Working in ambitious, creative partnership with students is a key ambition within GSA’s Education Strategy and Student Partnership Agreement. Partnership supports effective enhancement bringing staff and students together to work collaboratively and reciprocally on agendas of mutual priority and interest by staff and students1.

In support of this ambition, we have introduced the role of Student Consultant as key vehicle for co-creation and partnership within our enhancement agendas at the Glasgow School of Art over the past two years. These roles working both centrally through our Learning and Teaching Team, and through targeted support in our academic Schools provide remunerated time, mentorship, and agency for students to work in partnership with staff on key enhancement agendas and provide staff and the institution invaluable insight into the student experience and methods for engaging students in enhancement projects.

This presentation provides an overview of the Student Consultant role and explores a series of case studies exemplifying partnership works between these students and staff within the authors context. This includes projects to: support students understanding of assessment and feedback; gaining insights into students views of good practice; supporting student transitions to studio learning; and engaging students in curriculum review and amendment.

We will present reflections on the effectiveness and impact of these role, along with opportunities and challenges, considering how this approach to partnership can be supported in other contexts, and further developed to extend partnership and co-creation in the enhancement of learning, teaching, and the student experience.

1- Cook-Sathers, Bovill & Felton (2014) Engaging Students as Partners in Learning and Teaching: A Guide for Faculty, Jossey Bass