Co-creation can be conceptualised both as an informative tool for shaping curriculum and assessment design, and as an interaction occurring within the curriculum. It constitutes a collaborative process, involving universities, their staff, and their students; all parties work together to create a meaningful and enriched educational experience. This approach, characterised by openness to diverse ideas and perspectives, fosters a collective comprehension of the concept that teaching and learning are collaborative endeavours. In essence, co-creation is fundamentally rooted in a constructivist epistemology; knowledge is socially constructed rather than something that is passed from educator to learner.

A recent review of international curriculum co-creation literature (Lubicz-Nawroska, 2018) highlighted conceptualisations of curriculum co-creations that focus on developing shared values, enhancing creativity and negotiating power for mutual benefit. A subsequent new definition is therefore, proposed:

“curriculum co-creation is a relational way of working underpinned by shared responsibility, reciprocity in learning from each other, mutual respect, care, trust and empathy. This values-based, creative process helps staff and students work together to share and negotiate decision-making about aspects of curricula, which often leads to mutual benefits for learners and teachers (Lubicz-Nawroska, 2023)”.

For the purposes of the Bedfordshire Curriculum Framework, the design of curriculums and assessments, should focus on collaboration on teaching and learning building in graduate skills and attributes that students will need to apply in the real world.

Curriculum Consultants

Collaboration in higher education offers a myriad of advantages in relation to curriculum and assessment design. The collective expertise of academic staff, students and industry, enriches curriculum design, ensuring alignment with academic standards and emerging trends (CFE Research, 2023). Collaborative curriculum design combines diverse perspectives to foster innovative approaches to pedagogy and content delivery. Additionally, partnerships facilitate the integration of interdisciplinary elements, promoting a holistic learning experience. Joint efforts enable the implementation of evidence-based practices and continuous evaluation, fostering curriculum evolution in response to student needs, employability requirements and societal demands. Ultimately, this collaborative approach fosters dynamic, student-centred learning environments conducive to academic success and employability readiness (CFE Research, 2023).

To achieve this, the Curriculum Framework includes a focus on Curriculum Consultants working in partnerships with course teams throughout the curriculum process. Curriculum consultants include

Learners

Teaching and Learning Practitioners

Industry Experts

Before embarking on a co-creation project, it is important that you prepare yourself by doing some initial groundwork.

• Understanding – ensure that you fully understand the concept of co-creation and have consulted the guidance and policies that align with this. Make sure you are clear on what your role will be.
  
  
• Peer Support – Ensure you have a strong working relationship with colleagues both within your school and in the wider university. Discuss with peers their experiences of and plans for embedding co-creation.
  
  
• Learners – Lay the foundations for co-creation by building a secure relationship with your students. Ensure that there is open communication between yourself and learners and that they are confident to ask questions and make suggestions in your sessions.
  
  

Find out more

Further readings and resources are available via the Academy Co-Creation Resource List