{"id":{"repo_id":"westminster","oai_identifier":"oai:westminsterresearch.westminster.ac.uk:q7z48"},"canonical_url":"https://search.dev.ndltd.org/etd/westminster/oai:westminsterresearch.westminster.ac.uk:q7z48","repository":{"repo_id":"westminster","name":"University of Westminster","base_url":"https://westminsterresearch.westminster.ac.uk/oai2"},"display":{"title":"Academic staff attitudes to staff-student partnerships: a social practice theory approach","abstract":"This paper examines the concept of staff-student partnerships from the perspective of academic staff. Staff-student partnerships are located within a broader policy context concerned with the enhancement of the student experience, and specifically the theme of student engagement. The principles of staff-student partnerships are examined, and the literature in the field is reviewed with a focus on the benefits of partnerships for students and institutions. The research findings are based on ten interviews conducted across a single, post-1992 university in an English city. The data from the interviews were thematically analysed within a social practice theory framework to examine the attitudes of academic staff to partnerships. The findings suggest a lack of consistency in the interpretation of partnerships amongst staff. Staff attitudes are influenced by the social practices of individuals and work groups, and these are highly context-dependent. The implication of this is that any initiative to promote staff-student partnerships on a wider scale should not adopt a uniform, ‘one-size-fits-all’ approach but must take account of social context by recognising the social practices and traditions of different groups.","abstract_html":"This paper examines the concept of staff-student partnerships from the perspective of academic staff. Staff-student partnerships are located within a broader policy context concerned with the enhancement of the student experience, and specifically the theme of student engagement. The principles of staff-student partnerships are examined, and the literature in the field is reviewed with a focus on the benefits of partnerships for students and institutions. The research findings are based on ten interviews conducted across a single, post-1992 university in an English city. The data from the interviews were thematically analysed within a social practice theory framework to examine the attitudes of academic staff to partnerships. The findings suggest a lack of consistency in the interpretation of partnerships amongst staff. Staff attitudes are influenced by the social practices of individuals and work groups, and these are highly context-dependent. The implication of this is that any initiative to promote staff-student partnerships on a wider scale should not adopt a uniform, ‘one-size-fits-all’ approach but must take account of social context by recognising the social practices and traditions of different groups.","abstract_has_math":false,"creators":["Burke, A."],"institution":"Lancaster University","degree_name":null,"degree_level":"Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-24T06:01:41Z","subjects":["staff-student partnerships; engagement; social practice theory"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:westminsterresearch.westminster.ac.uk:q7z48"],"render_values":[{"text":"oai:westminsterresearch.westminster.ac.uk:q7z48","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Burke, A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016"]},{"key":"dc:date.issued","label":"Date","values":["2016"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Educational Research"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Lancaster University"]},{"key":"dc:relation","label":"Dc Relation","values":["https://westminsterresearch.westminster.ac.uk/item/q7z48/academic-staff-attitudes-to-staff-student-partnerships-a-social-practice-theory-approach"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://westminsterresearch.westminster.ac.uk/item/q7z48/academic-staff-attitudes-to-staff-student-partnerships-a-social-practice-theory-approach"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["staff-student partnerships; engagement; social practice theory"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oai:westminsterresearch.westminster.ac.uk:q7z48"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This paper examines the concept of staff-student partnerships from the perspective of academic staff. Staff-student partnerships are located within a broader policy context concerned with the enhancement of the student experience, and specifically the theme of student engagement. The principles of staff-student partnerships are examined, and the literature in the field is reviewed with a focus on the benefits of partnerships for students and institutions. The research findings are based on ten interviews conducted across a single, post-1992 university in an English city. The data from the interviews were thematically analysed within a social practice theory framework to examine the attitudes of academic staff to partnerships. The findings suggest a lack of consistency in the interpretation of partnerships amongst staff. Staff attitudes are influenced by the social practices of individuals and work groups, and these are highly context-dependent. The implication of this is that any initiative to promote staff-student partnerships on a wider scale should not adopt a uniform, ‘one-size-fits-all’ approach but must take account of social context by recognising the social practices and traditions of different groups."]