Exploring complex dynamics in partnership and the inherent role of emotion

Abstract

Despite growing evidence of the benefits of partnership working between students and staff in higher education, how those involved experience the complex dynamics remains under-researched. This article presents the findings of a recent study into learning and teaching relationships in HE, conducted in one university in the south of England, UK.  Taking into account the situated nature of partnership practices through the use of situational analysis (Clarke, 2005), this research provides an interpretive exploration of the experiences of 15 students and faculty members working and learning in partnership. Findings demonstrate a wide range of sensory and emotional states described by participants involved in two different case studies of partnership. Derived through several processes of constant comparison analysis, the findings allied to emotion are divided into three main categories at the level of intra-, inter-, and extra-personal. A key consideration in the discussion of findings is that particular actions and behaviours which implicitly demonstrate emotions have an integral role in communicating our attitudes and intentions to those we are in partnership with.