The value of the student-staff collaboration was explored from student, staff, and institutional perspectives, with benefits, limitations, and recommendations presented¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The case study explores the value of the student-staff collaboration from the perspective of the student, staff, and institution, and presents benefits, limitations, and recommendations for future co-creation projects. → Williams 2025

Evidence¶

Williams 2025¶

Williams, A., & Ingle, E. (2025). Assessment design through co-creation: Student-staff partnership in evaluating the impact of artificial intelligence. International Journal for Students as Partners, 9(1), 214–226. https://doi.org/10.15173/ijsap.v9i1.5802

q1 · i? · qualitative · r2

The article's abstract states the collaboration's value "is explored from the perspective of the student, staff, and institution", with benefits, limitations, and recommendations for future co-creation projects presented. Qualitative case study; no effect sizes are reported.

"The value of the student-staff collaboration is explored from the perspective of the student, staff, and institution, while the benefits, limitations and recommendations for future co-creation projects are presented in the context of AI and higher education assessment and learning."

Discussion¶

Related Claims¶

• A student-staff co-creation initiative explored generative AI technologies in the context of higher education assessments — related
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
• Students and staff co-designed evaluation criteria, and resultant challenges were explored through dialogue, interview, and thematic analysis — related
• A student-staff partnership evaluated ChatGPT-generated output in response to diverse coursework assessments on an undergraduate medical sciences programme — a narrower finding that bears on this claim
• Participants envisioned switchable AI roles — strategic advisor, cross-domain translator, and perspective challenger — whose expansion destabilized perceived neutrality and raised authority and accountability concerns — related
• Participants reported that diverse perspectives raised new questions and affirmed educator contributions — related
• Staff and students in three California schools describe collaboration among leaders, teachers and students as improving buy-in and creating student leadership opportunities — related