Values‐led curriculum co‐creation : a curriculum re‐innovation case study

Galpin, AJ; Beevers, D; Cassidy, SF; Short, BW; Panagiotidi, M; Bendall, RCA; Quigley, E; Thompson, C

Abstract

Personal values influence goals and motivate actions. The case study reported in this paper explored whether an understanding of values would provide a useful framework to guide the co-creation of the undergraduate cognitive psychology curriculum at a UK University. A design team composed of staff and students ran two co-creation workshops to explore underlying values. These values were translated into curriculum ideas which were then shared via an online survey to students and staff for feedback. The activities revealed a set of values that were salient when imagining future curriculum designs: feeling stimulated, choice and autonomy, developing competence, feeling safe and secure, community and fairness. In addition, a deeper value layer was visible which reflected participants' orientations to learning and education. We describe our process for eliciting values and the intertwined and iterative relationship between value elicitation and a co-created curriculum. We also reflect on the position of co-creation within the value landscape of higher education and the social dynamics of staff-student partnerships. We argue that whilst using values to frame co-creation allows for deeper insight into how to embed curriculum re-innovation, it is important to attend to the value system of co-creation and those who do not participate.

Citation

Galpin, A., Beevers, D., Cassidy, S., Short, B., Panagiotidi, M., Bendall, R., …Thompson, C. (2022). Values‐led curriculum co‐creation : a curriculum re‐innovation case study. Curriculum Journal, 33(4), 553-569. https://doi.org/10.1002/curj.154

• Journal Article Type: Article
• Acceptance Date: Feb 17, 2022
• Online Publication Date: Mar 2, 2022
• Publication Date: Mar 2, 2022
• Deposit Date: Mar 3, 2022
• Publicly Available Date: Mar 3, 2022
• Journal: The Curriculum Journal
• Print ISSN: 0958-5176
• Electronic ISSN: 1469-3704
• Publisher: Routledge
• Volume: 33
• Issue: 4
• Pages: 553-569
• DOI: https://doi.org/10.1002/curj.154
• Publisher URL: https://doi.org/10.1002/curj.154
• Related Public URLs: https://onlinelibrary.wiley.com/journal/14693704
• Additional Information: Projects : Salford Community for Excellence in Learning and Teaching (SCELT)