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.
|Title of host publication||Theories, Practices and Research in Work-Integrated Learning in Australia: Enhancing Employability Capabilities for a Sustainable Future|
|Publisher||Routledge, Taylor and Francis Group|
|Publication status||Accepted/In press - 2021|
- curriculum co-creation
- classroom co-creation
- pedagogical partnership
- students as partners