Engaging stakeholders in WIL: a sustainable model for curriculum co-creation with students and workplace partners

Jennifer Ruskin, Rebecca Bilous

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

University staff increasingly engage students in developing teaching strategies, designing content and creating resources for teaching. These co-creative activities tend to focus on university staff working with students, but in the work-integrated learning (WIL) context, workplace partners are a key third stakeholder. In this chapter, a case of co-creating curriculum for a WIL subject is examined. The curriculum design process is based on a model for engaging all three WIL stakeholders in a socially and financially sustainable process of co-creation. The case demonstrates how this tripartite co-creation framework can offer a sustainable foundation for engaging students and workplace partners in curriculum co-creation. Based on findings from the case, there is a discussion of how the selected methods for co-creation influence both stakeholder engagement and quality of curriculum developed. The authors close by offering practical suggestions for WIL practitioners to engage in multi-stakeholder curriculum co-creation.
Original languageEnglish
Title of host publicationTheories, Practices and Research in Work-Integrated Learning in Australia: Enhancing Employability Capabilities for a Sustainable Future
PublisherRoutledge, Taylor and Francis Group
Chapter9
Publication statusAccepted/In press - 2021

Keywords

  • curriculum co-creation
  • classroom co-creation
  • pedagogical partnership
  • students as partners

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