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1. Students as Teacher Whisperers: A Case Study of Course Co-Creation for and with Students

Author

European University Association (EUA) (Belgium), Valérie Vermueulen, and Philippe Emplit

Abstract

Since 1999, the Bologna Process has advocated towards a new teaching paradigm, the so-called student-centred approach to learning, as well as towards more coherence of the higher education system across Europe. This paper explores how co-creation of course contents and learning activities, for and with students, may be implemented to sustain a student-centred evolution of teaching. Located at the crossroads between action-research based method and case study, our co-creation initiative strives for the enhancement of the student's learning experience. Using statistical and qualitative data, this paper investigates how a 3-years-long course redesign with the support of co-creating students has induced significant effects on the curriculum, on the members of the pedagogical team and on the student cohort. Consequently, we suggest that in most higher education systems, student-staff partnership through co-creation is a highly adaptive process that may improve multiple dimensions of teaching and learning in a studentcentred way.

Published
2024

2. Student Perceptions of Living Lab Research Internships in the COVID-19 Pandemic - A Dutch Case Study

Author

European University Association (EUA) (Belgium), Indira S. E. van der Zande, Annelieke van Engelenhoven, Josefine Geiger, Berfu Unal, and Rowan-Niels Spinder

Abstract

To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students' development of their academic, professional and personal skills. Through self-reported pre-and post-questionnaires into students' confidence levels, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students.

Published
2024

3. The Relationship between High-Impact Educational Practices at University and Learning Approaches

Author

European University Association (EUA) (Belgium), Isabel Muñoz-San Roque, Gonzalo Aza-Blanc, Marta Hernández Arriaza, and Leonor Prieto Navarro

Abstract

Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study analyses the relationship between Learning approaches (Student Process Questionnaire, SPQ) and high-impact educational practices (HIEPs). The sample consisted of 893 first and final-year university students of different degrees. As expected, the subscales correlate academic self-concept and self-efficacy positively with the deep approach, and negatively with the surface approach. The results show that students who maintain a deep learning approach obtain a more significant impact on their personal and professional development by HIEPs (especially conferences, workshops and service-learning activities). Women have a lower surface approach and social and humanities students have higher levels of the deep approach.

Published
2024