Enhancing student experience through partnership and co-creation in a post-pandemic learning environment – a longitudinal study

Abstract

This paper reports on the evolution and value of staff-student partnerships in a 4-year longitudinal study involving a cohort of Mechanical Engineering students at a UK University throughout their undergraduate journey from academic year 2020/21 to 2023/24. The research is divided into 4 phases, one per academic year, and is woven around three primary objectives: i) capturing and understanding students' perceptions of online learning, ii) collaboratively developing enhanced online/blended delivery strategies with students, and iii) reflecting on the transformative impact of this partnership on all those involved (staff and students). The students’ involvement increased with each phase of the study.

Students participating in this study found it exceptionally rewarding as they felt their voices were heard, enabling them to actively shape the educational process. They acquired valuable research skills that would have otherwise remained unexplored. For the academic staff involved, this partnership enriched their teaching practices, establishing collaboration with students as a standard approach in their education-focused research. They actively contributed to training both fellow academics and students within their institution in conducting engineering educational research. The authors conclude that the power of a staff-student partnership in reshaping the landscape of higher education was transformative for all those involved