Students as Partners: Reflections on a Conceptual Model

Mick Healey, Abbi Flint, Kathy Harrington


This article reflects on a conceptual model for mapping the work which fits under the broad heading of students as partners in learning and teaching in higher education (Healey, Flint & Harrington, 2014). We examine the nature and purpose of the model with reference to specific examples and reflect on the potential and actual uses of the model in the development of practice and policy, focussing particularly on students as co-inquirers in SoTL. The article also provides a framework for the other articles in this special issue.


Students as Partners; Partnership Learning Communities; Co-inquiring; Co-developing; SoTL

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Teaching & Learning Inquiry is the official journal of the
International Society for the Scholarship of Teaching and Learning (ISSOTL)