Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom

References

• Abbot, S., & Cook-Sather, A. (2020). The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships. Higher Education Research and Development, 39(7), 1396–1409. https://doi.org/https://doi.org/10.1080/07294360.2020.1735315
   Google Scholar
• Aditomo, A., Goodyear, P., Bliuc, A. M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239–1258. https://doi.org/https://doi.org/10.1080/03075079.2011.616584
   Web of Science ®Google Scholar
• Bell, A., Carson, L., & Piggott, L. (2013). Deliberative democracy for curriculum Renewal. In E. Dunne & D. Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 499–508). Emerald.
   Google Scholar
• Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28–40. https://doi.org/https://doi.org/10.1080/1360144X.2015.1120734
   Web of Science ®Google Scholar
• Bovill, C. (2013). Students and staff co-creating curricula: An example of good practice in higher education. In E. Dunne & D. Owen (Eds.), The student engagement handbook: Practice in higher education (pp. 461–475). Emerald.
   Google Scholar
• Bovill, C. (2017). Decision making in partnership: tools to support partnership planning. Presented at the RAISE Conference. http://www.raise-network.com/wp-content/uploads/2017/06/RAISE-Colloquium-Bovill.pdf
   Google Scholar
• Bovill, C. (2019). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education 79(6), 1023-1037. https://doi.org/https://doi.org/10.1007/s10734-019-00453-w
   Google Scholar
• Bovill, C. (2020). Co-creating learning and teaching: Towards relational pedagogy in higher education. Critical.
   Google Scholar
• Bovill, C. and Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. In: C. Rust, (Ed.), Improving student learning (ISL) 18: Global theories and local practices: Institutional, disciplinary and cultural variations. Series: Improving student learning (vol. 18, pp. 176–188). Oxford: Oxford Brookes University: Oxford Centre for Staff and Learning Development.
   Google Scholar
• Bovill, C., Morss, K., & Bulley, C. J. (2009). Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review. Pedagogic Research in Maximising Education, 3(2), 17–26. https://eresearch.qmu.ac.uk/handle/20.500.12289/552
   Google Scholar
• Bovill, C., & Woolmer, C. (2018). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78(3), 407–422. https://doi.org/https://doi.org/10.1007/s10734-018-0349-8
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bron, J., Bovill, C., & Veugelers, W. (2016). Curriculum negotiation: The relevance of Boomer’s approach to the curriculum as a process, integrating student voice and developing democratic citizenship. Curriculum Perspectives, 36(1), 15–27. https://eprints.gla.ac.uk/116866/
   Google Scholar
• Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Press.
   Google Scholar
• Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Wiley.
   Google Scholar
• Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175–192). Bloomsbury Academic.
   Google Scholar
• Cook-Sather, A., Matthews, K. E., & Bell, A. (2019). Transforming curriculum development through co-creation with students. In L. Quinn (Ed.), Re-imagining Curriculum: Spaces for Disruption (pp. 107–126). African Sun Media.
   Google Scholar
• Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about students as partners. International Journal for Students as Partners, 2(2), 1–9. https://doi.org/https://doi.org/10.15173/ijsap.v2i2.3790
   Google Scholar
• Deeley, S. J., & Bovill, C. (2017). Staff student partnership in assessment: Enhancing assessment literacy through democratic practices. Assessment and Evaluation in Higher Education, 42(3), 463–477. https://doi.org/https://doi.org/10.1080/02602938.2015.1126551
   Web of Science ®Google Scholar
• Donahue, D. M. (2012). Conflict as a constructive curricular strategy. In C. M. Cress & D. M. Donahue (Eds.), Democratic dilemmas of teaching service-learning: Curricular strategies for success (pp. 101–109). Stylus.
   Google Scholar
• Dunne, E., & Zandstra, R. (2011). Students as change agents – New ways of engaging with learning and teaching in higher education. A joint University of Exeter/ESCalate/Higher Education Academy. escalate.ac.uk/8064.
