ERIC Number: EJ1449045
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-None
EISSN: EISSN-2560-7367
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Curriculum Enhancement through Co-Creation: Fostering Student-Educator Partnerships in Higher Education
Ana Cabral; Stephanie Fuller; Janet De Wilde; Khaliso Amelia Khama; Marianne Melsen
International Journal for Students as Partners, v7 n2 p111-123 2023
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.
Descriptors: Curriculum Enrichment, Teacher Student Relationship, Partnerships in Education, Higher Education, Faculty, College Students, Universities, Foreign Countries, Collaborative Writing, Recognition (Achievement), Research and Development, Barriers, Outcomes of Education, Student Attitudes, Teacher Attitudes, Institutional Role
McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A
Author Affiliations: N/A