This qualitative study explores how higher education (HE) stakeholders—academic staff, students, and external partners (EPs) perceive and experience tripartite co-creation of teaching, learning, and assessment (TLA) at a post-92 university, examining their roles, current co-creation practices, outcomes, challenges, and motivations. A pragmatist philosophical and methodological approach was adopted, with the researcher occupying an insider/outsider hyphen-space role. The conceptual framework, grounded in Relational Pedagogy and Gravett's (2023) Pedagogy of Mattering, guided the exploration of neo-liberal influences, care, vulnerability, and authenticity in HE co-creation. The primary research design involved: 26 semi- structured interviews, document analysis of current university policy documents, such as the education strategy and Graduate Hallmarks and two co-created, published case study modules that adapted tripartite co-creation of TLA approach, and participatory observations of the university's new module design approach, the 'enABLe' framework. Reflexive Thematic Analysis (RTA) was used to analyse all data with NVivo qualitative software supporting the initial coding process. Key findings indicated that students felt valued when engaged early in module TLA design, enhancing greater engagement and helping lecturers understand their learning preferences. In contrast, late or absent student involvement led to feelings of alienation. "Cherry- picking" highly engaged students excluded those from diverse backgrounds, reinforcing power dynamics fuelled by consumerist pressures. Involving EPs in tripartite co-creation enhanced TLA relevance by connecting academic knowledge to real-world contexts, developing transferable skills, employability, and holistic achievement. However, bureaucratic challenges and EPs’ strategic motives require careful partnership management to keep students central. Altruism, rather than financial gain, motivated participants, making co-creation enjoyable and fulfilling. The study’s key contributions are: (i) illustrating how care, authenticity, and vulnerability, inspired by Gravett's (2023) Pedagogy of Mattering, shape tripartite co-creation in HE; (ii) showing that tripartite co-creation balances intellectual and career readiness, linking academics with employability; (iii) highlighting stakeholders' altruistic engagement, challenging neoliberal views of HE; and (iv) revealing how shared vulnerability fosters humility, enhancing co-creation. In practice, the study critically reviewed the 'enABLe' framework, noting its lack of provisions for student and EP engagement, which limits inclusivity. Revising enABLe to encourage broader stakeholder involvement is recommended, with potential for adopting the Education Living Lab Model (ELLM) to ensure continuous, inclusive participation in module TLA design.
Exploring Stakeholders' Perspectives on Tripartite Co-creation of Teaching, Learning and Assessment (TLA) in English Higher Education
Sultana, A. (Author). 9 Jan 2025
Student thesis: Doctoral Thesis