Addressing potential challenges in co-creating learning and teaching. Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships.

Autor/inn/en	Bovill, Catherine; u.a.
Titel	Addressing potential challenges in co-creating learning and teaching. Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships.
Quelle	In: Higher education, 71 (2016) 2, S. 195-208Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-015-9896-4
Schlagwörter	Studienverhalten; Studentenschaft
Abstract	Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student-staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging that co-creating learning and teaching is not straightforward, a set of examples from higher education institutions in Europe and North America illustrates some important challenges that can arise during co-creation. These examples also provide the basis for suggestions regarding how such challenges might be resolved or re-envisaged as opportunities for more meaningful collaboration. The challenges are presented under three headings: resistance to co-creation; navigating institutional structures, practices and norms; and establishing an inclusive co-creation approach. The paper concludes by highlighting the importance of transparency within co-creation approaches and of changing mindsets about the potential opportunities and institutional benefits of staff and students co-creating learning and teaching.(HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2016/3