   Google Scholar
• Dwyer, A. (2018). Toward the formation of genuine partnership spaces. International Journal for Students as Partners, 2(1), 11–15. https://doi.org/https://doi.org/10.15173/ijsap.v2i1.3503
   Google Scholar
• Felten, P. (2017). Emotion and partnerships. International Journal for Students as Partners, 1(2), 1–5. https://doi.org/https://doi.org/10.15173/ijsap.v1i2.3070
   Google Scholar
• Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. HEA.
   Google Scholar
• Healey, R. L., Lerczak, A., Welsh, K., & France, D. (2019). By any other name? The impacts of differing assumptions, expectations, and misconceptions in bringing about resistance to student-staff partnership. International Journal for Students as Partners, 3(1), 106–122. https://doi.org/https://doi.org/10.15173/ijsap.v3i1.3550
   Google Scholar
• Hermsen, T., Kuiper, T., Roelofs, F., & van Wijchen, J. (2017). Without emotions, never a partnership! International Journal for Students as Partners, 1(2). https://doi.org/https://doi.org/10.15173/ijsap.v1i2.3228
   Google Scholar
• Heron, J. (1992). The politics of facilitation: Balancing facilitator authority and learner autonomy. In J. Mulligan & C. Griffin (Eds.), Empowerment through experiential learning: Explorations of good practice (pp. 66–75). Kogan Page.
   Google Scholar
• Hill, L. A., Brandeau, G., Truelove, E., & Lineback, K. (2014). Collective genius: The art and practice of leading innovation. Harvard Business Review Press.
   Google Scholar
• Huxham, M., Hunter, M., McIntyre, A., Shilland, R., & McArthur, J. (2015). Student and teacher co-navigation of a course: Following the natural lines of academic enquiry. Teaching in Higher Education, 20(5), 530–541. https://doi.org/https://doi.org/10.1080/13562517.2015.1036730
   Web of Science ®Google Scholar
• Lubicz-Nawrocka, T. M. (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), 34–49. https://doi.org/https://doi.org/10.15173/ijsap.v3i1.3727
   Google Scholar
• Marquis, E., Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: The reflections of participants at an international summer institute. Teaching in Higher Education, 22(6), 720–735. https://doi.org/https://doi.org/10.1080/13562517.2017.1289510
   Web of Science ®Google Scholar
• Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 1–9. https://doi.org/https://doi.org/10.15173/ijsap.v1i2.3315
   Google Scholar
• Matthews, K. E. (2020). The experience of partnerships in learning and teaching: A visual metaphor. In L. Mercer-Mapstone & S. Abbot (Eds.), The power of student-staff partnership: Revolutionizing higher education (pp. 119–121). Elon University Press.
   Google Scholar
• Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2019). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development, 38(2), 280–293. https://doi.org/https://doi.org/10.1080/07294360.2018.1530199
   Web of Science ®Google Scholar
• Matthews, K. E., Cook-Sather, A., & Healey, M. (2018). Connecting learning, teaching, and research through student–staff partnerships: Toward universities as egalitarian learning communities. In V. C. H. Tong, A. Standen, & M. Sotiriou (Eds.), Shaping higher education with students: Ways to connect research and teaching (pp. 23–29). UCL Press.
   Google Scholar
• Matthews, K. E., Dwyer, A., Russell, S., & Enright, E. (2018). It is a complicated thing: Leaders’ conceptions of students as partners in the neoliberal university. Studies in Higher Education, 44(12), 2196–2207. https://doi.org/https://doi.org/10.1080/03075079.2018.1482268
   Google Scholar
• Mercer-Mapstone, L., Dvorakova, L. S., Groenendijk, L. J., & Matthews, K. E. (2017). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 1(21), 8.
   Google Scholar
• 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), 1–23. https://doi.org/https://doi.org/10.15173/ijsap.v1i1.3119
   Google Scholar
• Monsen, S., Cook, S., & Hannant, L. (2017). Students as partners in negotiated assessment in a teacher education course. Teaching and Learning Together in Higher Education, 1(21), 2.
   Google Scholar
• Woolmer, C. (2018). Exploring dimensions of risk in pedagogical partnerships in higher education. Teaching and Learning Together in Higher Education, 1(24), 1.
   Google Scholar