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• III, Gerald Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2026). Student compensation and motivation in student–staff partnerships. Journal of Geography in Higher Education. ISSN 0309-8265. s. 1–14. doi: 10.1080/03098265.2026.2656424. Fulltekst i vitenarkiv Vis sammendrag

  Within Higher Education (HE), in Norway and internationally, institutions are adopting partnership and co-creation approaches to increase student agency in their own learning. Often, institutions compensate students who engage with partnership approaches. We explore the experiences and motivations of students who have been compensated for partnership work in the Universities of Oslo, Bergen, Tromsø, and Edinburgh, which are all connected to the iEarth network. Through thematic analysis of questionnaires and interviews, we identified three themes: Students’ personal financial situation; Time is an influential factor for students; and Partnership as a motivator. We observed compensation as an enabler, not a primary motivator of partnership, and find time an important currency for students. Additionally, the preference shown by some researchers and practitioners within the partnership community for students to be intrinsically motivated for partnership work, is called into question, as well as the impact these preferences have on who gets to participate.

• III, Gerald Decelles & Bovill, Catherine (2026). Challenging the assessment narrative: Addressing assessment anxiety through the collaborative process of co-creation. International Journal for Students as Partners (IJSaP). 10(1), s. 1–16. doi: 10.15173/ijsap.v10i1.6691. Fulltekst i vitenarkiv Vis sammendrag

  Test anxiety is on the rise within higher education, even though the phenomenon has been researched and interventions have been developed to address this issue. Often, approaches focus on actions that the student needs to perform to address the cognitive or physiological aspects of test anxiety. In this study, we explore the possibility that co-creation approaches to assessment can contribute to reducing assessment anxiety. Analysis of interviews and questionnaires with students identified four key themes: (a) the type of assessment is important in influencing students’ assessment anxiety, (b)knowing the assessor and assessment is important to students, (c)co-creation enables students to develop agency over assessments, (d)and co-creating with students helps reduce assessment anxiety. Results suggest that co-creation may reduce the worry component of assessment anxiety while other characteristic outcomes of co-creation (i.e., trust, respect, community, and a sense of belonging) may prove preventative against the emotionality component of assessment anxiety.

• III, Gerald Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2025). The Same, But Different: Teacher and student experiences of partnership. Student Engagement in Higher Education Journal. 7(2), s. 133–153. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian Higher Education institutions are increasingly adopting partnership and co-creation approaches, in common with other universities internationally. The Centres for Teaching Excellence (SFU) initiative supports Norwegian Higher Education in embedding these approaches in different disciplines. We explore common experiences shared by students and teachers involved in partnership work in the iEarth network (an SFU). Through reflexive thematic analysis of surveys and interviews, we identify five shared themes: the value of relationship building; voice, agency, and power; the importance of positive past experiences for engaging in partnerships, multiple understandings of partnership; and uncertainty. The ‘uncertainty’ theme, whilst appearing briefly in some previous studies, is particularly interesting in this study, as our data suggests that students’ and teachers’ experience uncertainty in partnership differently. Teachers reported reduced uncertainty due to partnership, owing to enhanced relationships with students. Students found partnership increases uncertainty as it challenges their ideas about learning in higher education. We also found participants shared a practical, ‘down to earth’ approach to partnerships’ benefits and challenges, and suggest this is related to the context in which partnership was introduced. Additionally, this study suggests that staff and students who have no positive past experiences in partnership may be a group who find partnership challenging and may need further support. With increasing emphasis on partnership in higher education, it is important to understand and explore shared partnership experiences to align participants’ goals and expectations and potentially unlock new benefits.

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• Iii, Gerald Leo Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2025). Student Compensation and Motivation in Partnership. Fulltekst i vitenarkiv
• Iii, Gerald Leo Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2024). Presentation of results - The Same, But Different: Teacher and student experiences of partnership. Fulltekst i vitenarkiv
• Iii, Gerald Leo Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2024). To pay or not to pay – the importance of student compensation. Fulltekst i vitenarkiv
• III, Gerald Decelles; Lundmark, Anders Mattias & Bovill, Catherine (2026). Exploring the features and impact of student-staff partnerships in learning and teaching. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Student-staff partnership is a pedagogical approach which has been demonstrated as having values and outcomes that are important for higher education. Characterized by mutual respect, reciprocity and responsibility, partnership is one approach to increase students’ participation in their own learning. In Norwegian higher education, partnership is embedded within the Centres for Teaching Excellence (SFU) initiative. Previous research into partnership has found many benefits for both students and teachers. The goal of this thesis is to build upon this body of knowledge by exploring new perspectives and incentives for partnership between students and staff. Three empirical studies were conducted and written up as three papers. Paper one is an investigation into whether or not students and staff share experiences of partnership and what this potential shared experience means to them. Results from this research indicate that staff and students often share common themes in partnership but experience them differently. Of the five themes developed, four have been discussed in the partnership literature previously and this research confirms their importance. The fifth theme, uncertainty, is particularly noteworthy as it has not been widely recorded, and this research shows that uncertainty is experienced differently for students and teachers. Uncertainty is an important concept in relation to partnership as it suggests that partnership could serve as a liminal space for pedagogic growth (teachers) and epistemological growth (students). Paper two explores how financial and other forms of compensation may impact motivation for partnership work. There has been limited discussion of compensation in the partnership literature as well as the factors that affect motivation for partnership. Results from this research contain three themes: the impact of students’ personal financial situation, time as an influential factor for students’ choices, and partnership itself as a motivator. This article sheds light on the factors that are important to students’ motivations for partnership as well as identifying aspects that may negatively impact motivation such as a lack of available time and money. Perhaps more importantly, this article highlights the key role of compensation as an enabler (as compared to a motivator) for students to access partnership opportunities. In other words, for some students, they have no choice to participate in partnership unless it is a paid opportunity, due to their financial circumstances. Paper three studies what role, if any, partnership/co-creation may have on students’ perceived assessment anxiety. Assessment anxiety appears to be on the rise and although seemingly ideally suited, there has been limited research on whether or not partnership can impact it. Results highlighted four themes; the type of assessment influences the level of assessment anxiety, knowing the assessor and the expectations of the assessment influences assessment anxiety, co-creation allows students to develop agency over assessments, and co-creation helps reduce assessment anxiety. This research suggests that cocreation of assessments by staff and students may be an under-recognized factor that can reduce students’ assessment anxiety by operationalizing students’ control factors that can prevent anxiety. Additionally, the relationship building between students and teachers, which is a feature of co-creation, may also reduce assessment anxiety. This research adds additional novel positive outcomes to the existing body of evidence for partnership as a pedagogical approach in higher education. It further begins to explore the role of compensation as a means to improve access and inclusion into partnership. This work highlights the role that partnership can have in improving student and teacher experiences and in developing professional and epistemological growth. Finally, the results highlight the value partnership may have to Norwegian higher education beyond the lifetime of Norwegian funded SFUs (Centres for Educational Excellence).

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