Who was involved in your partnership work, and how did everyone become involved?
We both became involved in this partnership work by way of the Equality, Diversity and Inclusion Student Associates initiative set up by the University’s Chief Diversity Officer. As part of this initiative, staff from the Equality and Diversity Unit (EDU) were able to recruit and then spend time working with students on various projects.
To recruit students, the EDU asked departments to send out an email inviting students to apply to be part-time Equality, Diversity and Inclusion Student Associates for 12 weeks. Two students were then hired for the positions in December 2023 – one of whom was Rhienna Morar, who has co-written this case study. The EDU then paved the way for a partnership approach by pairing Rhienna with two staff mentors, one of whom was Sandy Patel, the other co-writer.
The process of deciding to develop these materials highlighted to me that, as staff, we often do not realise what initiatives are of interest to students until they are raised by students themselves.
Sandy Patel, Policy Advisor (Student Equalities)
What did you set out to achieve in your student-staff partnership work?
We aimed to create and carry out initiatives that would further equality and diversity at the University. Guided by our combined interests and expertise, this led us to focus on increasing student engagement with the EDU. By bringing about greater student involvement in the EDU, we hoped to enhance how the diverse needs of students are actively considered and addressed through the EDU’s work and networks.
When and where did you work together?
We worked together between January and June 2024 for up to 10 hours each week, depending on Rhienna’s availability and class schedule. This time was divided between time working on our own and time meeting to discuss everything.
How did you work in partnership?
Within the bounds of the work of the EDU, we had the freedom to work together to design projects that aligned with our interests and ideas for change.
In our partnership, Rhienna, as the Student Associate, took ownership of many aspects of our project. However, we made all major decisions and strategic alignments together. Our view was that Sandy, as the staff mentor, should play a guiding role, leveraging their institutional knowledge and expertise to support Rhienna in navigating University governance structures and the logistical aspects of their projects. That way Rhienna could bring their invaluable expertise as a student and their visions of positive change.
Throughout the partnership, we stayed collaborative by valuing each other’s perspectives and types of expertise. Given the importance of both our contributions to the success of the projects, we shared responsibility for the projects’ successes.
What did you learn from working in partnership?
Rhienna's perspective:
Being a Student Associate has given me an invaluable opportunity to be a part of meaningful initiatives to improve student and staff experiences across the University. I really enjoyed getting stuck into the work, learning more about the institution and developing my own skills throughout my projects. I gained practical skills in turning my ideas into practical projects, including developing committee papers, considering feedback, and analysing databases.
Sandy's perspective:
Being a staff mentor has been a great experience. I have really been able to witness the transformative impact of student input on institutional practices and solidify my view of the importance of engaging with students as partners. While it is too early to report on long-term impact, Rhienna has now created the materials we set out to develop – a document explaining to student representatives what the University's EDI policies and strategies are, what the EDU does, and what the Academic Administration Division (AAD) does, along with signposting them to various resources. The process of deciding to develop these materials highlighted to me that, as staff, we often do not realise what initiatives are of interest to students until they are raised by students themselves. Rhienna’s student perspective allowed me to understand what our student representatives are most interested in knowing and learning about and what specific resources to guide them toward. I believe there is great potential in further supporting student associates in developing and implementing project ideas that resonate with student interests and priorities. There is much to be gained from working closely with students because they are attuned to what other students are discussing and struggling with.
What advice would you give to other students and staff who may wish to take a similar student-staff partnership approach?
Reflecting on our experience, we've recognised the importance of finding a balance between empowering students to lead projects and providing guidance and structure. Aligning projects from the outset enables students to dive into their work with clarity and purpose. However, it's crucial to allow flexibility in project development to accommodate students' schedules and commitments. Building in time for students to share their interests and ideas before diving into projects can help ensure that initiatives resonate with student needs and interests from the start. This approach fosters a collaborative environment where both students and staff can thrive and make meaningful contributions.
We also found it to be very helpful to build flexibility into our Student Associates’ working hours, so that they can flexibly engage in the project around their course and other commitments.
