“More than Just a Student”: How Co-Creation of the Curriculum Fosters Third Spaces in Ways of Working, Identity, and Impact

In my recently published article, I analyse further qualitative data from my doctoral research on co-creation of the curriculum to draw out the theme of Third Spaces that has emerged. My work takes on new theoretical perspectives drawing on theories of the Third Space which I engaged with as a result of being inspired by the special issue theme of the International Journal of Students as Partners focusing on this topic. I also draw on literature on the Third Mission of universities which I was first introduced to while participating in the Central European University's summer school last year focusing on the theory and practice of contemporary adult education. The abstract is below as well as links to the open source article.

“More than Just a Student”: How Co-Creation of the Curriculum Fosters Third Spaces in Ways of Working, Identity, and Impact

Abstract:
The Third Space (Bhabha, 2004) represents non-traditional roles, processes, relationships, and spaces in which individuals work and have impact. This article presents qualitative research into 13 different curriculum co-creation initiatives at five Scottish universities and analyses the forms of Third Space that emerge.The findings highlight that curriculum co-creation can foster Third Spaces that include: new ways of working in learning and teaching, student development in a space between traditional student and teacher roles and identities, and impact in civic engagement within and beyond the university. The respect and reciprocity that characterise curriculum co-creation can greatly benefit students’ personal and professional development as individuals. In addition, I suggest that the Third Space of civic engagement can advance the Third Mission of universities (beyond impact in the first two missions of teaching and research) when students and teachers work in partnership to have a positive effect on the wider society.

The full article can be accessed here.

Reimagining the Place of Students in Academic Development

It's been such a pleasure to collaborate with an international team of staff and other PhD students on the journal article 'Reimagining the Place of Students in Academic Development' in the International Journal for Academic Development. I have learnt so much from Peter Felten, Sophia Abbot, Jordan Kirkwood, Aaron Long, Lucy Mercer-Mapstone, and Roselynn Verwood as we developed the ideas and 'reimaginings' of student-staff partnerships in academic development. Use the link above for free access to the article, and see the abstract below:

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.