The Opening Conference: A Case Study in Undergraduate Co-design and Inquiry-based Learning

Zak Rakrouki, Mark Gatenby, Stefan Cantore, Thomas Rowledge, Tom Davidson

Abstract


The separation between “research” and “teaching” in universities has been under increasing challenge from scholars who want to place inquiry-based learning at the centre of higher education. An important approach to challenging established paradigms and structures is to question, and thereby destabilise, role distinctions, relationships, language, and learning spaces. In this article we present a case study of a conference organized in collaboration between staff and students for first-year undergraduates. Reinventing the academic conference space is our aim in challenging assumptions about undergraduate education. As co-designers of the conference, we reflect on the activities and institutional context leading to the creation of the event, its design and implementation, and its impact on the undergraduate learning community.


Keywords


 Co-design, inquiry-based learning, conference, undergraduate, business schools

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DOI: https://doi.org/10.15173/ijsap.v1i2.3092


Zak Rakrouki
University of Southampton
United Kingdom

Zak Rakrouki is an undergraduate student in Business Management at the University of Southampton.

Mark Gatenby
University of Southampton
United Kingdom

Associate Professor in Organisations, Director of programmes for BSc Business Management

Stefan Cantore
University of Southampton
United Kingdom

Stefan Cantore Principal Teaching Fellow in Organizational Behaviour and HRM, Director of Enterprise at the University of Southampton.

Thomas Rowledge
University of Southampton
United States

Thomas Rowledge is an undergraduate student in Web Science at the University of Southampton.

Tom Davidson
University of Southampton
United Kingdom

Tom Davidson is an undergraduate student in Web Science at the University of Southampton.