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Co-Design for Staff Professional Learning within Universities: A Case Study

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Title: Co-Design for Staff Professional Learning within Universities: A Case Study
Language: English
Authors: Nick Kelly (ORCID 0000-0001-8621-105X), Claire Brophy (ORCID 0000-0003-0071-4778), Lisa Scharoun (ORCID 0000-0001-7747-0260), Melanie Finger (ORCID 0000-0002-8895-7354), Deanna Meth (ORCID 0000-0002-8749-3164)
Source: Journal of Applied Research in Higher Education. 2024 16(2):315-327.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Staff Development, Facilitators (Individuals), Intellectual Disciplines, Instructional Design, Teacher Collaboration, Staff Role, Psychological Needs, Communities of Practice
DOI: 10.1108/JARHE-12-2022-0381
ISSN: 2050-7003
1758-1184
Abstract: Purpose: The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences. Design/methodology/approach: This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context. Findings: Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised. Research limitations/implications: The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education. Originality/value: Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415638
Database: ERIC
FullText Text:
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  Data: Co-Design for Staff Professional Learning within Universities: A Case Study
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  Data: <searchLink fieldCode="AR" term="%22Nick+Kelly%22">Nick Kelly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8621-105X">0000-0001-8621-105X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claire+Brophy%22">Claire Brophy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0071-4778">0000-0003-0071-4778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+Scharoun%22">Lisa Scharoun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7747-0260">0000-0001-7747-0260</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melanie+Finger%22">Melanie Finger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8895-7354">0000-0002-8895-7354</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deanna+Meth%22">Deanna Meth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8749-3164">0000-0002-8749-3164</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2024 16(2):315-327.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22Staff+Development%22">Staff Development</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Role%22">Staff Role</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink>
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  Data: 10.1108/JARHE-12-2022-0381
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  Data: 2050-7003<br />1758-1184
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  Label: Abstract
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  Data: Purpose: The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences. Design/methodology/approach: This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context. Findings: Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised. Research limitations/implications: The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education. Originality/value: Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.
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      – SubjectFull: Facilitators (Individuals)
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Staff Role
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