engaging Students as Participants and Partners: An Argument for Partnership with Students in Higher Education Research on Student Success
In: International Journal of Chinese EducationSearch for other papers by Kelly E. Matthews in
Current site
Google Scholar
PubMed
Abstract
Student success is of the upmost importance across the global higher education sector with a wealth of rich scholarship demonstrating the complexity of influences and factors that shape success. This article acknowledges that complexity and focuses on how students perceive, and partner in, shaping notions of their learning success through an analysis of two in-depth case studies. I draw on the theoretical framework of students as partners in learning and teaching. Broader implications are articulated followed by a specific focus on cross-cultural partnership from the perspective of a Chinese student partner. I argue that higher education scholars researching student success and learning outcomes should take seriously the perceptions of students to inform practice and policy, while also partnering with students in our own research to more genuinely comprehend the complexities of student success.
| All Time | Past Year | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 1003 | 299 | 22 |
| Full Text Views | 211 | 34 | 2 |
| PDF Views & Downloads | 86 | 36 | 3 |