A model of active student participation in curriculum design: exploring desirability and possibility

Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In: Rust, C. (ed.) Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. Series: Improving Student Learning (18). Oxford Brookes University: Oxford Centre for Staff and Learning Development: Oxford, pp. 176-188. ISBN 9781873576809

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Abstract

This paper explores the desirability and possibility of active student participation (ASP) in curriculum design. Rationales for pursuing ASP in curriculum design are outlined. A conceptual model from community planning literature is then presented – Sherry Arnstein’s ‘Eight rungs on a ladder of participation’ – a model that has been used widely in various disciplines but rarely in higher education. Arnstein’s model is adapted to enable exploration of different possible levels of ASP in curriculum design in higher education. Key features of this adapted ‘Ladder of student participation in curriculum design’ model are outlined and illustrated through the use of examples. Discussion focuses on contextualising the desirability and possibility of different levels of student participation in curriculum design, and explores the utility of the adapted model. The paper concludes with some suggested areas of ASP in curriculum design that need further investigation.

Item Type:Book Sections
Additional Information:Conference Details: 18th Improving Student Learning Symposium: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. Liverpool, UK. 19-22 Oct 2010.
Keywords:Curriculum, curriculum design, participation, collaborative learning, co-creation
Status:Published
Glasgow Author(s) Enlighten ID:Bovill, Dr Catherine
Authors: Bovill, C., and Bulley, C.J.
College/School:University Services > Learning and Teaching Services Division
Research Group:Social Justice, Place and Lifelong Education
Publisher:Oxford Brookes University: Oxford Centre for Staff and Learning Development
ISBN:9781873576809

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