A tripartite framework for extending university-student co-creation to include workplace partners in the work-integrated learning context

ABSTRACT

While at university, students increasingly have opportunities to play roles as consultants, student representatives, co-researchers or curriculum co-designers, and co-creation between university staff and students has received considerable attention in recent literature. While there is some evidence of co-creation with industry and community partners, workplace partners are not conceptualised as stakeholders in the co-creation process. This gap is particularly challenging in the work-integrated learning (WIL) context where students engage in authentic professional experiences, such as placements or projects, as part of their learning. We draw on reflections and the processes for producing resources in two co-creation activities to explore the phenomenon of co-creation between workplace partners and both university staff and students. Based on the analysis, we propose an extended tripartite co-creation framework. The framework outlines workplace partner, student and university staff contributions as planners, contributors, creators and reviewers, acknowledging the value of contributions consistent with each participant’s expertise, perspectives and time availability. Further, the proposed framework simultaneously reflects the ability for participants to engage in co-creation equitably, while acknowledging the university staff role in curating learning resources. In this way, the model acknowledges the potential for redistributing power through co-creation, while recognising university responsibility for learning outcomes and assurance of learning.

KEYWORDS:

• Curriculum co-creation
• pedagogical partnership
• students as partners
• work-integrated learning
• WIL partners

Acknowledgements

The authors are grateful to co-creation participants who made this research possible and two anonymous reviewers of earlier drafts of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Jennifer Ruskin http://orcid.org/0000-0002-4736-7147

Rebecca H. Bilous http://orcid.org/0000-0002-1419-1755