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4.3 Navigating the emotions in partnerships.pdf

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Change Agents Network conference presentation April 2018. Dr Ana Baptista, Queen Mary University of London

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4.3 Navigating the emotions in partnerships.pdf

  1. 1. Navigating the emotions in partnerships: Reflections on challenges for staff and students Dr Ana Baptista – a.baptista@qmul.ac.uk Learning Development within Academic Development Queen Mary University of London
  2. 2. Coda Emotions are fundamentally implicated in all human behaviour. (Cotterall, 2013, p.175) Emotion (…) is an essential part of the thinking process, not simply a catalyst for reason nor inherently an obstacle to or a distraction from rational thought. (Felten, Gilchrist & Darby, 2006, p.41) By ignoring emotions that exist and shape learning, we threaten to shrink our responsibility as educators and to limit the potential for real academic learning. (Felten, Gilchrist & Darby, 2006, p.43)
  3. 3. Objectives  To share perceptions and experiences  To revise ‘theoretical frameworks’  To reflect on perceptions, experiences, past and future practices  To question our thinking and assumptions
  4. 4. Activity What are the guiding principles for staff-student partnerships? What are the main challenges in staff-student partnerships? What are the ‘main’ positive and negative emotions that staff can experience throughout the partnership? What are the ‘main’ positive and negative emotions that students can experience throughout the partnership?
  5. 5. Guiding principles (i) ReciprocityReciprocity Shared responsibility Shared responsibility RespectRespect Trust and respect Trust and respect Shared power Shared power Shared risks Shared risks Shared learning Shared learning (Cook-Sather, Bovill & Felten, 2014) (Bird & Koirala, 2002) (…) collaborative, reciprocal process thrugh which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis. (Cook-Sather, Bovill & Felten, 2014, p.6-7)
  6. 6. Guiding principles (ii) Good practice should aspire to: 1. Foster inclusive partnerships 2. Nurture power-sharing relationships through dialogue and reflection 3. Accept partnership as a process with uncertain outcomes 4. Engage in ethical partnerships 5. Enact partnership for transformation (Matthews, 2017, p.2) Inclusivity; Shared power; Dialogue; Reflection; Emphasis on process; Ethics; Transformation
  7. 7. Trust Courage Plurality Responsibility Authenticity Honesty Inclusivity Reciprocity Empowerment Guiding principles (iii) and framework (HEA, 2015)
  8. 8. Guiding principles (iv) and framework Clarity Coherence Diversity Inclusivity Joint responsibility Leadership Trust Honesty Transparency (Culture) Authenticity (Varnham, 2017)
  9. 9. QUESTIONING 1 Aren’t these guiding principles of any staff-student relationship and interaction? Shouldn’t these by applied to a broader educational experience?
  10. 10. (Some) Forms of partnerships (i) Evaluate course content and learning and teaching processes (Re)Design the content of courses Research learning and teaching Undertake disciplinary research Design assessments such as essay questions or choose between different assessment methods Different scales: individual, classroom and course initiatives up to the institutional level addressing pedagogical, operational and strategic goals (Bovill et al., 2016)
  11. 11. (Some) Forms of partnerships (ii) (Healey, Flint, Harrington, 2014) (Examples – Healey, 2018) Student-led, individually-created courses at University of Edinburgh, UK Students undertake educational development projects as academic partners with staff at Birmingham City University, UK Students as pedagogical consultants at Bryn Mawr and Haverford Colleges, Pennsylvania, US UR activities
  12. 12. QUESTIONING 2 How inclusive are these ways of working in partnership so these experiences are open to ALL students? How to mainstream partnership schemes so they become part of the curriculum?
  13. 13. (Some) Challenges Resistance to change and innovation Institutional structures and cultures Inclusive approach and practices Change in power dynamics Sustainability Finding ‘the right’ forms of partnerships (and being creative) (Bovill et al., 2016; Cook-Sather, Bovill & Felten, 2014)
  14. 14. QUESTIONING 3 How do those challenges ‘impact’ on the development of staff and student identities, interactions and/or roles?
  15. 15. Emotions (…) socially constructed, personally enacted ways of being that emerge from conscious and/or unconscious judgments regarding perceived successes at attaining goals or maintaining standards or beliefs during transactions as part of social-historical contexts (Schutz et al., 2006, p.344) Functions: provide motivation, psychological energy, focus attention, trigger action-related wishes and intentions (Pekrun et al., 2002)
  16. 16. QUESTIONING 4 – towards the future How do staff and students emotionally deal with the change in the educational dynamics? How do staff and students emotionally experience the partnership? Do they experience similar emotions? At different stages of the partnership? And how does this influence their identity development?
  17. 17. Why is this important? Awareness Transparency Understanding and valuing both staff’ and students’ emotional experiences Acting and/or boosting experiences Enhanced confidence, motivation and enthusiasm (Cook-Sather, Bovill & Felten, 2014, p.104) to deal with a rollercoaster of confidence and emotions (Christie et al., 2008) Expanding principles from some forms of partnerships to the entire student experience – or at least experience within the classroom*
  18. 18. * The classroom Nowhere is involvement more important than in the classrooms of the university, the one place, perhaps only place, students meet each other and the faculty, and engage in learning. For that reason the centerpiece of any university policy to enhance retention must begin with the classrooms and serve to reshape classroom practice in ways that more fully involve students in learning, especially with other students. (Tinto, 2003, p.4)
  19. 19. Navigating the emotions in partnerships: Reflections on challenges for staff and students Dr Ana Baptista – a.baptista@qmul.ac.uk Learning Development within Academic Development Queen Mary University of London

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