Lincoln Academy of Learning & Teaching

Student as Producer (SaP) is the underpinning principle shaping teaching and learning at the University of Lincoln. It represents the institutional commitment to further embed partnership and co-creation into learning experiences, whereby students and staff are empowered and supported through a range of collaborative opportunities

SaP was embedded institutionally as a multi-disciplinary teaching and learning model originally in 2010, to redress the ‘imbalance between teaching and research’ (Neary and Winn, 2009: 193).

As a model it developed research-engaged teaching strategies and facilitated opportunities for participation and collaboration for students across the institution. It enabled students to work with staff as partners in both teaching and research. By providing opportunities for students to be active participants, students were not seen as passive consumers or customers.

Student as Producer (SaP) 2.0 is an evolution of Student as Producer, ensuring that the key principles and model maintains relevance, value and adaptability in the current higher education context. SaP 2.0 reflects our institutional commitment to respond to the changing landscape of Higher Education, notably with digital learning, diversification of the student body, and the importance of building a sense of belonging.  SaP at UoL has been adapted over the years to embed student engagement, through themes of collaboration, partnership, and students as active learners. The adoption of key principles from SaP has framed such practice in a model, that “enables an exploration of the reshaping of core elements of engagement and participation “(Strudwick 2017: 82).

With projects and initiatives being developed across all disciplines, in and outside of the curriculum, they set the foundations for students to  “…learn primarily by engagement in real research projects… Engagement is created through active collaboration amongst and between students and academics” (Neary et al 2014: 9).

SaP 2.0 represents the institutional commitment to further embed partnerships and co-creation into learning experiences, whereby students and staff are empowered and supported through a range of collaborative opportunities. The model is a ‘vehicle’ – it can encourage, facilitate and develop partnership projects between staff and students. These can be shown in all aspects of the student experience, teaching, research, involving students in decision making and processes and through opportunities for students to engage outside of their curriculum.

The new SaP 2.0 model (2023- 2027) is focused upon adding a greater sense of belonging in the community at the University of Lincoln. SaP 2.0 has the potential to empower students to be more than passive recipients in their learning, but to be actively engaged in the process, all framed within a collectiveness of practice.

The key principles of SaP 2.0 focus around four key areas:

1. Collaboration

• Supporting collaborative projects between students and staff.
• Facilitating opportunities for partnerships between students and staff.
• Identifying the valued role of staff working together with students.

2. Discovery / Active Learning

• Enabling students to be active learners through participation in projects.
• Learning through discover and enquiry.
• Empowering students to take responsibility for their learning experience.

3. Engagement

• Providing accessible opportunities for engagement within and outside of the curriculum.
• Empowering students and staff together.
• Developing a reciprocal, shared learning experience for students and staff.
• Building a greater sense of belonging.

4. Production

• Ensuring students graduate with evidence of putting knowledge in practice.
• Institutionally embedding processes for co-production of knowledge.

Student as Producer 2.0 is framed around four core themes where SaP 2.0 can be applied: Curriculum, Research, Decision Making, and Extra-curricular.

Curriculum: Active discovery-based learning embedded In curriculum

Research: Opportunities for students to develop and contribute to production of knowledge.

Decision Making: Staff/Student consultation and co-creation for key strategic decisions and policy.

Extra-curricular: Opportunities for students to use their knowledge and develop outside the classroom.

For students…

• To learn and develop their own knowledge.
• To gain new knowledges by being actively involved in projects.
• To have a more proactive engaged role in their learning journeys.
• To have a valued role in processes and outputs- to be part of a learning community to make change.

For staff…

• To work collaboratively to enhance teaching and learning and student experiences.
• To facilitate opportunities which make change happen!
• To have a role with empowering peers and students – as one community.
• To build partnerships to share best practice.

There are several ways staff and students can work in collaboration with varying levels of engagement and shared responsibility. Here some of the key collaborative approaches which embed Student as Producer 2.0 principles.

1. Consultations
Consulting with students is a great starting point for partnership. It involves gathering student ideas and perspectives to inform decisions. Examples include:

• Surveys
• Focus groups
• Advisory boards
• School Action Days

It’s important to communicate the outcomes of these clearly, so that students see how their input has influenced change.

2. Mentors
Mentorships between staff and students can be reciprocal. These relationships encourage mutual learning, where staff reflect on their practices and learn from students experience, knowledge and insights.

