Building student engagement through co-production and curriculum co-design in public administration programmes

Elliott, Ian; Robson, Ian; Dudau, Adina

doi:10.1177/0144739420968862

Cited by 18 publications

(10 citation statements)

References 86 publications

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“…This can create a rich and dynamic environment where both professional and scientific knowledge are valued and complement one another. Perhaps this is also an opportunity to take the advice of Elliott et al (2020) and introduce opportunities to co‐design curricula and co‐produce teaching tools with students who possess interests, skills, and domain expertise that can greatly enrich the learning environment if given the opportunity. Furthermore, highlighting real‐world examples of collaborations among scholars, practitioners, and communities can provide students with new case studies to learn from, including ways to link theory to practice in an applied environment.…”

Section: Discussionmentioning

confidence: 99%

CO‐DESIGN‐ing a morecontext‐based, pluralistic, and participatory future for public administration

Schwoerer

Keppeler

Mussagulova

et al. 2022

Public Administration

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Public administration (PA) increasingly faces new and emerging challenges. To address such challenges, researchers can work collaboratively with practitioners to identify and tackle the most pressing issues. Yet, intentionally establishing an ongoing dialogue not only between researchers and practitioners but between researchers, practitioners, and the communities that PA scholarship and practice are intended to impact can enhance all stakeholders' understanding of complex social problems and improve solutions. Forms of participatory and context-based research such as this are called many things across disciplines, but PA has yet to embrace such approaches fully. Thus, we introduce a framework entitled CO-DESIGN, intended to illustrate the process of advancing PA research through the co-production of knowledge between researchers, practitioners, and communities.Additionally, it serves as an acronym outlining eight focal areas we argue the co-production of knowledge can help advance. We discuss the CO-DESIGN process and agenda, including its implications for the field.

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Section: Discussionmentioning

confidence: 99%

CO‐DESIGN‐ing a morecontext‐based, pluralistic, and participatory future for public administration

Schwoerer

Keppeler

Mussagulova

et al. 2022

Public Administration

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“…This is a matter of concern since motivation to learn is considered a crucial factor for success in online teaching and learning (Hartnett, 2016; Lim and Kim, 2003), which also influences the learning behaviour and attitude of students (Hung et al, 2010). Lower levels of interaction, communication and motivation, in turn, would have worrying implications for student engagement in online public administration education, which requires more than passive participation (Elliott et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Through answering these research questions identified above, this paper joins the literature on online public administration in general and a much more recent literature on online public administration education during COVID-19 with the following contributions. First, when scrutinising the impact of online public administration education, many earlier empirical studies tend to focus either on a single course (e.g., Ni 2013, Elliott et al 2021 or a specific programme (Ni et al 2021), to which we supplement a latest study across a comprehensive range of public administration programmes offered in a school located in Asia. Second, thanks to its research design (which will be mentioned in the next paragraph and articulated in the Methods section), our paper brings an additional layer of nuance on whether and to what extent perceptions of online public administration education could differ by the way in which they are planned.…”

Section: Introductionmentioning

confidence: 99%

“…First, when scrutinising the impact of online public administration education, many earlier empirical studies tended to focus either on a single course (e.g. Elliott et al, 2021; Ni, 2013) or a specific programme (Ni et al, 2021), which we supplement by adding the latest study across a comprehensive range of public administration programmes offered in a school located in Asia. Second, the research design of our paper (which will be mentioned in the next paragraph and articulated in the Methods section) injects an additional layer of nuance in terms of whether and to what extent perceptions of online public administration education could differ by the way in which it is planned.…”

Section: Introductionmentioning

confidence: 99%

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When public administration education switches online: Student perceptions during COVID-19

Rawat

Yan

et al. 2022

Teaching Public Administration

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Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era.

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“…Co-production is described by Ostrom (1996) as a process by which people who are not in the same organization contribute with inputs that are used to produce a good or service. This refers not only to participation, but also to a greater degree of interaction and cooperation between service providers and consumers (Elliott et al. , 2020).…”

Section: Co-creation In Hementioning

confidence: 99%

Student roles and behaviors in higher education co-creation – a systematic literature review

Zarandi

Soares

Alves

2022

IJEM

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PurposeIn today’s global and highly competitive climate among universities, educational developers and instructors have focused more on trying to make the student experience more engaging. In this manner, student co-creation activities have recently become a major research priority in marketing and higher education (HE) research. The purpose of this study is to present a systematic review of the literature on student co-creation roles and behaviors in HE in order to map extant research on this topic and offer a consolidated view of the co-creation process and approaches that can be employed by HEIs to motivate students to co-create their HE experience.Design/methodology/approachA Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) approach was followed to classify, select, synthesize, analyze and assess the most relevant studies on student participation in co-creation in HE.FindingsThis study’s analysis has identified that the co-creation process in HE includes dialog, access, risk and transparency. The main approaches used by higher education institutions (HEIs) to motivate students to co-create their HE experience are student involvement, cognitive engagement, university affiliation and emotional engagement. Our review also shows that student co-creation behaviors are mainly participation and citizenship behavior, and their co-creation roles include those of co-producers, participants, change agents and partners.Originality/valueThis systematic literature review analyses and critically discusses the state of the art in student co-creation roles in HE and the approaches HEIs use. By providing a map of existing research, the paper contributes both to the clarification of student co-creation roles and behaviors in HE and the identification of research gaps and opportunities for further research.

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Building student engagement through co-production and curriculum co-design in public administration programmes

Cited by 18 publications

References 86 publications

CO‐DESIGN‐ing a morecontext‐based, pluralistic, and participatory future for public administration

CO‐DESIGN‐ing a morecontext‐based, pluralistic, and participatory future for public administration

When public administration education switches online: Student perceptions during COVID-19

Student roles and behaviors in higher education co-creation – a systematic literature review

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