Students as Partners in Learning and Teaching: The Benefits of Co-Creation of the Curriculum

I'm delighted that my newest research article, Students as Partners in Learning and Teaching: The Benefits of Co-Creation of the Curriculum, has been published in the International Journal for Students as Partners. This work builds on my previous work looking at the benefits (and challenges) of co-creation while extending new arguments about how co-creation helps students and staff to develop self-authorship that help them deal with challenges in the supercomplex world we live in.

See the abstract below:

This research explores the benefits of co-creation of the curriculum, which is seen as one form of student-staff partnership in learning and teaching in which each partner has a voice and a stake in curriculum development. This qualitative research analyses participants’ perceptions of co-creation of the curriculum in the Scottish higher-education sector. Initial findings show that some staff and students participating in co-creation of the curriculum perceive it to benefit them by (a) fostering the development of shared responsibility, respect, and trust; (b) creating the conditions for partners to learn from each other within a collaborative learning community; and (c) enhancing individuals’ satisfaction and personal development within higher education. Using Barnett’s conceptualisation of supercomplexity and Baxter Magolda’s three-pronged view of self-authorship, the author suggests that critical and democratic engagement in co-creation of the curriculum can develop the self-authorship of both students and staff members, including their cognitive, interpersonal, and intrapersonal abilities which help them adapt to an ever-changing, supercomplex world.

Read the full article.