University of Roehampton
Pedagogies for partnership with students are thought to be particularly suited to developing key employability skills because they aim to engage and motivate students to study their subjects at a deep level and focus on learning outcomes which seek to prepare students for employment. However there is a limited evidence base with respect to the effectiveness of these pedagogies in achieving these outcomes.
This research project aims to contribute to evidence-based practice in the area of students-as-partners with intentionally designed and theoretically based research. There is currently little evidence on how alumni who have transitioned into employment or further education view the different teaching and learning activities they experienced as undergraduates in the light of the demands in their subsequent roles. Furthermore the special status of such pedagogies in the context of the wider undergraduate experience is evaluated with current students.
Key research questions are:
- What is the trajectory of change in key outcome variables which can be attributed to existing students-as-partners pedagogies?
- How does the perceived value of these pedagogies change over time and context e.g. in employment?