Student Partners as Co-Contributors in Research: A Collective Autoethnographic Account

Autor/inn/en	Dollinger, Mollie; Tai, Joanna; Jorre St Jorre, Trina; Ajjawi, Rola; Krattli, Shannon; Prezioso, Daniella; McCarthy, Danni
Titel	Student Partners as Co-Contributors in Research: A Collective Autoethnographic Account
Quelle	In: Higher Education Research and Development, 42 (2023) 6, S.1377-1390 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dollinger, Mollie) ORCID (Tai, Joanna) ORCID (Jorre St Jorre, Trina) ORCID (Ajjawi, Rola) ORCID (McCarthy, Danni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2139359
Schlagwörter	Student Research; Researchers; Cooperation; Barriers; Teacher Student Relationship; Student Role; Teacher Researchers; College Faculty; Undergraduate Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Studentenforschung; Researcher; Forscher; Co-operation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerforschung; Fakultät; Ausland; Australien
Abstract	The practice of students as partners can be applied to numerous facets of the university, including curriculum design, governance, and co-curricular programs. However, while scholars have also conceptualised that student partnership can occur through co-research, adoption is far from mainstream. In this paper, we seek to go 'under the hood' of students as partners in co-research by exploring and reflecting upon our own recent co-research project. By doing so we aim to understand why the practice of co-research with students has failed to gain widescale traction in higher education. To support our study, we use collective autoethnography which helps to structure our reflections of the co-research process and create dialogue and shared understanding among the research team. Our findings identify two central points of tensions that prohibit partnership in co-research, including how to best support collaborative and reciprocal learning between students and staff in research projects and how students' contributions can be reconceptualised to be different, yet equal, to experienced researchers. Through our findings, we advocate for universities to consider sustainable practices to support students in co-research and for scholarly journals to reflect on how student authors can be appropriately recognised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01