Co-Creation in a Marketing Classroom: An Abstract

Abstract

Just as trends suggest that co-creation is becoming a competitive necessity for organisations, researchers are paying increasing attention to the notion of co-creation in contexts of higher education. Co-creation in teaching and learning (T&L) has particular significance as higher education institutions are finding themselves in a market context where students have choice in their learning and where they are in the best position to judge what they want to get from their higher education. Although recent studies have explored learners as active partners and co-producers in staff–student partnerships, the concept of co-creation in T&L is still relatively new. Embracing the student as active participant challenges conventional ideas of students as subordinate to the expert tutor in the classroom.

Co-creation is an example of a student-centred T&L strategy which places the student at the centre of the T&L approach, recognises student voice in the process, and focuses on the creation of value for both students and university. This exploratory study involves action research into the use of co-creation in a third year undergraduate Contemporary Advertising module, where the aim is to develop students’ critical ability and involve them as true collaborators in the learning process. The process draws on co-creation in marketing contexts, and by using the frameworks and concepts in the classroom, students experience first-hand a practice which is increasingly becoming more commonplace in business.

The module provides both lecturer and students with a blank canvas from which to co-create content, and in keeping with knowledge on the subject of co-creation in T&L, the process led to an increase in students’ motivation and an improvement in their critical analysis skills. Although a small-scale study, the findings are nonetheless interesting. Co-creation facilitated interaction between tutor and learners, stimulated creativity and interest, broadened minds, provided valuable experiences, and enabled students to develop academically. The process also enabled students to experience first-hand the value of the sum of knowledge generated as opposed to the individual parts.

Co-creation learning spaces are dynamic; no two sessions or two cohorts are the same, and as such the process of co-creation in the classroom will require ongoing evaluation and self-reflection. Despite the uncertainty, the opening of a space that invites interaction and stimulates passion provides for rewarding experiences. By creating an experience environment within which individual students can create their own unique experiences has the potential to transform higher education learning.