3. Co-creators
Co-creation involves staff and students work together towards a specific shared goal, with clearly defined roles from the outset. Students are involved in projects at a deeper level, and contribute meaningfully to the development and implementation of ideas. Examples include:

• Co-designing workshops
• Creating materials collaboratively
• Co-developing policies
• Planning and delivering events together

4. Co-leaders
In co-leadership, staff and students share responsibility for leading initiatives. They work as peers, supporting each other in planning, decision-making and delivery. Examples include:

• Students leading projects or research (e.g. Student Consultants and Undergraduate Research Opportunities Scheme).
• Co-chairing meetings (e.g. Subject Committees).
• Co-leading and organising events.

Learn from other UoL practice and case studies. We have collated a repository of case studies to showcase SaP 2.0 in practice.

Why Evaluation Matters
Evaluating Student as Producer (SaP) 2.0 initiatives is essential for demonstrating their impact on teaching and learning. It ensures that student engagement strategies are effective, inclusive, and contribute meaningfully to learning and teaching enhancement.

By capturing evidence of impact, staff can showcase how collaborative practices improve student outcomes, satisfaction, and employability – all of which align with the Teaching Excellence Framework (TEF).

This reflective practice not only supports continuous improvement through feedback and measurable results but also strengthen the institution’s reputation for innovation and academic excellence.

To support you with evaluating SaP 2.0 practice, we have created additional guidance on in-house evaluation.

Theory of Change
A Theory of Change (ToC) is a useful tool for measuring impact because it maps out how and why a project is expected to work. By clearly defining goals, activities, and expected outcomes, it helps track progress and identify what’s making a difference. This structured approach supports evidence-based decision-making, highlights areas for improvement, and ensures alignment with strategic priorities like the University of Lincoln Strategic Plan and Teaching Excellence Framework (TEF). It provides a shared framework for understanding success and demonstrating the value of initiatives like SaP 2.0.

To help you to create a ToC for your SaP 2.0 initiative we have created a template with full guidance: LINK TO ToC TEMPLATE

All initiatives and projects look different depending on its goals and the people involved – there’s no one-size-fits-all approach! To help you get started, have are some useful prompts and questions to guide your planning.

1. Decide on Your Collaboration Approach

• What are you trying to achieve?
• How much time do you have?
• What level of involvement will students have? (e.g. gathering input vs. co-creating and leading)
• What will students gain from participating?
• What will staff gain from participating?

2. Identify the key SaP 2.0 Principles

Which of the four key principles does your initiative align with?

• Collaboration
• Active Learning (Discovery)
• Engagement
• Production

3. Identify the core SaP 2.0 Theme

Which of the four core themes does your initiative align with?

• Curriculum
• Research
• Decision Making
• Extra-curricular

4. Research and Shape Your Practice

• Are there relevant case studies you can learn from?
• Contact LALT for support and guidance.
• Reach out to colleagues who’ve led similar initiatives for advice.

5. Set Clear Expectations

• Define the scope of your initiative.
• Clarify expectations for all stakeholders (staff and students)
• How will you empower student agency? (e.g. through discussions, steering groups, clear roles)
• How will students be recognised for their contributions?

6. Evaluation and Measure Impact

• What are your project goals?
• What are the objectives for staff? For students?
• How will you gather evidence to demonstrate impact?
• Would completing a Theory of Change (ToC) support your evaluation?
• How will you share outcomes and impact with students and the wider UoL community?

7. Communicate Effectively

• How will you share your plans with colleagues and senior staff?
• How will you communicate with students?
• How will you build student engagement and ‘buy-in’?

Support – Top Tips:

• Share your project or practice with the wider University of Lincoln community by submitting a LALT Teaching and Learning Case Study or a paper to the IMPact Journal.
• Involve students early in the project.
• Set realistic expectations from the beginning.
• Aim to engage a diverse range of students – reach out widely.
• Be clear about expectations from the outset.
• Avoid changing the goals once the project has started.
• Connect with colleagues in LALT or other departments to share ideas and good practice.
• Collaborate with your Students’ Union Student Experience Officers and Programme Reps.
• Make use of the templates and guidance provided by LALT.

If you would like to discuss further, or would like additional advice or support on Student as Producer 2.0, colleagues in LALT would be happy to hear from you. Please email: lalt@lincoln.ac.uk