Can students, like professional educationalists, shape higher education pedagogy? Can they put forward their ideas about the method and practice of teaching in the form of scholarly writing for a wide audience?Students have of course always played a role in influencing how their lecturers teach. Academics are inspired by their students’ questions and fresh ideas on their subject. Through reflecting on their interactions with students, lecturers refine their teaching approaches. Students also give specific feedback, formally and informally, on their learning experience, thereby providing valuable information that can be used to make teaching more effective. While students in higher education are increasingly encouraged to work with both academic and non- academic staff to improve the quality of their education, they are by and large addressing issues in their
own learning contexts. In other words, students’ contributions to their lecturers’ development as educators have hitherto been indirect, and their impact is likely to remain local. Given the many common challenges and opportunities across higher education, there is a strong case for students to exert collective influence by sharing their unique perspectives on learning and teaching beyond their classrooms and institutions. Writing scholarly materials on teaching for academics from the student perspective would be a radical but compelling way to inspire pedagogical innovations – by challenging the very core of the conventional roles taken by students and teachers. This is what our book project is all about.
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