ABSTRACT

Global exigency towards more inclusive practices in higher education institutions (HEIs) has markedly accelerated institutional reforms. This qualitative research aims to explore the idea of co-creating curriculum from the cultural lens of Asian HEIs. A total of twenty (n = 12 females and n = 8 males) undergraduate students volunteered to actively co-create curriculum with a group of lecturers. Their experiences and views towards this approach were gathered from several focus group interviews. The interview data were analysed using hybrid thematic analysis. Findings revealed three overarching themes: (1) existence of socio-cognitive conflicts, (2) pseudo-involvement and (3) positive outlook. These findings indicate complex interactions between Asian students’ cultural orientation, their belief systems as well as their willingness to be actively involved in co-creating curriculum. Following this, a comprehensive understanding of how culture adapts to the idea and practices of co-creating curriculum is presented. This research subsequently offers several practical implications for Asian HEIs to implement co-creating curriculum more effectively. By highlighting the importance of understanding students’ culture, this research concludes that co-creating curriculum is a promising approach for Asian HEIs to develop a more inclusive higher education curriculum.

摘要

全球迫切需要高等教育机构（HEI）采用更具包容性的做法，从而显着加速了机构改革。这项定性研究旨在从亚洲高校的文化视角探索共同创建课程的想法。共有20名（n = 12女，n = 8男）本科生自愿与一群讲师积极合作创建课程。他们从几次焦点小组访谈中收集了他们对这种方法的经验和看法。访谈数据使用混合主题分析进行了分析。调查结果揭示了三个总体主题：（1）社会认知冲突的存在，（2）假性参与和（3）积极的看法。这些发现表明，亚洲学生的文化取向之间存在复杂的互动，他们的信仰体系以及他们积极参与共同创建课程的意愿。在此之后，我们对文化如何适应共同创建课程的思想和实践有了全面的了解。这项研究随后为亚洲高等教育机构更有效地实施共同创建课程提供了一些实践意义。通过强调理解学生文化的重要性，本研究得出结论，共同创建课程是亚洲高校发展更具包容性的高等教育课程的一种有前途的方法。这项研究随后为亚洲高等教育机构更有效地实施共同创建课程提供了一些实践意义。通过强调理解学生文化的重要性，本研究得出结论，共同创建课程是亚洲高校发展更具包容性的高等教育课程的一种有前途的方法。这项研究随后为亚洲高等教育机构更有效地实施共同创建课程提供了一些实践意义。通过强调理解学生文化的重要性，本研究得出结论，共同创建课程是亚洲高校发展更具包容性的高等教育课程的一种有前途的方法。