Working in ambitious, creatives partnership with students is a key ambition within the Glasgow School of Art’s Education Strategy and Student Partnership Agreement. Partnership working with students provides us a collaborative, reciprocal and developmental opportunity for staff and students to lead and deliver key enhancement projects (Cook-Sathers et al, 2014). Our experience of partnership working has proven effective in gaining a strong insight into the experiences of our students, better understanding methods for effectively engaging students, and the innovations in the development of resources to support students in their learning.

Key to delivering on this ambitions for partnership and in supporting our partnership approach has been the development and introduction of the Student Consultant role. This role is recruited from current students studying at the GSA as a remunerate post and attached to a specific enhancement project. The project is co-led by a member of staff and the Student Consultant who together scope, develop, delivery and evaluate the project in partnership. Examples of projects include the development of a student guide to assessment, support for student transitions to art school, development of a student engagement policy, and an exploration of students views on good practice in learning, teaching and assessment.

This case study will present an overview of the Student Consultant role, perspectives from staff and students who have worked together through the role, and guidance on how the role can be developed within other contexts.