Rethinking learning and teaching cultures in higher education through radical collegiality and student-staff partnerships

This paper contributes to the growing research interest in the quality of learning and teaching in higher education (HE). The paper argues for the rethinking of learning and teaching cultures in HE regarding learning and teaching quality enhancement. Using Fielding’s (1999) ‘radical collegiality’ and Cook-Sather’s (2015) ‘pedagogical partnerships’ as theoretical anchors, the paper interrogates the theory and applied practice of authentic collaboration between students and academic staff. It starts with a critical discussion of the literature on student-staff partnerships and the co-creation of learning and teaching. Drawing on data from a 2-year student-staff partnership project involving three UK universities, it reveals how authentic, collaborative and successful student-staff partnerships evolve over time, are contingent on reconfiguring the power dynamics between both parties and creating shared spaces for these beneficial situated partnerships to be developed. The underpinning values of these partnerships include shared responsibility, mutual respect and reciprocity.