In this example, Digby and Wilko worked with students to evaluate the effectiveness of ​Peer-Assisted Learning (PAL) initiative. First-year undergraduate students (mentees) were paired with Success Coaches who offered guidance, motivation and built trust with mentees. 

To evaluate the effectiveness of the Success Coaches initiative, students actively shaped the evaluation process by:

• reflecting on their experiences in peer relationships
• identifying the qualities of effective coaches (e.g., empathy, trust).​
• sharing their insights into the benefits of the peer coaching system.​

Digby and Wilko used a reflective, arts-based inquiry approach which utilised two evaluation methods:

1. collaborative, student focus groups for initial discussions on the impact of coaching
2. image-mediated dialogue to deepen understanding

The findings highlighted that collaboration, trust, and empathy were key factors in the success of the peer support approach and showed that both mentees and Success Coaches benefitted from the scheme in terms of increased confident and motivation (mentees), enhanced academic skills (mentees), and developed interpersonal and coaching skills (coaches),

By using this innovative approach to evaluate the initiative, Digby and Wilko heard about the authentic, lived experiences of students and gained valuable insights to inform improvements to the Success Coaches initiative. 

This project ran as part of activities related to the Access and Participation Plan and sought to enhance understanding of how students from diverse backgrounds participate in learning and to identify qualities of effective teaching.

In this example, Elizabeth and Hau Ming worked with students through a series of short focus groups to co-create a Theory of Change. Small groups of students were invited to attend six, one-hour workshops which focused on different parts of the Theory of Change model:

1. Defining the problem - what is the context and rationale for change, and any assumptions?  
2. Activities - what activities should be delivered to facilitate the change?
3. Design activities - time to design the activities discussed in session two
4. Measure effects - how are the outputs and outcomes going to measured? 
5. Long-term - what are the desired long-term outcomes and impacts/ 
6. Review and refine - using a rapid feedback loop to review and refine the Theory of Change. 

An important aspect of this project was that the two researchers who conducted the evaluation are from diverse backgrounds and the use of a range of participatory evaluation methods as students responded in different ways. This helped the researchers to capture diverse student experiences.

The evaluation methods used included: 

• listening rooms
• appreciative enquiry
• photovoice
• longitudinal engagement via focus groups

The findings highlighted that student-led evaluation helped to develop trust, transparency, collaboration and community and enabled students to share insights on what meaningful engagement means to them.

Reflections from staff and students showed that this approach had benefits for those in both roles. Whilst staff felt it was challenging to build a Theory of Change at the end, they identified benefits from finding the right balance with open and exploratory reflection and discussion. Students reflected on the importance of  building a safe space for students to trust each other and said that having multiple ways of reflecting and engaging with the evaluation sessions worked well. 

In this example, Haadia Bahemia was employed as a Student Partner to work one-day per week for 10-months on the University of Manchester's Impact and Evaluation project. Haadia was recruited and supported by the University's Student Partnership team who provided pastoral support and training and worked in partnership with the project lead, Fran Hooley. 

During the project, Haadia undertook a range of activities including: 

• Co-leading Theory of Change sessions with staff across several pilots 
• Attending sector events such as the Evaluation Collective webinar entitled 'Student as Evaluative Partners' and sharing the learning from these events with the project team
• Developing asynchronous resources to support staff with evaluation practice including the Evaluation Decision Tree Tool and others

Reflecting on the experience, Haadia highlighted several benefits of being a Student Partner for example:

• the opportunity to get involved in conversations that were happening behind the scenes at the University and to input the Student Voice into discussions
• the professional development of transferable skills
• gaining insight from student and staff perspectives and from different disciplines across the University
• the opportunity to work in partnership with staff and to contribute to and shape innovative ideas and ways of working

A challenge of the Student Partner role was that ensuring there was dedicated time for both the staff and student partner can be challenging and that the busy times in the year can sometimes clash. Having flexibility in the role and planned activities can therefore be helpful. 

To find out more about Student Partnership at the University, please contact the Student Partnership team:

• Students as Partners