Tanya Lubicz-Nawrocka

University of Stirling

This presentation will explore how students and teachers co-created and implemented a marking rubric within a Postgraduate Certificate programme where students are also academic colleagues who teach across various faculties at the University of Stirling. Teachers intentionally worked to develop an inclusive, student-centred learning environment foc...

This chapter explores various facets of partnership and curriculum co-creation in neoliberal universities. Staff and student partners can co-create curricula, which is a creative process through which learners and teachers share and negotiate decision-making about aspects of curricula, often leading to mutual benefits. This is a relational way of w...

Building on the growing field of curriculum co-creation in higher education, this research analyses current conceptualisations of this concept based on the perceptions of student and staff co-creation practitioners. It draws on a rigorous review of international curriculum co-creation literature and describes in-depth research on experiences and co...

Literature on curriculum co-creation tends to focus on in-person experiences of teaching and learning. However, the Covid-19 pandemic has spurred on learners and teachers to co-create curricula in new and creative ways. This article examines curriculum co-creation in a postdigital world focusing on the connections between curriculum co-creation and...

Many studies highlight positive outcomes from curriculum co-creation including its transformational potential for students. In this paper, we explore how curriculum co-creation transforms students, drawing on Johansson and Felten’s (2014. Transforming Students: Fulfilling the Promise of Higher Education. Baltimore, MD: Johns Hopkins University Pres...

The Third Space (Bhabha, 2004) represents non-traditional roles, processes, relationships, and spaces in which individuals work and have impact. This article presents qualitative research into 13 different curriculum co-creation initiatives at five Scottish universities and analyses the forms of Third Space that emerge.The findings highlight that c...

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creati...

This sketch describes a how play can be used to facilitate academic faculty-student partnership. In the case we outline, we addressed partnership for module design. We ran a workshop in which participants were challenged to design (a module as) a board game. Using play de-naturalised power relations and academic knowledge and served to create a mor...

Learning through experience is an important, creative, and fulfilling way to apply theory to practice. In this essay, we explore our experiences of co-researching how students and staff conceptualise co-creation of the curriculum. We each have multi-faceted roles in higher education as we study, work, and contribute to formal student representation...

This research explores the benefits of co-creation of the curriculum, which is seen as one form of student-staff partnership in learning and teaching in which each partner has a voice and a stake in curriculum development. This qualitative research analyses participants’ perceptions of co-creation of the curriculum in the Scottish higher-education...

This research explores student voice and student perceptions of teaching excellence in higher education, and authors suggest implications for student engagement and student/staff partnerships in teaching and learning. Edinburgh University Students’ Association facilitates the longest-running student-led teaching awards in the UK, receiving 2000–300...

Many individuals in the higher education sector claim that co-creation of the curriculum is an innovative process of student engagement in which students and staff members become partners in curriculum development. This research analyses rare instances of co-creation of the curriculum in the Scottish higher education sector to understand individual...

This case study describes how Edinburgh University Students’ Association (EUSA) worked in partnership with the University of Edinburgh’s Information Services division to implement one of the first Open Badge schemes used in the UK higher education sector. Based on student feedback, EUSA developed an effective Open Badge model to recognise and rewar...

JNCL is a recessively inherited, childhood-onset neurodegenerative disease most-commonly caused by a approximately 1 kb CLN3 mutation. The resulting loss of battenin activity leads to deposition of mitochondrial ATP synthase, subunit c and a specific loss of CNS neurons. We previously generated Cln3Deltaex7/8 knock-in mice, which replicate the comm...

The family dinner is an important social event that contributes to children’s growth as active citizens in their community. This sociological study uses both quantitative and qualitative methods to study the family meal and finds that this meal is strongly correlated with the development of social cohesion and strong relationships among family memb...