Seeing both sides: A student's experience of dual roles in a university co-creation project

Auteurs-es

  • David Beevers Student at University of Salford

DOI :

https://doi.org/10.15173/ijsap.v5i2.4448

Mots-clés :

co-creation, staff-student partnership, design thinking, transition

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Références

Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037. https://doi.org/10.1007/s10734-019-00453-w

Bridges, W. (2004). Transition: Making sense of life’s changes: Strategies for coping with the difficult, painful and confusing times in your life (2nd ed.). Da Capo Press.

McMillan, J. J., & Cheney, G. (1996). The student as consumer: The implications and limitations of a metaphor. Communication Education, 45(1), 1–15. https://doi.org/10.1080/03634529609379028

Murphy, R., Nixon, S., Brooman, S., & Fearon, D. (2017). “I am wary of giving too much power to students:” Addressing the “but” in the principle of staff-student partnership. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3055

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Publié-e

2021-11-17

Comment citer

Beevers, D. (2021). Seeing both sides: A student’s experience of dual roles in a university co-creation project. International Journal for Students as Partners, 5(2), 141–146. https://doi.org/10.15173/ijsap.v5i2.4448

Numéro

Vol. 5 No. 2 (2021)

Rubrique

Reflective Essays

Licence

(c) Tous droits réservés David Beevers 2021

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