The impact of content co-creation on academic achievement

Doyle, Elaine; Buckley, Patrick G.; McCarthy, Brendan

doi:10.1080/02602938.2020.1782832

Cited by 34 publications

(15 citation statements)

References 31 publications

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“…Sustainable knowledge co-creation is considered possible (Freeman et al, 2014;Rubio et al, 2020) especially 1) as a superficial change: a co-creation project in which a small group of students' re-design a course previously studied that might not have been updated much in recent years, or 2) as a seismic change: teaching staff modify the entire teaching-learning experience by re-designing the course for each new class of students. The difficulty of implementing this endeavor resides in the fact that knowledge co-creation for a whole class requires the professor to meet the needs of every new group of students, to engage profoundly with each group at every step of their career, and to negotiate with them based on new learning situations (Doyle et al, 2021). This change is shown in the response behavior of the francophone business environment included within this research.…”

Section: Discussionmentioning

confidence: 99%

Knowledge Co-creation and Sustainable Education in the Labor Market-Driven University–Business Environment

Pocol

Stanca

Dabija

et al. 2022

Front. Environ. Sci.

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Objective: The university-business partnership plays a particularly important role in society, allowing a symbiosis between socio-economic stakeholders and the university. This symbiosis is based on co-creating and sharing knowledge, creating collaborative projects, valorizing research, implementing SD principles, and on good governance. The aim of this research is to identify groups of francophone socio-economic organizations willing to engage in co-creating knowledge with universities to adapt the academic curriculum to the dynamic requirements of the labor market, supporting entrepreneurship, whilst implementing SDG principles, and ensuring sustainable education. We base our approach on the two-step cluster analysis, data being collected via questionnaires among representatives of francophone organizations in an emerging market. This allows the identification of two clusters of francophone organizations according to the extent to which they contribute to strengthening their relationship with the university by co-creating knowledge, implementing SDG principles, and supporting sustainable education.Findings: The first cluster is represented by francophone organizations reluctant to co-create knowledge and innovate with universities. These organizations have a rather unclear long-term vision and are not actively involved in supporting SDG education or understanding the universities’ training needs. The second cluster is represented by francophone organizations willing to strengthen the relationship with universities and to co-create value, developing students’ entrepreneurial skills and cooperating on the adaptation of the academic curriculum to labor market requirements.Originality/Implications: The originality of this paper consists in conducting exhaustive research among francophone organizations in Romania, with significant practical and social implications for strengthening the strategic university-business environment partnership and identifying solutions to improve knowledge co-creation and sustainable education within a proper university governance.

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Section: Discussionmentioning

confidence: 99%

Knowledge Co-creation and Sustainable Education in the Labor Market-Driven University–Business Environment

Pocol

Stanca

Dabija

et al. 2022

Front. Environ. Sci.

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“…engaging in co-construction of expectations, educators promote student engagement, selfdirection, and academic achievement. 5 While it may be unreasonable to let students decide what questions they will be asked, it is feasible to invite their input on the learning outcomes that are most important to test on an examination. Students may also be invited to have input on the number of questions and examination schedule, which has no negative impact on faculty workload.…”

Section: E25mentioning

confidence: 99%

“…4 Social constructivist learning theory is based on a belief that understanding is a result of active interactions; educators stimulate and facilitate conversations among learners who are active participants and experts in their own quest for knowledge. 5 In academic settings, however, diversity is often ignored as educators base testing on a single empirical perspective. 6 Students have difficulty developing critical thinking, which is an essential cognitive skill for nurses where logical and creative reasoning is used to synthesize information while solving problems.…”

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confidence: 99%

Revisioning Assessment and Evaluation in Nursing Education Through Critical Caring Pedagogy

Killam

Camargo‐Plazas

2021

Advances in Nursing Science

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Instead of instilling in nursing students critical thinking to challenge injustice and oppression in nursing practice, nurse educators often rely on outdated traditional approaches to education. This situation is certainly true in traditional methods of evaluation that often propagate a banking mode of learning. One of the most commonly used methods of evaluating students is traditional examinations, which have recently become a source of pedagogical conflict among educators. In this article, we outline how educators unknowingly encourage surface learning, uncaring practices, oppression, inequity, and cheating when they rely on traditional examinations. We draw on critical caring pedagogy and universal design for learning to advocate for increased use of authentic assessment in nursing education.

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“…In addition, co-creation of content offers benefits such as enhanced student-instructor and studentstudent relationships, [126] increased student satisfaction, [127] and improved academic performance. [128] It can also be an effective vehicle for shifting classroom power dynamics and welcoming students as authorities. [59]…”

Section: Use Socially Relevant Examplesmentioning

confidence: 99%