Evaluating the process and product of a student-staff partnership for curriculum redesign in film studies

Bell, Amani; Potter, Susan; Morris, Lisa Anne; Štrbac, Mirjana; Grundy, Anniek; Yawary, Mohammad Zaki

doi:10.1080/14703297.2019.1588768

Cited by 11 publications

(10 citation statements)

References 8 publications

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“…Eventually, the discussions veered toward the ability of an institution to remain relevant to their stakeholders (mainly students) while avoiding the neoliberal propensity of higher education (Matthews, et al, 2019(Matthews, et al, , p. 2201. While there has been increased interest in this area within higher education (Bell et al, 2019;Chilvers, Fox, & Bennett, 2019;Ryan, 2019), the process is not without its challenges.…”

Section: Engagement In Higher Educationmentioning

confidence: 99%

Engaging Students as Stakeholders through a Student Advisory Board

Pack¹,

Peek²

2020

JPESM

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The use of advisory boards in higher education has long served as a means for colleges, universities and academic units to gain support and guidance. Sport management is no stranger to this practice as the dynamic nature of the industry requires a concerted effort by academicians to improve program offerings. With this goal in mind, the paper outlines the use of students as stakeholders in their learning process through the formation of a student advisory board in sport management. This advisory board would work together with academic faculty and administration in a similar capacity as would an industry advisory board. The board would serve as a means of providing feedback on curriculum development, networking opportunities, effective teaching modalities, industry trends and other programming facets. Student advisory boards in sport management education is an application of the foundation established in the area of library sciences and from practitioner advisory boards in business and other sectors. Implementation of such an endeavor requires buy-in from faculty and administration to incorporate student voice in the educational process. The paper includes further discussion in relation to student advisory board establishment, role, membership and benefits.

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Section: Engagement In Higher Educationmentioning

confidence: 99%

Engaging Students as Stakeholders through a Student Advisory Board

Pack¹,

Peek²

2020

JPESM

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“…Students set learning objectives for the selected topic and selected formative assessment activities to assess learners. This enabled students to extend their skills and awareness of behind-the-scenes curriculum development processes at the university (Bell et al, 2019).…”

Section: Kahootmentioning

confidence: 99%

“…However, SSP initiatives can also give rise to challenges. They can be time-and resource-intensive for both staff and students (Bell et al, 2019). They may also reinforce pre-existing power differentials between students and staff (Mercer-Mapstone et al, 2017).…”

mentioning

confidence: 99%

“…Another challenge reported by a minority of the participants in the focus group was not being able to explore the possibilities offered by partnership to its full potential due to the limited availability of time in scheduled classes. Two participants found the process to be time intensive (Bell et al, 2019). Despite the challenges they faced, all the participants appeared to agree that staffstudent partnership provided the "best platform for sharing knowledge" between staff and students and is a key opportunity to enhance academic progression.…”

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confidence: 99%

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Students as partners in e-contents creation: A case study exploring student-staff partnership for learning and student engagement using digital applications for co-creation of e-learning materials

Nahar¹,

Cross²

2020

IJSaP

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In order to enable learners to take control of their learning needs and actively contribute in their learning processes, educators can partner with students in various reciprocal student-staff partnership (SSP) settings where students can be co-creators, co-producers, curators, or co-deliverers of the curriculum. Our project, undertaken to enhance the curriculum as part of a teaching qualification, places emphasis on educators partnering with first-year undergraduate students over e-content creation within an existing module, using readily accessible digital applications in order to promote active learning in students and improve student engagement. In this case study, we evaluate the extent to which SSP, as an approach to the creation of e-learning materials using digital applications, enhanced learning and student engagement in an existing module. Our student partners perceived SSP to be an excellent platform for learning, actively engaging in the classroom, and developing skills such as communication and digital literacy. However, they expressed some concerns about overcoming the traditional hierarchies within our SSP initiative

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“…The research literature about student involvement in curriculum design is still scarce (Bovill et al, 2011a). Furthermore, previous student voice initiatives concerning curriculum design have primarily focused on individual courses (e.g., Bell et al, 2019;Brooman et al, 2015;Bunnell and Bernstein, 2014). Hardly anything is known about student involvement in degree programme curriculum design.…”

Section: Introductionmentioning

confidence: 99%

Tensions of student voice in higher education: Involving students in degree programme curricula design

Tuhkala

Ekonoja

Hämäläinen

2020

Innovations in Education and Teaching International

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This paper considers the direct involvement of students in degree programme curricula design, specifically four computer science teacher students designing new curricula for the Faculty of Information Technology of the University of Jyväskylä. They participated in a project to make recommendations for the 2017-2020 master's and bachelor's programme curricula. We examined how these recommendations were implemented in the new curricula and what hindered student voice. The project led to major changes: making basic studies in mathematics optional, adding three new courses, and defining new learning goal descriptions for two master's programmes. Several factors hindered student voice: insufficient perceived expertise, doubts about project significance, negative attitudes towards student involvement, and lack of personal interest. Hence, despite the project leading to considerable changes, the students themselves expressed rather critical attitudes towards student involvement in curriculum design. Consequently, promoting student voice in higher education curricula design is a more tensioned phenomenon than has been discussed in earlier research.

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Evaluating the process and product of a student-staff partnership for curriculum redesign in film studies

Cited by 11 publications

References 8 publications

Engaging Students as Stakeholders through a Student Advisory Board

Engaging Students as Stakeholders through a Student Advisory Board

Students as partners in e-contents creation: A case study exploring student-staff partnership for learning and student engagement using digital applications for co-creation of e-learning materials

Tensions of student voice in higher education: Involving students in degree programme curricula design

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