Student-faculty partnership in design : evaluating a co- creation practice and sharing of findings within the South African Higher Education context

dc.contributor.authorBotha, Adriana Johanna Maria
dc.contributor.authorSteyn, Adriana Aletta (Riana)
dc.contributor.emailadriana.botha@up.ac.zaen_ZA
dc.date.accessioned2020-11-23T08:35:22Z
dc.date.available2020-11-23T08:35:22Z
dc.date.issued2020-11
dc.description.abstractCreation of content in the higher education context has long been considered as a faculty responsibility. However, a drive towards inclusive curriculum transformation was requested by both students and professional accreditation bodies. Teamwork, as part of partnerships and cocreation, is seen as a critical skill for socio-economic development throughout the world, with the industry expecting competent team players. Faculty has long been incorporating teamwork into modules; however, teaching teamwork and tracking these skills remain challenging. Thus, leaving a gap where students form groups and work in teams without the cognisance to improve their teamwork skills or increase the reliability and validity of evaluating team members' participation and contributions. In the absence of a comprehensive institutional resource on teamwork fundamentals, this study explores the co-creation of such a resource by post-graduate students at a higher education institution in South Africa. As higher education institutions, we assess students on teamwork skills, but we never specifically teach this to students, this resource is addressing this specific need. This will enable higher education institutions to report on assurance of learning where students can demonstrate the competency to effectively work in teams. A project approach was followed in the design of the teamwork resource based on Mayer's Principles for designing multimedia for elearning. Tuckman's five stage development process informed the content design. The project ran over three weeks with weekly scrum meetings monitored by faculty. The study found that cocreating content with students is possible. However, student partnerships can enable quality improvement of teaching and assessing teamwork skills. Finally, the researchers will outline how the practical strategies for enacting partnership, as suggested in the literature, were considered in their practice.en_ZA
dc.description.departmentEducation Innovationen_ZA
dc.description.departmentInformaticsen_ZA
dc.description.librarianhj2020en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajheen_ZA
dc.identifier.citationBotha, A.J.M. & Steyn, A.A. 2020, 'Student-faculty partnership in design : evaluating a co- creation practice and sharing of findings within the South African Higher Education context', South African Journal of Higher Education, vol. 34, no. 5, pp. 166‒176.en_ZA
dc.identifier.issn1011-3487 (print)
dc.identifier.issn1753-5913 (online)
dc.identifier.other10.20853/34-5-4270
dc.identifier.urihttp://hdl.handle.net/2263/77135
dc.language.isoenen_ZA
dc.publisherHigher Education South Africaen_ZA
dc.rights© 2020 South African Journal of Higher Education. This work is licensed under a Creative Commons Attribution 4.0 International License.en_ZA
dc.subjectStudent-faculty partnershipen_ZA
dc.subjectHigher educationen_ZA
dc.subjectSouth Africa (SA)en_ZA
dc.subjectPartnershipsen_ZA
dc.subjectCo-creationen_ZA
dc.subjectInclusive curriculum transformationen_ZA
dc.subjectQuality assuranceen_ZA
dc.titleStudent-faculty partnership in design : evaluating a co- creation practice and sharing of findings within the South African Higher Education contexten_ZA
dc.typeArticleen_ZA

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Botha_StudentFaculty_2020.pdf
Size:
370.61 KB
Format:
Adobe Portable Document Format
Description:
Article

License bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
license.txt
Size:
1.75 KB
Format:
Item-specific license agreed upon to submission
Description: