Students and staff co-creating curricula – a new trend or an old idea we never got around to implementing?

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract / Description of output

Within higher education, there is increasing interest in conceptualising students as producers, partners and co-creators of their own learning (Little, 2010; McCulloch, 2009; Neary 2010; Werder & Otis, 2010). One particular area of interest focuses upon students and academic staff co-creating curricula (Bovill et al, 2011; Delpish et al, 2010). The nature of co-created curricula can vary greatly and might include: students being consulted about changes to the content of course design; students designing part of a virtual learning environment; students designing marking criteria; or designing some of their own learning outcomes. The concept of co-created curricula is not new. However, discussion about co-creation of curricula has been most strongly evident in schools based literature, with many important discussions framed within ‘student voice’ and critical pedagogy discourse. In contrast, there has been less engagement in co-creation discussion and practice within higher education contexts until more recently.
Original languageEnglish
Title of host publicationImproving Student Learning Through Research and Scholarship
Subtitle of host publication20 Years of ISL
EditorsChris Rust
Place of PublicationOxford
PublisherThe Oxford Centre for Staff and Educational Development
Number of pages13
ISBN (Print)9781873576922
Publication statusPublished - 2013

Keywords / Materials (for Non-textual outputs)

  • co-creation
  • curriculum
  • critical pedagogies
  • student engagement
  • Higher education


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