I wish to participate but horizontal ellipsis ': Investigating students' perceptions of student-staff pedagogical partnerships at a Hong Kong University

I wish to participate but horizontal ellipsis ': Investigating students' perceptions of student-staff pedagogical partnerships at a Hong Kong University

• Dai, Kun The Chinese University of Hong Kong
• Matthews, Kelly E. University of Queensland
• Liang, Yifei University of Queensland

Higher Education, (0), -, 2023

Springer

2023

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Students as Partners Student-staff Relationships Pedagogical Partnerships Student Perception Hong Kong University

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

There is an increasing focus on relationship-rich education and relational pedagogies in higher education. Engaging students as partners (SaP) to nurture values-based pedagogical relationships is one such approach, yet it is contested with limited research outside of Anglophone countries. To advance a collective understanding of SaP as a global practice, we interviewed 35 postgraduate students at a research-intensive university in Hong Kong with a hybridised educational setting combining Chinese and westernised strategies and heritages. Reflecting on their learner-teacher relationships as both undergraduate and postgraduate students, they discussed differing senses of student identity that shaped how they perceived their pedagogical relationships: entanglement of positioning themselves as followers, customers, and co-teachers. The influence of neoliberalism, capitalism, and marketisation of higher education in the Hong Kong context was evident throughout the interviews. We discuss the implications for learner-teacher relationships as a pedagogical partnership in the broader hybridised higher education context of Hong Kong. In doing so, we argue that students are navigating an in-betweenness that shapes how they see themselves and the pedagogical relationships they form with teaching staff. Copyright ©2023 Springer.

• English

Journal Articles

• 00181560

• 10.1007/s10734-023-01035-7

https://bibliography.lib.eduhk.hk/en/bibs/70b15cd4

2024-05-17