Cooperation formats and opportunities

“In consultation, the idea is that students are asked for their views on a fixed process. Thus the object of engagement is not transformed by students’ engagement, but rather small amendments might be made.” ¹

“In partnership, the emphasis is on reciprocity in relationships between students and academics, along with a shared responsibility for what is happening in the learning environment […] Here students engage with a pre-existing object of engagement, but there is the potential for this object to be transformed through the collaborative work of students, academics and their institutions.” ¹

“In leadership, the emphasis is on the ways in which students can create new objects through their engagement. In this degree of engagement students set their own terms for what engagement entails and for the outcome of engagement.” ¹

Students share their knowledge and opinions within a well-defined context.

Areas of consultation

• Formation of understanding: students are asked about the comprehensibility of the learning materials.
• Formation of curricula: students are consulted about the content of their courses.
• Formation of communities: students share opinions and raise issues through formal feedback and representation systems.

Students actively interact with academics about teaching and learning.

Areas of partnership

• Formation of understanding: students and academics cooperate in teaching and learning to co-construct knowledge.
• Formation of curricula: in partnership with academic staff students actively form the courses they will study.
• Formation of communities: students form interest groups (student associations) to co-create higher education institutions – i.e. define student charters.

Students create new elements of knowledge. Existing subject knowledge and university realities are critically reflected upon to develop something new.

Areas of leadership

• Formation of understanding: i.e. students develop their own program of study to address those topics that are relevant for them.
• Formation of curricula: the development of a curriculum is the responsibility of the students. They take the lead.
• Formation of communities: students raise their voice outside of established student associations. They follow their own agenda instead of waiting for requests from universities.

Buddy systems of the University of Applied Sciences Upper Austria

• Buddy system Campus Wels
• Buddy system Campus Hagenberg