| Title: |
Accessibility, Authenticity, and Agility: Lessons Learned from a Case Study of Students as Partners in Research |
| Language: |
English |
| Authors: |
Michael Priestley; Hannah Rachael Slack; Vee Okobia; Amy Mackenzie; Rae Shemwell Rostron; Carys Lynn Hoggan; Nathan Damascus; Valerie Xinyi Zhan; Ayesha Memon; Nicola Byrom |
| Source: |
International Journal for Students as Partners. 2025 9(2):158-169. |
| Availability: |
McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Psychological Patterns; Student Research; Sense of Belonging; Foreign Countries; Undergraduate Students; Partnerships in Education; Educational Research; Research Projects; Student Participation; Disproportionate Representation |
| Geographic Terms: |
United Kingdom |
| Abstract: |
Student loneliness is a prevalent challenge across universities around the globe. Epistemological, ethical, and efficacious challenges characterise contemporary research on student loneliness. To address this, our team of 11 staff researchers implemented a students-as-partners initiative with 16 students from 12 universities across the United Kingdom (UK). This student research team were responsible for co-producing the design, delivery, and dissemination of a research project to understand student belonging and loneliness. Adopting a participatory evaluation approach co-authored with seven members of the student research team, this paper critically examines strengths and limitations in our team's approach to addressing common challenges in student-as-partners activities, namely engaging underrepresented groups, fostering meaningful and authentic engagement, and navigating sensitive topics. In doing so, we elicit good practice for inclusive, accessible, and impactful research with students as partners. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1486669 |
| Database: |
ERIC |