Marie, J;
(2018)
Students as Partners.
In: Davies, J and Pachler, N, (eds.)
Teaching and Learning in Higher Education: Perspectives from UCL.
IOE Press: London, UK.
Text
Marie chapter ony TLHE final draft.pdf - Accepted Version Access restricted to UCL open access staff Download (879kB) |
Abstract
If students can do research, then they are no longer mere consumers but 'full participants' in higher education. The logical extension of this is that students may well be able, and wellpositioned, to initiate changes to their curriculum and institution: they have a perspective that staff simply cannot have. Marie's outline of the UCL ChangeMakers initiative documents the way that UCL has put students at the heart of the UCL2034 vision and how her team have been supporting this (and even since the writing of the chapter, ChangeMakers has expanded further). Students can not only become the driving force for all kinds of changes; those that do also report on a range of benefits from doing so, in their well-being, employability, attainment and confidence. Initiatives like ChangeMakers are a central aspect of the way that universities are responding not just to pedagogical understanding and needs, but also actively rethinking what the relationship between students, staff and institution is, and could be. Such changes are widespread as we all get to grips with much higher fees and different governance and funding regimes: Marie therefore considers some of the issues submerged in the many metaphors for being a student, challenging not only the obvious and widespread claim that students are now 'paying consumers' but also some of the reactions to that, such as treating students as 'experts' (in what it is to be a student).
Type: | Book chapter |
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Title: | Students as Partners |
ISBN-13: | 9781782772552 |
Publisher version: | https://www.ucl-ioe-press.com/books/higher-educati... |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
UCL classification: | UCL |
URI: | https://discovery.ucl.ac.uk/id/eprint/10065190 |
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