A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing?
Keywords:co-creation, students as partners, student-staff partnership, typology, higher education
In higher education discourse, reference to co-creation, partnership, and student engagement (to name but a few of the commonly used terms), covers a very wide range of different research and practice. This variety can often be confusing. In response, I present a co-creation oflearning and teaching typology, which is a practical resource intended to support students and staff to reflect on, and discuss, their planned and current practice and to be able to identify what particular kind of co-creation they are planning or doing. The typology can be used individually, in small groups or at an institutional level. It has been designed to be adaptable and includes space for additional co-creation variables and responses to be added. Informal feedback from using the typology suggests it has the potential to be (a) a planning tool, (b) a reflective tool, and (c) a mapping tool.
ipsative enquiry. Higher Education Review, 36(2), 39-52.
Bovill, C. (2019). Co-creation of learning and teaching in higher education: The case for a
whole class approach. Manuscript submitted for publication.
Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher
education: Which students are partners, when, and in what ways? International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3062
Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK,
Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15-25. https://doi.org/10.1080/14703297.2013.770264
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing
potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208. https://doi.org/10.1007/s10734-015-9896-4
Bovill, C., & Woolmer, C. (2018). How conceptualisations of curriculum in higher education
influence student-staff co-creation in and of the curriculum. Higher Education. https://doi.org/10.1007/s10734-018-0349-8
Bryson, C., Furlonger, R., & Rinaldo-Langridge, F. (2015, July). A critical consideration of, and
research agenda for, the approach of “students as partners.” Paper presentation presented at the International Conference on Improving University Teaching, Ljubljana, Slovenia.
Cook-Sather, A., Bovill, C. & Felten, P. (2014). Engaging students as partners in learning and
teaching: A guide for faculty. San Francisco: Jossey Bass.
Dunne, E. (2016). Design thinking: A framework for student engagement? A personal view.
Journal of Educational Innovation, Partnership and Change, 2(1).
Harden, J. & Fawkner, S. (2019, January 24). A student partnership project to enhance
curriculum development in medical education [Blog post]. Teaching Matters Blog. Retrieved from: http://www.teaching-matters-blog.ed.ac.uk/a-student-partnership-project-to-enhance-curriculum-development-in-medical-education/
Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in
higher education. York: Higher Education Academy.
Johinke, R., Walker, K., Kirkaldy, F., Sinclair, C., Cheng, W. L., Tran, B., Williamson, E., White,
G., & Pillai, S. S. (2018). Therapaws: A partnership between students, staff, and therapy dogs on a university campus. International Journal for Students as Partners, 2(2), 1-10. https://doi.org/10.15173/ijsap.v2i2.3575
Könings K. D., Bovill, C., & Woolner, P. (2017). Towards an interdisciplinary model of practice
for participatory building design in education. European Journal of Education, 52(3), 306-317. https://doi.org/10.1111/ejed.12230
Mercer-Mapstone, L. & Bovill, C. (2019). Equity and diversity in institutional approaches to
student-staff partnership schemes in higher education. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1620721
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P.,
Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
How to Cite
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).