Transforming the relationship between staff and students to effect change

Iman Hassan, Sarah Hayes

Research output: Contribution to journalArticlepeer-review


This opinion piece argues for the necessity of student-staff partnerships that go beyond the common rhetoric of ‘student engagement’, achieving a richer student and staff dialogue which results in more meaningful change in policy and practice. In particular, attention is drawn to the need for such partnerships when determining technology applications that are often missed out from, or treated in isolation from, the curriculum design process. This piece cites, as an example, a student-led taught day on the Post Graduate Diploma in Learning and Teaching at Aston University in July 2015. There was clear evidence that the staff participants designed their assessments with student partners in mind. It is therefore proposed that a partnership relationship offers an effective means of moving forward from common practices where technology simply replicates, or supplements, traditional activities.
Original languageEnglish
Number of pages3
JournalJournal of educational innovation, partnership and change
Issue number1
Publication statusPublished - 2016

Bibliographical note

Journal of Educational Innovation, Partnership and Change is the publisher.


  • equally legitimate partners; technology from a student perspective; higher learning


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