This open access book presents an integrated perspective of bodies of knowledge aimed at collaborative curriculum design processes with students-as-partners, expanded by an elaborate, longitudinal five-year empirical study across nine disciplines with nine curriculum design teams, each bringing together lecturers, researchers and students.

Curriculum design, both the design of the content and the related pedagogy design, is increasingly complex. Where traditionally teaching and educational design was mostly an individual endeavour, increasingly higher education curricula and its parts are designed in co-creation. Previously the content matter and some knowledge about curriculum design were required, educational teams are now faced with the need to understand how collaborative processes can lead to the (re)design of their educational programs. Integrating student insights into curriculum design process, as well as applying knowledge from recent research often requests an expansion of curriculum design teams beyond its lecturing team.

Each chapter explores an element of the co-creation process, such as the process of curriculum design, group dynamics in co-creative processes or the organisational and political context of the assigned curriculum design assignment. Each element is unpacked, looking at the current international body of knowledge, the empirical experiences in the longitudinal project, and offers design guidelines drawing on this.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on www.bloomsburycollections.com. Open access was funded by Amsterdam University of Applied Sciences (AUAS), the Netherlands.

Didi Griffioen is Professor and Head of the Department of Higher Education, Research & Innovation (HERI) at Amsterdam University of Applied Sciences, the Netherlands.

Linda van Ooijen-van der Linden is Senior Researcher in the Department of Higher Education, Research & Innovation (HERI) at Amsterdam University of Applied Sciences, the Netherlands.