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dc.contributor.authorMatthews, Kelly E.*
dc.contributor.authorMercer-Mapstone, Lucy*
dc.contributor.authorDvorakova, Sam L.*
dc.contributor.authorAcia, Anita*
dc.contributor.authorCook-Sather, Alison*
dc.contributor.authorFelten, Peter*
dc.contributor.authorHealey, Mick*
dc.contributor.authorHealey, Ruth L.*
dc.contributor.authorMarquis, Elizabeth*
dc.date.accessioned2018-08-23T11:03:58Z
dc.date.available2018-08-23T11:03:58Z
dc.date.issued2018-11-20
dc.identifier.citationMatthews, K.E., Dvorakova, S.L., Mercer-Mapstone, 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 academics in learning and teaching partnerships: Implications for academic development suppor. International Journal for Academic Development, 24(3), 246-59.en_US
dc.identifier.doi10.1080/1360144X.2018.1545233
dc.identifier.urihttp://hdl.handle.net/10034/621362
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 20th November 2018, available online: https://doi.org/10.1080/1360144X.2018.1545233en_US
dc.description.abstractA growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/toc/rija20/currenten_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/1360144X.2018.1545233
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/en_US
dc.subjectStudents as partnersen_US
dc.subjectOutcomesen_US
dc.subjectInhibitorsen_US
dc.subjectStudent-staff partnershipsen_US
dc.subjectAcademic developmenten_US
dc.subjectEducational developmenten_US
dc.titleEnhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic developmenten_US
dc.typeArticleen_US
dc.identifier.eissn1470-1324
dc.contributor.departmentUniversity of Queensland; University of Edinburgh; McMaster University; Bryn Mawr College; Elon University; University of Gloucestershire; University of Chester; Healey HE Consultantsen_US
dc.identifier.journalInternational Journal for Academic Developmenten_US
or.grant.openaccessYesen_US
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecordhttps://doi.org/10.1080/1360144X.2018.1545233
rioxxterms.licenseref.startdate2020-05-20
rioxxterms.publicationdate2018-11-20
dc.dateAccepted2018-08-16


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