Engaging stakeholders in work-integrated learning: A sustainable model for curriculum co-creation

Jennifer Ruskin, Rebecca Bilous

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


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 publicationAdvances in research, theory and practice in work-integrated learning
Subtitle of host publicationenhancing employability for a sustainable future
EditorsSonia J. Ferns, Anna D. Rowe, Karsten E. Zegwaard
Place of PublicationAbingdon, Oxon ; New York, NY
PublisherRoutledge, Taylor and Francis Group
Number of pages11
ISBN (Electronic)9781003021049
ISBN (Print)9780367897734, 9780367897758
Publication statusPublished - 2022


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


Dive into the research topics of 'Engaging stakeholders in work-integrated learning: A sustainable model for curriculum co-creation'. Together they form a unique fingerprint.

Cite this