Open AccessStudents as partners in learning and teaching: The benefits of co-creation of the curriculum
Author(s) -
Tanya Lubicz-Nawrocka
Publication year - 2018
Publication title -
international journal for students as partners
Language(s) - English
Resource type - Journals
ISSN - 2560-7367
DOI - 10.15173/ijsap.v2i1.3207
Subject(s) - curriculum , general partnership , intrapersonal communication , pedagogy , interpersonal communication , psychology , co creation , perception , curriculum development , emergent curriculum , curriculum mapping , sociology , political science , knowledge management , social psychology , neuroscience , computer science , law
This research explores the benefits of co-creation of the curriculum, which is seen as one form of student-staff partnership in learning and teaching in which each partner has a voice and a stake in curriculum development. This qualitative research analyses participants’ perceptions of co-creation of the curriculum in the Scottish higher-education sector. Initial findings show that some staff and students participating in co-creation of the curriculum perceive it to benefit them by (a) fostering the development of shared responsibility, respect, and trust; (b) creating the conditions for partners to learn from each other within a collaborative learning community; and (c) enhancing individuals’ satisfaction and personal development within higher education. Using Barnett’s conceptualisation of supercomplexity and Baxter Magolda’s three-pronged view of self-authorship, the author suggests that critical and democratic engagement in co-creation of the curriculum can develop the self-authorship of both students and staff members, including their cognitive, interpersonal, and intrapersonal abilities which help them adapt to an ever-changing, supercomplex world.