Engaging Students as Change Agents www.mickhealey.co.uk [email protected] It

Engaging Students as Change Agents www.mickhealey.co.uk mhealey@glos.ac.uk It

Engaging Students as Change Agents www.mickhealey.co.uk [email protected] It should be the norm that students are engaged as co-partners and co-designers in university and department learning and teaching initiatives. Strongly

agree Strongly disagree Students as partners and change agents: Structure A. The nature of students as partners and change agents B. Conceptual frameworks C. Case studies: Students as change agents D. Action planning

Recent publications Recent publications Recent publications Most recently Journals Ladder of student participation in curriculum design

Students in control Partnership - a negotiated curriculum Students control decision-making and have substantial influence Student control of some areas of choice

Students control of prescribed areas Wide choice from prescribed choices Source: Bovill and Bulley (2011), adapted from Arnstein (1969) Limited choice from prescribed choices Participation claimed,

tutor in control Dictated curriculum no interaction Students have some choice and influence Tutors control decision-making informed by student feedback

Tutors control decision-making Stu den ts incr eas ingl y acti ve

in par tici pati on Engagement through partnership "We have spent enough time condemning consumerism in education, and now we need to articulate the alternative. Student engagement is a great concept but it needs to be deployed to radical ends. Students as

partners is not just a nice-to-have, I believe it has the potential to help bring about social and educational transformation (Rachel Wenstone VP HE NUS, 2012) Students as partners in learning Source: Healey, Flint and

and(2014, Harrington 25) teaching in higher education Source: Healey, Flint and Harrington (2014, 25) 2014, The Higher Education Academy. All rights reserved

Engaging students as partners in learning and teaching students are neither disciplinary nor pedagogical experts. Rather, their experience and expertise typically is in being a student - something that many faculty [staff] have not been for many years. They understand where they and their peers are coming from and, often, where they think they are going (CookSather et al. 2014, 27). Students as change agents

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. The concept of listening to the student voice implicitly if not deliberately supports the perspective of student as consumer, whereas students as change agents explicitly supports a view of the student as active collaborator and co-producer, with the potential for transformation. (Dunne in Dunne and Zandstra, 2011).

A theoretical model for students as change agents (Dunne & Zandstra, 2011) EMPHASIS ON THE STUDENT VOICE STUDENTS AS STUDENTS AS EVALUATORS OF PARTICIPANTS IN THEIR HE DECISION-MAKING EXPERIENCE (THE PROCESS

Integrating EMPHASIS STUDENT VOICE) students EMPHASIS ON THE UNIVERSITY AS DRIVER STUDENTS AS PARTNERS COCREATORS AND EXPERTS

ON THE STUDENT AS DRIVER into educational change STUDENTS AS AGENTS FOR CHANGE EMPHASIS ON THE STUDENT

Students as change agents In a different pair each skim read one or two different mini-case studies of engaging students as: 1. 2. 3. 4. 5. Pedagogical consultants and ambassadors (p.31-32) Co-designers of courses (p.32-33)

Teachers and assessors (p.33-35) SoTL practitioners (p.35-37) Strategy developers and advisors (p.37-38) Discuss whether any of the ideas may be amended for application in your context 10 minutes Engagement through partnership Authenticity all parties have a meaningful rationale for investing in partnership, and are honest about what they can contribute and the parameters of partnership.

Inclusivity partnership embraces the different talents, opinions and experiences that all parties bring, and there are no barriers (structural or cultural) that prevent potential partners getting involved. Reciprocity all parties have in interest in, and stand to benefit from working and/or learning in partnership. Empowerment power is distributed appropriately and all parties are encouraged to constructively challenge ways of working and learning that may reinforce existing inequalities. Trust all parties take time to get to know one-another, engage in open and honest dialogue and are confident they will be treated with respect and fairness. Challenge all parties are encouraged to constructively critique and challenge practices, structures and approaches that undermine partnership, and are enabled to take risks to develop new ways of working and learning.

Community all parties feel a sense of belonging and are valued fully for the unique contribution they make. Responsibility all parties share collective responsibility for the aims of the partnership, and individual responsibility for the contribution they make. Source: HEA (2014) Students as partners and change agents In pairs think of an example you are familiar with or one of the examples you have looked at as students as change agents in learning and teaching in HE and discuss how far the

principles we identified apply. Students as partners and change agents In threes and fours one of you should identify a way in which you propose to engage the students in your programme or institution as partners and/or change agents and the others should act as critical friends. 3 minutes Students as partners and change agents: A vision

it should be the norm, not the exception, that students are engaged as co-partners and co-designers in all university and department learning and teaching initiatives, strategies and practices. (Healey, 2012) THE END For more pictures and a 1.5 min movie of Tess see:

www.mickhealey.co.uk

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