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dc.contributor.authorHealey, Ruth L
dc.contributor.authorFrance, Derek
dc.date.accessioned2021-12-14T11:00:31Z
dc.date.available2021-12-14T11:00:31Z
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/626574/Every%20partnership%20is%20an%20emotional%20experience%20towards%20a%20model%20of%20partnership.pdf?sequence=7
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/626574/Emotions%20in%20partnership%20article%20clean%20revisions%20nonanonymous.pdf?sequence=4
dc.identifier.citationHealey, R. L. & France, D. (2022). Every partnership [… is] an emotional experience: Towards a model of partnership support for addressing the emotional challenges of student-staff partnerships. Teaching in Higher Education, https://doi.org/10.1080/13562517.2021.2021391en_US
dc.identifier.issn1356-2517
dc.identifier.doi10.1080/13562517.2021.2021391
dc.identifier.urihttp://hdl.handle.net/10034/626574
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 10/01/2022, available online: https://doi.org/10.1080/13562517.2021.2021391en_US
dc.description.abstractThe practice of student-staff partnerships is fundamentally about relationships. As new partnerships are formed, and existing power relations challenged, people experience a range of emotions. Despite their importance, there are few studies that have systematically researched the emotional challenges of student-staff partnership. Through a humanistic approach focused on analysing participants experiences of partnership we found that varying degrees of hope, pride, anxiety, and frustration, were experienced by both students and staff in a curriculum development partnership project. We argue that effective partnership practices should recognise and support the emotional wellbeing of student and staff partners. Drawing upon the effective characteristics of partnership support found in this research and the broader literature, we propose a flexible support model drawing on: 1) peer support, 2) mentoring, and 3) independent reflective writing. Partnership practice that actively supports the emotions involved in working in partnership may encourage more partnerships in the future.en_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/13562517.2021.2021391en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectstudents as partnersen_US
dc.subjectemotionen_US
dc.subjectpower relationsen_US
dc.subjectstudent supporten_US
dc.subjectmodel of partnership supporten_US
dc.title‘Every partnership [… is] an emotional experience’: Towards a model of partnership support for addressing the emotional challenges of student-staff partnershipsen_US
dc.typeArticleen_US
dc.identifier.eissn1470-1294en_US
dc.contributor.departmentUniversity of Chesteren_US
dc.identifier.journalTeaching in Higher Educationen_US
or.grant.openaccessYesen_US
rioxxterms.funderQR Fundingen_US
rioxxterms.identifier.projectQR Grant, Healey 2015/16en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.startdate2023-07-10
dcterms.dateAccepted2021-12-08
rioxxterms.publicationdate2022-01-10
dc.date.deposited2021-12-14en_US
dc.indentifier.issn1356-2517en_US


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