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Students as partners is an initiative where students and staff collaborate to co-design and deliver projects to enhance the student experience. These can range from gathering feedback and then suggesting improvements, to designing and developing new project or curriculum.

Our Model

We have developed an approach to support groups to identify the projects that are meaningful to them, then form teams and work independently on those projects. Access the sections below to find our tools and templates for the different project phases, and also curated resources from other universities and industry.

Kick-off workshop

This workshop is a space to generate ideas, form project teams and establish the foundations for working together.

Ongoing project work

Teams can work together to in the way that works best for them. Explore some of the tools we and other universities have used.

Check-in workshop

Scheduled check-ins are a time to share updates, successes, challenges, and get assistance. See ways of managing these check-ins.

Check-back workshop

The final workshop is a time to reflect on the process and celebrate outcomes.

Embedding students as partners in the SSCCC

In 2018, our Bachelor or Education Student-Staff Consultative Committee representatives have joined with academic staff to identify ways to improve the student experience, and suggest or implement changes in this area. We wanted to look at ways of reshaping the SSCC, to move beyond gathering student feedback to collaborative change. Learn more about how we started this.

Why adopt a partnership approach?

As noted by Dunne & Zandstra (2011), “There is a subtle, but extremely important, difference between an institution that ‘listens’ to students and responds accordingly, and an institution that gives students the opportunity to explore areas that they believe to be significant, to recommend solutions and to bring about the required changes.”

Studies on students as partners have highlighted a number of benefits of student-staff partnership work for staff and students (Mercer-Mapstone et. al., 2017), such as increased trust between students and staff, and a greater understanding of how others experience the learning and teaching environment.