Embedding student voice in European alliances

This article explores how student-faculty pedagogical partnerships, widely implemented in North American institutions, can inform the development of inclusive and collaborative teaching models within European university alliances, with a focus on UNITA Universitas Montium. Grounded in the student voice movement, the study analyzes four U.S. case studies, including the SaLT program at Bryn Mawr and Haverford Colleges, through semi-structured interviews with students, faculty, and program coordinators. Guided by a qualitative, embedded case study design, the research identifies key features, benefits, challenges, and enabling conditions for successful partnerships. Findings emphasize the importance of role equality, structured training, open communication, institutional support, and recognition. The study argues that, while student-faculty partnerships are still emerging in European consortia, they hold strong potential for fostering student engagement, pedagogical innovation, and a shared academic culture. The paper concludes by offering recommendations for adapting such models within multilingual, intercultural, and geographically diverse settings like those found in the UNITA alliance.