Working with students as partners in pedagogic research: staff and student experiences of participating in an institutional bursary scheme

This case study presents a discussion of an institutional bursary scheme (called URB@N), in which students work in partnership with staff on learning and teaching research projects. The collation of evaluative evidence over several years (via student reflective accounts, annual feedback surveys from staff and students, observations and reflections from scheme coordinators and qualitative interviews with staff and students who have participated) suggests that this model provides a valuable and impactful approach to staff/student partnership working to facilitate educational enhancement. Also discussed are emerging challenges, highlighting some of the difficulties associated with implementing effective partnership models