},{"key":"dc:description.abstract","label":"Abstract","values":["This paper examines the concept of staff-student partnerships from the perspective of academic staff. Staff-student partnerships are located within a broader policy context concerned with the enhancement of the student experience, and specifically the theme of student engagement. The principles of staff-student partnerships are examined, and the literature in the field is reviewed with a focus on the benefits of partnerships for students and institutions. The research findings are based on ten interviews conducted across a single, post-1992 university in an English city. The data from the interviews were thematically analysed within a social practice theory framework to examine the attitudes of academic staff to partnerships. The findings suggest a lack of consistency in the interpretation of partnerships amongst staff. Staff attitudes are influenced by the social practices of individuals and work groups, and these are highly context-dependent. The implication of this is that any initiative to promote staff-student partnerships on a wider scale should not adopt a uniform, ‘one-size-fits-all’ approach but must take account of social context by recognising the social practices and traditions of different groups."]},{"key":"dc:title","label":"Title","values":["Academic staff attitudes to staff-student partnerships: a social practice theory approach"]}]}],"canonical_facts":{"dc:creator":["Burke, A."],"dc:date":["2016"],"dc:date.issued":["2016"],"dc:description":["This paper examines the concept of staff-student partnerships from the perspective of academic staff. Staff-student partnerships are located within a broader policy context concerned with the enhancement of the student experience, and specifically the theme of student engagement. The principles of staff-student partnerships are examined, and the literature in the field is reviewed with a focus on the benefits of partnerships for students and institutions. The research findings are based on ten interviews conducted across a single, post-1992 university in an English city. The data from the interviews were thematically analysed within a social practice theory framework to examine the attitudes of academic staff to partnerships. The findings suggest a lack of consistency in the interpretation of partnerships amongst staff. Staff attitudes are influenced by the social practices of individuals and work groups, and these are highly context-dependent. The implication of this is that any initiative to promote staff-student partnerships on a wider scale should not adopt a uniform, ‘one-size-fits-all’ approach but must take account of social context by recognising the social practices and traditions of different groups."],"dc:description.abstract":["This paper examines the concept of staff-student partnerships from the perspective of academic staff. Staff-student partnerships are located within a broader policy context concerned with the enhancement of the student experience, and specifically the theme of student engagement. The principles of staff-student partnerships are examined, and the literature in the field is reviewed with a focus on the benefits of partnerships for students and institutions. The research findings are based on ten interviews conducted across a single, post-1992 university in an English city. The data from the interviews were thematically analysed within a social practice theory framework to examine the attitudes of academic staff to partnerships. The findings suggest a lack of consistency in the interpretation of partnerships amongst staff. Staff attitudes are influenced by the social practices of individuals and work groups, and these are highly context-dependent. The implication of this is that any initiative to promote staff-student partnerships on a wider scale should not adopt a uniform, ‘one-size-fits-all’ approach but must take account of social context by recognising the social practices and traditions of different groups."],"dc:identifier":["oai:westminsterresearch.westminster.ac.uk:q7z48"],"dc:publisher.department":["Department of Educational Research"],"dc:publisher.institution":["Lancaster University"],"dc:relation":["https://westminsterresearch.westminster.ac.uk/item/q7z48/academic-staff-attitudes-to-staff-student-partnerships-a-social-practice-theory-approach"],"dc:relation.isreferencedby":["https://westminsterresearch.westminster.ac.uk/item/q7z48/academic-staff-attitudes-to-staff-student-partnerships-a-social-practice-theory-approach"],"dc:subject":["staff-student partnerships; engagement; social practice theory"],"dc:title":["Academic staff attitudes to staff-student partnerships: a social practice theory approach"],"dc:type":["Thesis or dissertation"],"dc:type.qualificationlevel":["Thesis"]},"updated_at":"2026-07-24T06:01:41Z"}