Unboxing co-creation with students

Abstract

Co-creation has received increasing interest as a way of develop products and services in collaboration with customers and clients. Recently, co-creation has been introduced in higher education; however, there is no general agreement about what this entails, and while the concept of co-creation has been used in a number of differing contexts, descriptions tend to focus on potentials only and not the tensions inherent in this kind of collaboration. 
 In this paper we describe a conceptual model for co-creation with students and explore the potentials as well as the tensions inherent in co-creation with students at academic libraries. Through a case study at The Royal Danish Library, Aarhus University Library we develop a conceptual model for co-creation with students that identifies the key aspects of co-creation with students and indicates its key potentials and tensions.

Academic co-creation: development and validation of a short scale

“…Although Co-creation can involve other educational stakeholders, such as teachers, our focus in this study has been primarily on students. This is because there is a continuous exchange of experiences and interactions among students (Dollinger et al, 2018;Lystbaek et al, 2019;Kaminskiene et al, 2020) that contributes to the development of professional competencies that are valuable in their future careers (Dante, 2018). Secondly, the items were administered to university students through virtual forms.…”

“…These factors have been previously highlighted by theorists (Yi and Gong, 2013;Taghizadeh et al, 2016;Merz et al, 2018). This emphasis is because the study focuses its attention on the Co-creation of students, as they are the ones who share experiences, commit to certain tasks, and achieve objectives in their educational work (Dollinger et al, 2018;Lystbaek et al, 2019;Kaminskiene et al, 2020). In fact, the exchange of knowledge among students allows for the development of solid competencies for the professional field (Dante, 2018), because professionals work in teams and must collaboratively carry out workrelated projects.…”

“…Recently, this term is spreading in academia due to teacher-student interaction (Bovill, 2019). As a result of this dynamic, knowledge is built, focused on the student (Dollinger et al, 2018;Lystbaek et al, 2019), who elaborates a final learning product based on an interactive experience (Kaminskiene et al, 2020). In this context, Academic Co-creation can be defined as the interaction between the student, their peers, or the teacher, which favors the active teachinglearning process through the joint realization of academic actions (The justification of this method appears in Table 1).…”

“…Co-creation in education breaks with traditional teacher-centered models, giving protagonist to the student, who plays an active role in their learning process (Kaminskiene et al, 2020). This strengthens their sense of belonging, commitment, positive experiences, and closeness with the teacher, increasing the value of learning and its outcomes (Dollinger et al, 2018;Lystbaek et al, 2019). This method, rooted in the principles of constructivism, entails the student acquiring knowledge through engagement with an instructor who evaluates the disparity between the student's existing knowledge and their capacity for learning (Rodríguez, 2008).…”

Work in Progress: Engaging Graduate Students as Co-creators of Educational Modules on an Interdisciplinary Topic

“…Our focus is on co-creation, a learning technique that has taken different forms depending on its application. Sometimes, co-creation is an alternative term for "student voice," in which students provide feedback on what they learned, and this feedback shapes curricular decisions [17], [18]. In contrast, our work focuses on a partnership model of co-creation.…”