Towards authenticity and inclusivity in scholarship: Staff–student partnerships in the research and practice of e-learning

This paper discusses the call from many quarters (e.g. Brew, 2007, Streeting & Wise, 2009) for a more relational view of higher education where students and staff work in partnership, on authentic and mutually beneficial educational projects. We discuss a student-led e-learning initiative where students develop e-learning resources as part of an independent study module within undergraduate medicine at the University of Bristol. The concept of ‘relational agency’ is employed as a frame for understanding the development of mutual and reciprocal thought and actions that benefit the development of wider community. The wide range of skills and working methods that the students developed through the initiative are discussed. Particular challenges for medical students as apprentices are also outlined. We conclude that this approach can lead to the development of new relationships, knowledge and expertise, where the roles of educator and educated are repositioned, and the opportunities for authenticity are increased.