Then &amp; Now Arts at Warwick Student Project

Woods, Kathryn; Botcherby, Pierre

doi:10.31273/eirj.v8i4.797

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Buckley concludes that 'any literature on student participation in decision-making that substantially relies on the models of Arnstein or Fielding contains an ideological opposition to neoliberal approaches to higher education' (Buckley, 2018: 729). The ladder is placed in the context of the pandemic by Woods and Botcherby (2021) and adapted for COVID-19 and other emergency decision-making by Varwell (2022a). The latter of these draws on Prieto Martín's new levels of direct and potentially violent 'autonomous participation' (Prieto Martín, 2014) to produce a circular version of the ladder (Figure 17).…”

Section: Higher Educationmentioning

confidence: 99%

A Literature Review of Arnstein’s Ladder of Citizen Participation

Varwell¹

2022

EIRJ

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The COVID-19 pandemic continues to deeply impact education and wider society, with consistent disruption to relationships between authorities and citizens. As higher education sees continuing turbulence overlap with a strengthening of student engagement, this systematic literature review reappraises how students as ‘citizens’ are enabled to shape their learning. It does so in a Scottish tertiary context and through the prism of Arnstein’s Ladder of Citizen Participation, a classic framework whose eight rungs present a spectrum of ways that stakeholders can be engaged in decisions. The article explores the use of the ladder over half a century in planning, housing, health, schools and, finally, higher education, analysing critiques and adaptations of the ladder, conducting meta-synthesis across the literature to extract conclusions for student engagement. It concludes that Arnstein’s ladder has continuing value to conversations about partnership in tertiary education, and that the centrality of power to both the ladder and student engagement in a sector and wider world of increasing democratic citizenship presents a challenge to decision-makers. These conclusions, and the study’s limitations, point to further research opportunities that could enhance the understanding of engagement and partnership at a time of change and uncertainty.

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Section: Higher Educationmentioning

confidence: 99%

A Literature Review of Arnstein’s Ladder of Citizen Participation

Varwell¹

2022

EIRJ

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“…Kathryn's departure from Then & Now had demonstrated, however, that co-creation was not central to the success of the students' research endeavours. The students had been successful in moving on from the project's co-creation roots into a student-driven space (Woods & Botcherby, 2021). This was central to the programme's redesign, showing that it was possible to create an equally immersive experience without this element of practice.…”

Section: Co-creation Vs Student-led Researchmentioning

confidence: 99%

“…The learning that took place over the remainder of the project's lifecycle was central to the creation of a robust and resilient programme this year (Woods & Botcherby, 2021). At no point during the planning of the SRP was it clear whether face-to-face learning would be possible by project launch.…”

Section: Digital Spacesmentioning

confidence: 99%

Scaling Up

Stone

2021

EIRJ

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This reflective article explores the aftermath of the Then & Now project and demonstrates how the Faculty of Arts at the University of Warwick has sought to open up the opportunity to a greater number of students whilst simultaneously retaining the key learning elements of the programme. This piece demonstrates the compromises and challenges inherent in ‘scaling up’ a student intervention of this kind, alongside detailing the opportunities for improvement presented by repeating the engagement opportunity with a new group of students. The article also considers some of the difficulties presented by running the programme during the 2020/21 Covid-19 pandemic and reflects on learning opportunities and future plans.

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Value Co-Creation Activities of Students on The Covid-19 Pandemic: Empirical Evidence from Economics Students in Vietnam

Tam¹,

An²,

Linh³

et al. 2022

J Organ Behav Res

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This article is aimed to evaluate the determinants of the value co-creation activities of economic students in Vietnam in the context of the COVID-19 pandemic. This study collected primary data from 423 economic students and teachers in Vietnam. With linear regression models, main findings of this paper are: First, value co-creation activities of Vietnamese students are impacted by the following factors, sorted from strongest to weakest, namely: (i) Dialogue; (ii) Transparency; (iii) COVID-19 pandemic; (iv) Access to information; (v) Benefits; (vi) Interactive Attitude; (vii) Disadvantage. Second, we have developed the Interaction Attitude factor out of the Dialogue category, which focus on the two-way dialogues and the positive attitudes of stakeholders to encourage co-creation activities. This sub-factor is new compared to previous studies. Recommendations are proposed to help students, teachers, schools and partners to improve their attitudes, actions, and responsibility to contribute to the educational environment, then expand and enhance their scope of quality co-creation activities that contribute to the development of Vietnam's higher education system.

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Then & Now Arts at Warwick Student Project

Cited by 3 publications

References 6 publications

A Literature Review of Arnstein’s Ladder of Citizen Participation

A Literature Review of Arnstein’s Ladder of Citizen Participation

Scaling Up

Value Co-Creation Activities of Students on The Covid-19 Pandemic: Empirical Evidence from Economics Students in Vietnam

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