Compass Call for Papers for Special Edition

02/03/2025

Transforming higher education: co-creation with students, staff, and external partners  

You are invited to submit a proposal for an edited collection of case studies on practice-based learning and student co-creation with internal and external partners to be published on Compass, the UoG peer-reviewed, cross-disciplinary journal.  

The collection aims to showcase the wealth of experience and expertise we have developed across the sector to shape authentic learning environments with and for students. The case studies will include student, faculty and institutional partnerships with external organisations and community projects as well as other opportunities to enhance educational gains and transferable skills for students.  

We welcome contributions from all disciplines and areas of expertise, and we particularly encourage the submission of case studies authored by or co-authored with students.   

The collection will be curated by Dr Silvia Colaiacomo (ALE) and Sara Gorgoni (GBS).  

 

Background  

The flourishing field of co-creation in education represents a transformative paradigm shift that transcends traditional boundaries between students, staff, industry, and the local community, fostering a collaborative ecosystem that enriches the learning experience. Drawing on a foundation of educational literature (Bovill, 2020; Kandiko Howson and Weller, 2016), this special issue seeks to explore and deepen our understanding of the multifaceted dimensions of co-creation across diverse disciplines. Educational research has increasingly emphasised the importance of experiential (Billet, 2011; Lubicz-Nawrocka, T., 2022) and interdisciplinary learning, and co-creation emerges as a catalyst for realizing these ideals. As scholars have investigated models of collaborative learning, cross-disciplinary problem-solving, and the integration of industry perspectives into curricula (Jao, Wiseman, Kobiela, Gonsalves, & Savard, 2018, Tsui et al., 2023; Lubicz-Nawrocka, T. and Bovill, C., 2023.) a compelling narrative has unfolded regarding the potential of co-creation to enhance student engagement, employability, and societal impact (Cook-Sather, A., 2022; Godbold, N., et al. 2022; Potkin, H., 2019). This special issue aims to synthesise existing knowledge, showcase innovative practices, and advance scholarly discourse on ethical, technological, and global considerations, ultimately contributing to the ongoing evolution of co-creation as a pedagogical and community-building strategy.  

  

Suggested themes  

1. Innovative models of collaborative learning:  

  • Examining successful models of collaborative learning that involve students, staff, industry professionals, and the local community.  
  • Exploring the impact of these models on student engagement, skill development, and real-world problem-solving.  

  

2. Cross-disciplinary problem solving:  

  • Case studies on cross-disciplinary projects that bring together students, faculty, industry experts, and community members to address complex societal challenges.  
  • Assessing the effectiveness of interdisciplinary collaboration in finding innovative solutions.  

  

3. Community engagement in educational institutions:  

  • Evaluating the role of educational institutions in fostering meaningful connections with the local community and partnerships with a broad range of organisations.  
  • Discussing best practices for developing sustainable partnerships that benefit all stakeholders.  

  

4. Industry-integrated curriculum development:  

  • Exploring strategies for integrating industry perspectives into academic curricula to better prepare students for real-world challenges.  
  • Assessing the impact of industry-informed education on students’ employability and career readiness.  
  • Investigating the challenges and opportunities associated with ensuring and maintaining quality in co-creation projects and exploring frameworks and best practices for quality assurance in interdisciplinary collaborations, with a focus on assessment methods, standards, and continuous improvement strategies.  

  

5. Technology and co-creation:  

  • Investigating the role of technology in facilitating co-creation initiatives among students, staff, industry, and the local community.  
  • Discussing the benefits and challenges of incorporating digital platforms, virtual collaboration tools, and emerging technologies.  

  

6. Assessment and evaluation of co-creation initiatives:  

  • Developing frameworks for assessing the effectiveness of co-creation initiatives in promoting learning outcomes, external engagement, and community impact.  
  • Identifying key performance indicators and metrics for evaluating the success of collaborative projects.  

  

7. Ethical considerations in co-creation:  

  • Examining ethical challenges and considerations in collaborative projects involving internal and external partners.  
  • Discussing frameworks and approaches for ensuring fairness, transparency, and inclusivity in co-creation processes.  

  

8. Scaling co-creation initiatives:  

  • Identifying challenges and opportunities associated with scaling collaborative efforts.  
  • Investigating strategies for scaling successful co-creation initiatives to involve larger groups of students, diverse disciplines, and a broader range of external partners.  

  

9. Global perspectives on co-creation:  

  • Exploring international examples of successful co-creation initiatives in education that involve students, staff, industry, and the local community.  
  • Analysing factors influencing the effectiveness of collaborative efforts on a global scale.  

  

10. Long-term impact and sustainability:  

  • Assessing the long-term impact of co-creation initiatives on students’ career trajectories, institutional culture, and community development.  
  • Discussing strategies for ensuring the sustainability of collaborative projects over time.  

 

References  

Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council.  

Bovill, C. Co-creation in learning and teaching: the case for a whole-class approach in higher education. High Educ 79, 1023–1037 (2020).   

Cook-Sather, A., 2022. Co-creating equitable teaching and learning: Structuring student voice into higher education. Harvard Education Press.  

Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300–314.   

Godbold, N., Hung, T.Y. and Matthews, K.E., 2022. Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom. Higher Education Research & Development, 41(4), pp.1104-1118.  

Grossman, P., Hammerness, K. & McDonald, M. (2009) Redefining teaching, re‐imagining teacher education, Teachers and Teaching, 15:2, 273-289.  

Jao, L., Wiseman, D., Kobiela, M. et al. Practice-Based Pedagogy in Mathematics and Science Teaching Methods: Challenges and Adaptations in Context. Can J Sci Math Techn 18, 177–186 (2018).   

Lubicz-Nawrocka, T. Conceptualisations of curriculum co-creation: ‘it’s not them and us, it’s just us’. Curric Perspect 43, 25–37 (2023).   

Lubicz-Nawrocka, T. and Bovill, C., 2023. Do students experience transformation through co-creating curriculum in higher education? Teaching in Higher Education, 28(7), pp.1744-1760.  

Potkin, H., 2019. Co-creating the Curriculum. Student Engagement in Higher Education Journal, 2(3), pp.154-171.  

Tsui, E., Dragicevic, N., Fan, I. et al. Co-creating curriculum with students, teachers, and practitioners in a technology-enhanced environment. Education Tech Research Dev (2023). https://doi.org/10.1007/s11423-023-10301-5  

 

Timeline  

Submission of papers: 10th October 2025 

Peer Reviews: November 2025 – January 2026     

Copyediting: February – March 2026 

Formatting and confirm final details with authors: March – April 2026 

Publication date: May 2026     

 

Guidelines for submission 

The list of themes provided is indicative and non-exhaustive. We encourage contributions from diverse perspectives and disciplines that reflect the richness and complexity of co-creation initiatives in education. We particularly encourage the submission of case studies authored or co-authored with students.  

For further information, queries and/or if you would like to discuss and receive feedback on a possible contribution, please contact us directly via email at: s.colaiacomo@gre.ac.uk and s.gorgoni@gmail.com .   

 

Please consider the revised Submission Preparation Checklist  and Author Guidelines for Case Studies when preparing for your submission.  

 

Please submit your paper by 30th September, 2025, indicating in comments for the Editor that this is a submission for the Special Edition ‘Transforming higher education: co-creation with students, staff, and external partners’.