Reflective insights on co-creating an elective course as students as partners
DOI:
https://doi.org/10.15173/ijsap.v10i1.6680Keywords:
co-creation, course designDownloads
References
Becker, L., Collier, J., & Setter, J. (2018). Students as change partners in the School of Literature and Languages at the University of Reading. The Journal of Educational Innovation, Partnership and Change, 4(1). https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/712
Bovill, C. (2012). Staff–student partnerships in higher education. Educational Review, 65(3), 380–382. https://doi.org/10.1080/00131911.2012.659454
Bovill, C. (2013). Students and staff co-creating curricula: an example of good practice in higher education? In E. Dunne, & D. Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 461-476). Emerald Group Publishing.
Felten, P., Bovill, C., & Cook-Sather, A. (2014). Engaging students as partners in learning and teaching (1): benefits and challenges – what do we know? International Journal for Academic Development, 19(1), 1–14. https://doi.org/10.1080/1360144X.2024.2361428
Hall, R. (2021). Students as partners in university innovation and entrepreneurship. Education + Training, 63(7/8), 1114–1137. https://doi.org/10.1108/et-01-2021-0003
Kern, B, Mettetal, G., Dixson, M.D., & Morgan, R.K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship reconsidered. Journal of the Scholarship of Teaching and Learning. 15(3), 1–14. https://doi.org/10.14434/josotl.v15i3.13623.
Lubicz-Nawrocka, T. & Bovill, C. (2023). Do students experience transformation through co-creating curriculum in higher education? Teaching in Higher Education, 28(7), 1744–1760. https://doi.org/10.1080/13562517.2021.1928060
Meijerman, I., Wijsman, L., & Kirschner, F. (2024). Adding a scholarly analysis of teaching and learning to SoTL: The development of the hands-on Utrecht roadmap for SoTL. [Image]. International Journal for Academic Development, 1-15. https://doi.org/10.1080/1360144X.2024.2361428
Muliaditan, T., van Houwelingen, A., Kirschner, F., Sweet, I., & Meijerman, I. (in press) Incorporating Students as Partners in Educational Innovation: Development of an Elective Course. Teaching and Learning Inquiry
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Palgrave Macmillan.
Verwoord, R. (2016). Engaging students as partners in learning and teaching: A guide for faculty. International Journal for Academic Development, 21(1), 86–89. https://doi.org/10.1080/1360144X.2016.1124967
Zou, T. X. P., Kochhar-Lindgren, G., Hoang, A. P., Lam, K., Barry, T. J., & Leung, L. Y. Y. (2023). Facilitating students as partners: co-researching with undergraduates in Asian university contexts. Educational Review, 76(6), 1562–1580. https://doi.org/10.1080/00131911.2023.2246674
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lieke Maas, Veronia Nasralla, Marit van Riessen, Irma Meijerman, Tamara Muliaditan
This work is licensed under a Creative Commons Attribution 4.0 International License.
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).
