Co-creation for academic enhancement in Higher Education: research-informed case studies

Md Golam Jamil (Editor), Catherine O'Connor (Editor), Fiona Shelton (Editor)

    Research output: Book/ReportBookpeer-review


    In this book, thirty-four authors from thirteen applied and research rich universities based in the UK, Malaysia, Sudan and Bangladesh take a research-informed and narrative approach while addressing certain co-creation areas found to be less-explored in the current literature. The chapters shed light on individual co-creation strategies and activities through either a ‘whole university’ approach or from a specific student experience point of view. Overall, the scope of the book is multi-layered and spread across the wide spectrum of higher education, such as institutional leadership, academic development, curriculum design, pedagogic practice, assessment, sustainability and wellbeing. Additionally, the book shows benefits of educationally principled appraisals in capturing various empowering and deterring elements of co-creation.

    The ‘Co-creation for academic enhancement in higher education: Research-informed case studies from the field’ book is unique for its contextual richness and the combined methodology to trigger two domains of scholarship: evidence-based scenarios through real-world case studies, and critical evaluation of educational qualities through research-informed discussion. The individual chapters are informed by those who are directly involved in transforming students’ experiences through co-creation schemes at universities. As well as demonstrating the scope and creativity around co-creation that add value to students’ learning experiences, each chapter/case study shows how co-creation concepts can work in reality. Therefore, the book has powers to be a useful reference for higher education practice and research linked to co-creation, student voice, student engagement, and student success.
    Original languageEnglish
    PublisherPalgrave Macmillan
    Number of pages400
    Publication statusAccepted/In press - 17 Aug 2023


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