Students and staff co-creating curricula: an example of good practice in higher education?

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


Over the last decade, there has been a resurgence of interest within the higher education sector in students becoming producers, partners and co-creators of their own learning (Bovill, Cook-Sather, & Felten, 2011; Little, 2011; Neary & Winn, 2009; Werder & Otis, 2010). Individual academic staff and some institutions are creating exciting ways of engaging students more meaningfully in curriculum design. This chapter explores the literature and examples of practice and analyses whether students and staff co-creating curricula can be considered as good practice. I present background literature and an overview of some of the rationales given by staff to explain why they are interested in providing opportunities for students to co-create curricula. I also briefly outline some of the benefits resulting from the processes and outcomes of co-created curricula. I then summarise a range of examples to illustrate ways in which students and staff are working together to cocreate curricula. Finally, using Chickering and Gamson’s (1987) seven principles of good practice in undergraduate education, I analyse whether students and staff co-creating curricula demonstrates any of these seven principles of good practice.
Original languageEnglish
Title of host publicationThe Student Engagement Handbook
Subtitle of host publicationPractice in Higher Education
EditorsElisabeth Dunne, Derfel Owen
Place of PublicationBingley
PublisherEmerald Publishing
Number of pages16
ISBN (Print)9781781904237
Publication statusPublished - 2013


  • student engagement
  • co-creation
  • good practice
  • Undergraduate learning and teaching


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