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The purpose of this paper is to review a year-long project entitled SaP@Parsons, which aims to bridge the gap between our current foundation degree curriculum and a revised curriculum where research and enterprise education were interwoven throughout, helping to better equip our graduates with the enhanced capacity to generate ideas and the skills to make them happen QAA (2012). The project used Student as Producer as a theoretical framework to embed research and enterprise into the curriculum. It was originally led by Professor Mike Neary at the University of Lincoln.

The paper reflects on the process of embedding research and enterprise education into the curriculum, including the experiences of the author and students.

It was found that reorientation of the curriculum is possible, without integrating enterprise specific learning aims into the programme to embed enterprise and research, can have a positive impact on both staff and student experience.

The paper provides a summary of strategies and examples of the effective use of Student as Producer as a framework for helping to embed research, enterprise and employability into a foundation degree curriculum and the resultant positive outcomes. The setting for this was HE provision within an FE college.

This paper highlights the innovative nature of the project in seeking to engage students in research and enterprise from level 4, rather than levels 6 or 7 within College-based Higher Education, through working with local social enterprises.

This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can act as an agent of change in this process. Drawing on research and empirical evidence, the chapter explores the link between the re-design of learning and the design of the physical space. As this chapter will illustrate, when the active learner is centrally positioned in the learning spaces of the future, space can support relational and dialogic learning experiences and promote learner agency and reflexive learner engagement in a way that has the potential to become a platform for transformative educational change. As educational spaces are re-conceptualised, recognising a fundamental shift has taken place in how, when and where we learn, it can be argued that space is acting as an ‘agent of change’ facilitating change in pedagogic practice, relationships and methods.

In today’s global and highly competitive climate among universities, educational developers and instructors have focused more on trying to make the student experience more engaging. In this manner, student co-creation activities have recently become a major research priority in marketing and higher education (HE) research. The purpose of this study is to present a systematic review of the literature on student co-creation roles and behaviors in HE in order to map extant research on this topic and offer a consolidated view of the co-creation process and approaches that can be employed by HEIs to motivate students to co-create their HE experience.

A Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) approach was followed to classify, select, synthesize, analyze and assess the most relevant studies on student participation in co-creation in HE.

This study’s analysis has identified that the co-creation process in HE includes dialog, access, risk and transparency. The main approaches used by higher education institutions (HEIs) to motivate students to co-create their HE experience are student involvement, cognitive engagement, university affiliation and emotional engagement. Our review also shows that student co-creation behaviors are mainly participation and citizenship behavior, and their co-creation roles include those of co-producers, participants, change agents and partners.

This systematic literature review analyses and critically discusses the state of the art in student co-creation roles in HE and the approaches HEIs use. By providing a map of existing research, the paper contributes both to the clarification of student co-creation roles and behaviors in HE and the identification of research gaps and opportunities for further research.

Today's students are powerful consumers and producers of media. Yet for all their access and use of media, many students need assistance from educators to develop critical media skills. These skills are necessary for participation in a culture increasingly characterized by the prevalence of the Internet and social web. However, despite significant changes in contemporary culture, the focus of media literacy remains much the same – meeting the challenge of accessing, analyzing, evaluating, and creating various media forms. Educators and students need to recognize that each has significant roles to play in developing a rigorous approach to media literacy. In embracing all forms of media as well as roles that extend beyond passive consumption, both educators and students are able to discover newly empowering skills that will provide best practice opportunities for better civic and educational engagement.

Finance courses are major offerings in UK business schools, at various levels. Seldom do these courses move beyond theoretical modeling and textbook approaches. This is corroborated by the paltry literature on challenge-based learning (CBL) in the finance arena.

In this chapter, we describe the experience of implementing an investment fund designed by experienced members of staff and set up and run by students in one of the UK business schools in 2018. The seed capital of the Fund was donated by a variety of sources and has enabled students to use this as a jump start for their investment skills. The ethos of the Fund is not to teach students just how to invest but to put students in a real-life investment setting where they deal with the running of day-to-day activities of managing investments through a practical framework. In doing so they discover, adapt, and apply theoretical models to funds while preparing performance reports. Students have been successful in getting jobs by demonstrating their involvement, and the Fund has put them in touch with investment banks and future employers. The functioning of the Fund is analyzed in this chapter.

The chapter suggests the practical steps involved in setting up such a schema of CBL, which might aid other higher education institutions and promote entrepreneurial, creative, and team building activity.

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

The purpose of this paper is twofold. First, to propose a new metaphor, student‐as‐aspirant, which captures well the educational role of students, professors, and business schools. Second, to develop the strategic implications of this metaphor for the management of business schools.

A thorough review of relevant literature is conducted and the underlying assumptions of previously suggested metaphors are exposed and challenged. The new metaphor has subsequently been developed based on a broader typology of business offerings.

The paper shows that the extant metaphors are inappropriate for they misrepresent the nature of learning as the core of business schools' offerings to their students. It concludes with the advantages of the student‐as‐aspirant metaphor.

Limitations are centred on the difficulties faced by students, professors, and business schools in adopting the metaphor.

The metaphor has strategic implications ranging from stakeholders' expectations, to governance, structure, and strategy of business schools.

The paper is the first to use a typology of four distinct business offerings to propose a new metaphor that sensibly flows from the nature of the transformative learning as the core offering of business schools.

Through their participation in an array of learning activities, students “co‐produce” their education. At the same time, they also contribute directly to their own satisfaction, quality and value perceptions. How can students be encouraged to fulfil their co‐production roles more effectively? Services marketing researchers have long acknowledged the important participatory role of service customers and have also tested models of the antecedents and consequences of customer socialisation and participation in a range of service settings. Presents a new conceptual model of student socialisation and participation to be tested in the context of higher education.

This paper aims to investigate the purpose of the complex open system of higher education and to explore this transformative experience as personal flourishing, where students come to terms with a way of being, matching their potentiality with their agency and leading to profound happiness. There is influential, but not uncontested (Tsinidou et al., 2010), literature concerning higher education institutes as education service providers, functioning like any other business (DeShields, 2005). Eagle and Brennan (2007, p. 4) argue that academic staff as service providers are thus vital to process delivery. Using a service model and traditional corporate quality frameworks, there is a temptation to measure how a service ethos serves recipients and co-producers – students, donor, industry and sponsors – negating education’s transformative and uncertain nature, rather than taking the externality of process delivery as a guide.

The research is based on a questionnaire designed and administered to two cohorts of students in different universities in the UK. It presents the outcomes as indicative results and draws preliminary conclusions on how the student experience might be engaged with to increase happiness as well as satisfaction.

The results show a distinct notion of happiness which has specific attributes from those that deliver satisfaction.

The literature on student experience and more importantly, its reporting conflate happiness and satisfaction. This research shows that they are different, and offers a new way of looking at the student experience data.

This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement.

Students’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership.

Research findings suggest the SSG provides game-based learning within EfS that delivers “edutainment” within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students’ role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA’s core facets of student engagement through partnership.

This practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS.

Game-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability.

Experiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.