Facilitating students as partners: co-researching with undergraduates in Asian university contexts

IF 3.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tracy X. P. Zou, Gray Kochhar-Lindgren, Andrew Pau Hoang, Kristy Lam, Tom J. Barry, Lily Y. Y. Leung
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Abstract

Students as partners (SaP) has become an impactful practice in higher education as it enables students to take ownership of their learning and exercise agency. However, the implementation of SaP, particularly in Asia, has encountered many challenges, including concerns about a large power distance between students and teachers. Despite the emerging interests in exploring SaP in several Asian regions, there have been few studies about students’ experiences of partnership throughout a project life cycle. This study explores students’ experiences of SaP in three projects spanning two research-intensive universities in Hong Kong based on the Cultural-Historical Activity Theory (CHAT) and positioning theory. Data were collected from exit interviews with student partners, their reflective writings, and their responses to open-ended questions in a post-project survey. Our main contribution is the discovery of multiple contradictions between the project designs and students’ enactment of partnership. Specifically, students’ hesitation in assuming a partner’s role was related to their disciplinary identity, the inquiry methods of the projects, and the pre-determined project specifications. In contrast, the cultural factors, which are largely framed as barriers in the literature, only affected the partnership development at the beginning of the project. Our study implies that future SaP projects need to ensure the alignment between project designs and a partner’s role to facilitate equal and sustainable contributions from students and staff members.
促进学生成为合作伙伴:在亚洲大学背景下与本科生共同研究
学生作为合作伙伴(SaP)在高等教育中已经成为一种有影响力的实践,因为它使学生能够拥有自己的学习和锻炼机构。然而,SaP的实施,特别是在亚洲,遇到了许多挑战,包括对学生和教师之间巨大权力距离的担忧。尽管在几个亚洲地区对探索SaP的兴趣日益浓厚,但关于学生在整个项目生命周期中的合作经历的研究很少。本研究以文化历史活动理论(CHAT)和定位理论为基础,探讨香港两所研究型大学的学生在三个项目中的文化历史活动体验。数据收集自与学生合作伙伴的离职访谈,他们的反思文章,以及他们在项目后调查中对开放式问题的回答。我们的主要贡献是发现了项目设计和学生建立伙伴关系之间的多重矛盾。具体而言,学生在承担合作伙伴角色时的犹豫与他们的学科身份、项目的探究方法和预先确定的项目规范有关。相比之下,文化因素在文献中主要被视为障碍,仅在项目开始时影响伙伴关系的发展。我们的研究表明,未来的SaP项目需要确保项目设计与合作伙伴角色之间的一致性,以促进学生和教职员工平等和可持续的贡献。
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来源期刊
Educational Review
Educational Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.90
自引率
3.00%
发文量
105
期刊介绍: Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world. The editors welcome high quality, original papers which encourage and enhance debate on social justice and critical enquiry in education, besides innovative new theoretical and methodological scholarship. The journal offers six editions a year. The Board invites proposals for special editions as well as commissioning them.
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