‘Students as partners rather than followers but … ’: understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher education
Publication in refereed journal
Officially Accepted for Publication
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AbstractStudents as partners (SaP) is gaining attention in higher education (HE) as universities worldwide rethink pedagogical practices through a relationship-rich lens. Many studies have examined partnership practices, conceptions of learner-teacher partnerships and its application in various (mainly anglophone) contexts. However, relatively few studies have explored SaP issues in nonanglophone contexts (e.g., China). In this study, we interviewed 20 lecturers at a Chinese university to understand how they perceived the role of students in teaching and learning. Our reflexive thematic analysis found that many lecturers were open to, and some already practising forms of, partnership practices. But pragmatic, structural and cultural issues caused hesitation, particularly the cultural heritage of Confucian education and
global HE competition drivers rewarding research outputs over teaching practices. This study is an initial step in exploring academics’ perceptions of SaP in a changing Chinese HE system with a strong policy focus on student-centred approaches.
global HE competition drivers rewarding research outputs over teaching practices. This study is an initial step in exploring academics’ perceptions of SaP in a changing Chinese HE system with a strong policy focus on student-centred approaches.
Acceptance Date12/09/2022
All Author(s) ListKun Dai, Kelly E. Matthews
Journal nameHigher Education Research and Development
Year2022
PublisherRoutledge
ISSN0729-4360
eISSN1469-8366
LanguagesEnglish-United Kingdom
KeywordsAcademics, students as partners, pedagogical practices, Chinese higher education, learner-teacher relationships