Co‑creating scholarship: What we learned from partnering with students in research

What happens when students are invited into research not as participants, but as partners?

Our SCiLAB-funded project at The Open University (OU) focused on the impact of Associate Lecturers (ALs), with additional OU roles, on student success and retention. ALs are tutors who support students, marks their assessments and facilitate tutorials. 

As the project developed, it grew into something far richer. Working alongside two student partners challenged our assumptions, reshaped our questions, and ultimately changed how we understood both teaching and research. What began as an analysis of pass rates and completion data became a deeper exploration of tutor identity, student experience, and what ‘impact’ really means in practice. In this blog, we reflect on what we learned by doing research with students rather than simply about them.

From research question to collaborative inquiry

The project began with a clear aim: to explore whether ALs who hold additional OU roles, such as other academic or professional positions, influence student success. We planned to measure this through module pass and completion rates. This question is particularly significant in a distance learning context like the OU, where ALs play a central role in students’ learning experience.

We adopted a mixed-methods approach. Quantitative analysis of institutional data from 2021 to 2024 examined completion and pass rates, followed by focus groups with 19 ALs across the Business and Law Schools. Statistical testing showed no significant differences in outcomes between students taught by ALs with additional OU roles and those without. On the surface, this might suggest that additional roles are unimportant. Yet, the qualitative findings, shaped in part by our student partners, revealed a more complex picture.

Students as partners, not observers

From the outset, two student partners, one from Business and one from Law, joined the research team. They were undergraduate students who responded to an expression of interest to get involved as co-researchers. They attended monthly meetings, engaged with project materials, and contributed to discussions on design, analysis, and interpretation.

Initially, both students anticipated a relatively passive role, assuming the research would be entirely staff-led. This expectation quickly shifted. Their contributions became central, particularly when they challenged what our outcome measures actually captured: do pass rates fully reflect the value of a tutor? What about students’ sense of support, confidence, or belonging?

The value of the student perspective

Our student partners played a crucial role in interpreting the findings. They consistently brought the discussion back to the learner experience, asking what different forms of tutor identity mean from a student perspective. Do students value tutors’ institutional knowledge, their real-world experience, or both? Does perceived authority influence engagement or trust in online learning? How do students interpret different types of expertise in a distance learning context?

While these questions do not yet have definitive answers, they open important avenues for future research. They also highlight a key insight: students are well placed to identify what matters in teaching and learning. Their perspectives can reveal dimensions that academic analysis alone may overlook.

Ethical awareness and reflexivity

Student involvement also strengthened the project’s ethical integrity. They raised important questions about power dynamics, not only between ALs and the research team, but within the research process itself. As academics who also hold AL and leadership roles, we were mindful of potential imbalances. Our student partners helped us consider how these dynamics might shape participation and influence the openness of responses.

This prompted practical changes, including the use of independent facilitators and clear, confidential communication channels. Their presence also encouraged ongoing reflexivity, prompting us to reflect critically on our assumptions, language, and positionality as researchers.

Co-creation as a transformative practice

Perhaps the most significant outcome was the impact of co-creation on the student partners themselves. Both reported increased confidence, stronger communication and research skills, and a growing interest in further academic work. Co-creation, therefore, is not simply a methodological approach; it is an educational practice in its own right.

By involving students as partners, we create opportunities for them to develop academic identity, agency, and a stronger sense of belonging within the scholarly community.

Looking ahead

Rob Tumilty

Rob is a Senior Lecturer in the Business School at The Open University. His scholarship interests have focused on two key areas: working with online learners, tutors, and academics to explore theoretical and practical aspects of student wellbeing and change; and reducing barriers to greater Regional Academic participation in Scholarship. 

Rob is currently the Lead Student Experience Manager for the MBA, Module Team Chair, Senior Fellow of the Higher Education Academy, and a certified Management and Business Educator.

Ben Trupia-Melluish

Ben is a Senior Lecturer and Head of Student Experience in the Business School at The Open University. Ben’s research focuses on the relationship between student learning and motivation, particularly how module design and interactive elements influence progression and retention. 

His scholarship informs pedagogical practice across The Open University. Ben is a Senior Fellow of the Higher Education Academy and is a Certified Management and Business Educator.

Acknowledgements

Use of Generative AI