Creativity and Collaboration: An Exploration of Empathy, Inclusion, and Resilience in Co-Creation of the Curriculum
This research article uses an inductive approach to analyse the nuanced nature of creativity within co-creation of the curriculum in higher education. Co-creation of the curriculum is one form of engagement in learning and teaching in which students and staff work in partnership so that each has a voice and a stake in curriculum development. Using qualitative research methods, this research focuses on the creative practices of co-creation of the curriculum and draws new connections between student engagement, creativity, and authenticity in learning and teaching. Themes that are explored include: (A) innovation through dialogue and collaboration within the community, (B) play and creatively trying new things despite risks, (C) enjoyment of creative learning and teaching, (D) shared ownership leading to intrinsic motivation and creativity, and (E) creatively challenging the status quo. The author suggests that it is the inclusive processes and products of creativity within co-creation of the curriculum that helps students and staff to develop essential skills and attributes – such as confidence, empathy, and resilience – that help them engage in authentic learning and teaching experiences and learn to cope with supercomplexity in today’s ever-changing world.
Barnett, R. (2004). Learning for an unknown future. Higher Education Research & Development, 31(1), 65-77.
Barnett, R. (2007). A will to learn being a student in an age of uncertainty. Maidenhead, UK: Society for Research into Higher Education & Open University Press.
Barnett, R., & Coate, K. (2004). Engaging the curriculum in higher education. Maidenhead, UK: Society for Research into Higher Education & Open University Press.
Boomer, G. (1992). Negotiating the curriculum. In G. Boomer, N. B. Lester, C. S. Onore, & J. Cook (Eds.), Negotiating the curriculum: Educating for the 21st century (pp. pp. 4 - 14). London, UK: Falmer Press.
Bovill, C. (2013). Staff–student partnerships in higher education. Educational Review, 65(3), 380-382. doi:10.1080/00131911.2012.659454
Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15 - 25.
Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and posibility. In C. E. Rust (Ed.), Improving Student Learning (ISL) 18: Global theories and local practices: Institutional, disciplinary and cultural variations (pp. 176 - 188). Oxford, UK: Oxford Brookes University: Oxford Centre for Staff and Learning Development.
Bovill, C., Bulley, C. J., & Morss, K. (2011). Engaging and empowering first-year students through curriculum design: Perspectives from the literature. Teaching in Higher Education, 16(2), 197-209. doi:10.1080/13562517.2010.515024
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), 195-208. doi:10.1007/s10734-015-9896-4
Bron, J., Bovill, C., & Veugelers, W. (2016). Students experiencing and developing democratic citizenship through curriculum negotiation: The relevance of Garth Boomer's approach. Curriculum Perspectives, 36(1), 15-27.
Case, J. (2016). Higher education and social justice: Asking the ‘education questions’. Retrieved from http://www.lancaster.ac.uk/fass/events/hecu8/docs/ThinkPieces/Case.pdf
Chappell, K., & Craft, A. (2011). Creative learning conversations: Producing living dialogic spaces. Educational Research, 53(3), 363-385. doi:10.1080/00131881.2011.598663
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey-Bass.
Craft, A., Cremin, T., Hay, P., & Clack, J. (2014). Creative primary schools: Developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1), 16-34. doi:10.1080/17457823.2013.828474
Eisner, E. W. (2004). What can education learn from the arts about the practice of education? International Journal of Education & the Arts, 5(4), 1-13.
Fraser, S., & Bosanquet, A. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3), 269-284.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY and Basingstoke, UK: Palgrave Macmillan.
Grainger, T., Barnes, J., & Scoffham, S. (2004). A creative cocktail: Creative teaching in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy, 30(3), 243-253. doi:10.1080/0260747042000309475
Jeffrey, B., & Woods, P. (2009). Creative learning in the primary school. London, UK: Routledge.
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23. doi:10.1023/A:1020464222360
Kreber, C. (2014). Rationalising the nature of ‘graduateness’ through philosophical accounts of authenticity. Teaching in Higher Education, 19, 90-100.
Lattuca, L., & Stark, J. (2009). Shaping the college curriculum: Academic plans in context (2nd ed.). San Francisco, CA: Jossey-Bass.
Lubicz-Nawrocka, T. (2016). Co-creation of the curriculum and social justice: Changing the nature of student-teacher relationships in higher education. Paper presented at the Higher Education Close Up Conference: Locating Social Justice in Close-Up Research in Higher Education, Lancaster, UK. http://www.lancaster.ac.uk/fass/events/hecu8/abstracts/lubicz-nawrocka.htm
Lubicz-Nawrocka, T. (2017). Co-creation of the curriculum: Challenging the status quo to embed partnership. The Journal of Educational Innovation, Partnership and Change, 3(2). doi:10.21100/jeipc.v3i2.529
Lubicz-Nawrocka, T. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2(1), pp. 47-63. doi: https://doi.org/10.15173/ijsap.v2i1.3207
Lubicz-Nawrocka, T. (2019). “More than just a student”: How co-creation of the curriculum fosters Third Spaces in ways of working, identity, and impact. International Journal for Students as Partners, 3(1), pp. 34-49. doi: https://doi.org/10.15173/ijsap.v3i1.3727
Lubicz-Nawrocka, T., & Bunting, K. (2019). Student perceptions of teaching excellence: An analysis of student-led teaching award nomination data. Teaching in Higher Education, 24(1), pp. 63-80. doi: https://doi.org/10.1080/13562517.2018.1461620
McArthur, J. (2013). Rethinking knowledge within higher education: Adorno and social justice. London, UK: Bloomsbury Academic.
McLean, M. (2006). Pedagogy and the university: critical theory and practice. London, UK: Continuum.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., . . . Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1).
Sullivan, W., & Rosin, M. (2008). A new agenda for higher education: Shaping a life of the mind for practice. San Francisco, CA: Jossey-Bass.
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).