Within higher education, there is increasing interest in conceptualising students as producers, partners and co-creators of their own learning (Little, 2010; McCulloch, 2009; Neary 2010; Werder and Otis, 2010). One particular area of interest focuses upon students and academic staff co-creating curricula (Bovill et al, 2011; Delpish et al, 2010). The nature of co-created curricula can vary greatly and might include: students being consulted about changes to the content of course design; students designing part of a virtual learning environment; students designing marking criteria; or designing some of their own learning outcomes. The concept of co-created curricula is not new. However, discussion about co-creation of curricula has been most strongly evident in schools based literature, with many important discussions framed within ‘student voice’ and critical pedagogy discourse. In contrast, there has been less engagement in co-creation discussion and practice within higher education contexts until more recently
