Reid, FelixHunt, JemChow, Man Hei MarissaHenry, TanyaMatthews, KellyDouglas, TracyCampbell, CarolineThomas RodgersEstêvão, Maria Dulce da Mota Antunes de OliveiraDombi, ElizabethJones, LynneMcMichan, LaurenMelville, GillianPather, SubethraTerwilliger, BrentFaulconer, EmilyDeters, RobertChamberlain, DarrylMillmore, AmandaTang, AlexWong, GabriellaWang, MegHamidi, SaraArm, KarenLadipo, KikeWilson-Scott, JoannaPryor, MaryBesson, MailieTuri, SamuPerkins, JoySkopelitis, AlexisHicks, ScottAftab, ZohaBovill, CatherineWaddington, KathrynSmeltzer, SandraNaz Ansari, AishaIftikhar, FatimaMoulton, JeremyRoss, JordanMatthews, AleciaWillmers, MichelleDavison, EllieHobson, ThomasIannucci, CassandraLomine, LoykieHervey, TamaraLewitzky, RachaelMajeed, AsiaBriggs, StevePol, HurshalSum, KiuJohannes, ChanteYeung, TiffanyParkin, John2025-06-252025-06-252024-10-152560-7367http://hdl.handle.net/10400.1/27281The language of students as partners was cemented into higher education (HE) practice and scholarship 10 years ago. While it had been circulating in higher education policy, practices, and publications before that, two key 2014 publications on engaging students as partners, or SaP, inspired a myriad of practices and publications brought together by the relational, values-based ethos of partnership (Cook-Sather et al., 2014; Healey et al., 2014). A seductively simple idea— that students can collaborate with staff as partners on matters of teaching and learning—landed at the right time. The higher education sector was increasingly fixated on student involvement and engagement, particularly on how university changes students (Klemenčič, 2024). SaP offered a related but direction-shifting proposition: what if students could shape higher education?engjournal article2025-06-03cv-prod-419229210.15173/ijsap.v8i2.5872