Curriculum enhancement through co-creation: Fostering student-educator partnerships in higher education

Auteurs-es

DOI :

https://doi.org/10.15173/ijsap.v7i2.5280

Mots-clés :

co-creation, curriculum, recognition, students as partners, enhancement

Résumé

This case study presents an institutional approach to curriculum enhancement and co-creation. It explores how these two elements of a university’s strategy interlink through institutional values, curriculum development initiatives, and the advent of a new recognition scheme for student co-creators at Queen Mary University of London in the UK. It explores how the delivery of curriculum enhancement projects has been made possible through co-creation with students and discusses its outcomes: curriculum enhancement resources for staff and students, recognition for students, and joint presentations and publications. This case study also reflects on the experience of student co-creators and the benefits and challenges for staff and the institution, considers the specific contexts required to promote a shift in institutional culture towards co-creation, and shares successes and recommendations for implementing this approach.

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Références

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Publié-e

2023-10-16

Comment citer

Cabral, A., Fuller, S., De Wilde, J., Khama, K., & Melsen, M. (2023). Curriculum enhancement through co-creation: Fostering student-educator partnerships in higher education. International Journal for Students as Partners, 7(2), 111–123. https://doi.org/10.15173/ijsap.v7i2.5280

Numéro

Vol. 7 No. 2 (2023)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Ana Cabral, Stephanie Fuller, Janet De Wilde, Khahliso Khama, Marianne Melsen 2023

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