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Fashion metaphors are used to explore the relationship between Deakin’s ‘Students Helping Students’ strategy and its emerging ‘Students as Partners’ initiative. As the curtain is raised, the current ‘tertiary trend’ of Students as Partners is seen through a global lens. The Deakin Students Helping Students and Students as Partners collection is then paraded across the runway, at once unveiling savvy design and high-quality workmanship. A key feature of both Deakin’s Students Helping Students and Students as Partners models is that they are expressions of a community of practice approach and of social learning theory, with some variations in texture and palette. This ‘Absolutely Fabulous’ show concludes that while both looks are based on a timeless, ‘classic cut’ approach to education that engages both students and staff, each trend adds colour, interest and appeal. Fashions in education are sometimes fleeting, sometimes fun, and they are sure to invigorate, refresh and challenge. *This practice report was presented as an Emerging Initiative at the STARS Conference in Melbourne, Australia in July 2019 and was selected for publication in this special issue. The authors have kindly given their permission to have this report published and it has undergone a further review by the editors to confirm it aligns with the Journal’s submission guidelines and standards. Please cite this article as: Milburn, L., & Jones, D. (2019). The Deakin ‘Students Helping Students’ and ‘Students as Partners’ collection: A contemporary take on the classic cut. A Practice Report. Student Success, 10(2). 65-70. doi:10.5204/ssj.v10i2.1311. This practice report has been accepted for publication in Student Success. Please see the Editorial Policies under the ‘About’ section of the Journal website for further information. Student Success: A journal exploring the experiences of students in tertiary education This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution. ISSN: 2205-0795 The Deakin ‘Students Helping Students’ and ‘Students as Partners’ collection ... A Practice Report 66 | Student Success, 10(2) August 2019 Introduction Over the last few seasons, Students as Partners has emerged on the global learning stage, creating statements that are both bold and beautiful. Discover the rich colours and unique details that will inspire your learning community this season! Engage with Students as Partners and revel in the delicate, soft hues and fabulously intricate patterns. It’s all in the detail. Students as Partners (SaP) is the latest tertiary trend, the look of the moment. We explore what is behind this current trend as we examine Deakin’s emerging SaP initiative, Deakin’s Students Helping Students (SHS) strategy and the ‘classic cut’ of what good education is all about. We do this because we are intrigued by the reference to SaP as a new way of looking at student-staff relationships, and one which breaks down hierarchies and power structures to create a better learning environment for students. In fact, SaP is often presented as a brand new ‘style’ in the way we think about education. Is it? Isn’t it what learning is all about and has always been all about? If SaP is a major new style of education, what were educators doing before SaP? What are they already doing in SHS at Deakin? We highlight that like a good classic educational cut, both SaP and SHS are underpinned by a community of practice approach and social learning theories, making them of the highest calibre, in both fabric and design. The current global tertiary trend ‘Students as Partners’, ‘Student-Staff Partnerships’, ‘Student-Faculty Partnerships’— these are just some of the current labels that are guaranteed to make your university stand out! In their thorough exploration of SaP, CookSather, Matthews, Ntem and Leathwick (2018) have worked though many of the complexities involved in “the work of partnership across power differences and fluid identities of people in higher education” (p.6). In fact, the complexity of SaP is discussed across the literature, with research such as Taylor’s (2018), which attempts to organise the ethics involved, and O’Shea (2018), presenting how student-staff partnerships can help to address equity issues. Despite the complexities, there are many institutions that have specific, clearly defined SaP programs, such as McMaster University’s Student Partners Program at the MacPherson Institute which has been operating since 2013 (McMaster University, 2019). This formal program allows students and staff to work as partners on teaching and learning projects and provides a guidebook which covers processes and procedures for staff and students involved in this program. The University of Queensland’s Institute for Teaching and Learning Innovation supports the Student-Staff Partnerships Program, providing a handbook that includes a definition of Student-Staff Partnerships and detailing the types of projects available, benefits, requirements and tips (University of Queensland, 2019). Healey, Flint, and Harrington (2014) describe SaP as “a relationship in which all involved— students, academics, professional services staff, senior managers, students’ unions, and so on— are actively engaged in and stand to gain from the process of learning and working together” (p. 12). Acknowledging that SaP is inherently process-orientated rather than outcomesdriven, Matthews (2016) makes a distinction between student engagement (what students do) and SaP, which is “engaging with rather than doing to or doing for students” (p. 2). SaP is enacted within “an ethic of reciprocity” (CookSather & Felten, 2017, p. 5) that is underpinned by partnership principles of respect, reciprocity, and shared responsibility in learning and teaching (Bovill, Felten & CookSather, 2014).

The Deakin 'Students Helping Students' and 'Students as Partners' collection: A contemporary take on the classic cut