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Student Partnership Impact Awards (SPIA): Recognising and Rewarding Students as Leaders

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Title: Student Partnership Impact Awards (SPIA): Recognising and Rewarding Students as Leaders
Language: English
Authors: Gemma Mansi
Source: International Journal for Students as Partners. 2025 9(1):240-250.
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Partnerships in Education, Leadership, Foreign Countries, Awards, Quality Assurance, Employment Potential, Professional Recognition, Undergraduate Students, Alumni, Teacher Student Relationship, College Faculty
Geographic Terms: United Kingdom
Abstract: In 2022, the Staff Educational Development Association (SEDA) developed the Student Partnership Impact Award (SPIA), providing students and recent alumni with an opportunity to be professionally accredited for their leadership abilities through partnership. SEDA is a professional association for educational developers based in the UK. The SPIA award aims to expand SEDA's community of educational developers by reaching out to other national and international students and staff working in partnership. SEDA's development team, of which I am part of, carried out a review of the award procedures for quality assurance purposes. The review process found a lack of leadership narrative in unsuccessful applications. This stemmed from applicants not being ultimately responsible for a project and, as a result, these applicants subsequently seemed unable to claim any leadership, which set the tone of applicants being subordinates to the staff project lead. These findings raised for me and the development team further questions about students' exposure to leadership skills development and students' ability to recognise their own leadership skills as part of their employability skills development. This case study explores thematic factors affecting students' ability to confidently articulate themselves as leaders in a student partnership setting and what we can do as staff to support students in developing those graduate attributes. It also provides reflections and ideas for colleagues considering putting students forward for professional accreditation or potentially developing their own awards scheme.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476828
Database: ERIC
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  Data: Student Partnership Impact Awards (SPIA): Recognising and Rewarding Students as Leaders
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: In 2022, the Staff Educational Development Association (SEDA) developed the Student Partnership Impact Award (SPIA), providing students and recent alumni with an opportunity to be professionally accredited for their leadership abilities through partnership. SEDA is a professional association for educational developers based in the UK. The SPIA award aims to expand SEDA's community of educational developers by reaching out to other national and international students and staff working in partnership. SEDA's development team, of which I am part of, carried out a review of the award procedures for quality assurance purposes. The review process found a lack of leadership narrative in unsuccessful applications. This stemmed from applicants not being ultimately responsible for a project and, as a result, these applicants subsequently seemed unable to claim any leadership, which set the tone of applicants being subordinates to the staff project lead. These findings raised for me and the development team further questions about students' exposure to leadership skills development and students' ability to recognise their own leadership skills as part of their employability skills development. This case study explores thematic factors affecting students' ability to confidently articulate themselves as leaders in a student partnership setting and what we can do as staff to support students in developing those graduate attributes. It also provides reflections and ideas for colleagues considering putting students forward for professional accreditation or potentially developing their own awards scheme.
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      – Text: English
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        PageCount: 11
        StartPage: 240
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Leadership
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Awards
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      – SubjectFull: Quality Assurance
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      – SubjectFull: Employment Potential
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      – SubjectFull: Professional Recognition
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Alumni
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: College Faculty
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      – SubjectFull: United Kingdom
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      – TitleFull: Student Partnership Impact Awards (SPIA): Recognising and Rewarding Students as Leaders
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