The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students

Poppy Frances Gibson, Robert Morgan, Andrew Sinclair, Rachael Hartiss, Agnieszka Kosek, Ashley Clark

Abstract


This reflection piece shares the innovative approach to an embedded skills model on an accelerated two-year BA programme. At the University of Greenwich annual teaching and learning conference (SHIFT), in 2020, a collaborative team from the degree course presented a case study on this model. This article explores how, through such partnerships, student success can be promoted and student outcomes can shine. Living and teaching through a pandemic has highlighted the importance of staff and student relationships to ensure success.


Keywords


partnership; retention; academic skills; embedded; widening participation; support; trust

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References


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DOI: https://doi.org/10.21100/compass.v14i2.1175

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