ORCID
- J. Downey: 0000-0001-8534-2437
Abstract
Knowledge exchange (KE) is increasingly important in higher education internationally, yet relatively little attention has been paid to it as a pedagogic opportunity for students. This paper draws on 26 interviews with stakeholders within and outside HE to develop a model of student-led knowledge exchange as a guide for learning through KE. The model includes the following elements: Preconditions, Prior Knowledge, Planning and Place, Pedagogic Context and Product, and offers an analysis of different forms of KE which occur between individuals in a learning triad consisting of student, facilitator and external participant. The research foregrounds a social view of learning where valid knowledge comes from diverse participants in the exchange, including students themselves. Students act as a catalyst for multi-directional KE–a finding which challenges the implied hierarchies evident in much of the literature on this topic. The model is offered as a starting point for developing a pedagogy of KE in higher education.
DOI
10.1080/0309877X.2023.2300384
Publication Date
2024-01-08
Publication Title
Journal of Further and Higher Education
Volume
48
Issue
2
ISSN
0309-877X
Keywords
authentic learning, Knowledge exchange, pedagogy, students, transformative learning
First Page
168
Last Page
181
Recommended Citation
Cotton, D., Bloxham, S., Cooper, S., Downey, J., & Fornasiero, M. (2024) 'Breaking boundaries: a model of student-led knowledge exchange for higher education', Journal of Further and Higher Education, 48(2), pp. 168-181. Available at: https://doi.org/10.1080/0309877X.2023.2300384
