The aim of this research was to explore ways of enabling co-design ‘in’ and ‘of’ the curriculum on the new Design for Health and Wellbeing programme and enhance student participation and partnership in learning and teaching.

A participatory research approach was employed to engage with students to understand their perceptions and experiences of partnership in curriculum. This included a pop-up engagement session to involve students and initiate an open conversation on the topic.

A number of key insights and themes have emerged that provide an opportunity to explore future models of partnership in co-creation of curriculum, with a focus on: enabling a deepening of partnerships over time; empowering students and staff to accept the uncertainty and experimentation that underpins partnership and be open to new ways of learning and teaching; nurturing collaborative, reciprocal and facilitatory relationships for co-creation of curricula with students; valuing and creating spaces for ongoing dialogue to enable co-creation of knowledge within emerging disciplines and practices; foregrounding a focus on values such as trust, transparency and empowerment to challenge traditional hierarchies when designing learning and teaching situations; and exploring opportunity to extend the scope of partnership beyond students with staff and students with students to wider stakeholders within other parts of GSA, wider academia, industry and community.