Learning Together: A Transdisciplinary Approach to Student-Staff Partnerships in Higher Education

Autor/inn/en	Baumber, Alex; Kligyte, Giedre; van der Bijl-Brouwer, Mieke; Pratt, Susanne
Titel	Learning Together: A Transdisciplinary Approach to Student-Staff Partnerships in Higher Education
Quelle	In: Higher Education Research and Development, 39 (2020) 3, S.395-410 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baumber, Alex) ORCID (Kligyte, Giedre) ORCID (van der Bijl-Brouwer, Mieke) ORCID (Pratt, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1684454
Schlagwörter	Teacher Student Relationship; Interdisciplinary Approach; Learning Processes; College Faculty; Case Studies; Program Descriptions; Foreign Countries; Innovation; Curriculum Development; Partnerships in Education; Higher Education; Power Structure; Undergraduate Students; Instructional Design; Australia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning process; Lernprozess; Fakultät; Case study; Fallstudie; Case Study; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulpartnerschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Australien
Abstract	Partnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student-staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student-staff partnerships around curriculum co-creation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01