Higher education institutions are increasingly looking for innovative ways to develop transformative teaching experiences for students. This is due to increasing scrutiny of the efficacy of management education for today’s challenges such as economic and societal changes (Schoemaker, 2008) and a rather competitive teaching landscape in management education (Colombo, 2023). Emerging trends particularly highlight student-centred methodologies, empowering students to more independently shape their way of learning while receiving guidance from their tutor. ‘Co-creation’ is such an approach.

In one of our recent strategic management courses, we systematically applied diverse co-creation guidance styles at different stages as part of our research project. What initially posed a challenge for both students and tutors was quickly and successfully well received, marking the shift in salience of the learning process in contrast to the outcome.   

A Co-creation experiment at the University of Bamberg

Overview of research project  

This co-creation approach was implemented in a Masters level course on strategic transformation. Unlike traditional teaching, the course is built on a role-play, focusing on the transformation of a corporation. Divided into small groups, students work collaboratively, taking roles in different business units of the same firm. In order to achieve the overarching goal of developing a corporate strategy, students aim for progressive milestones. By working towards the specified milestones in an emergent curriculum, students have autonomy in their learning process, enabling them to proceed at their own preferred pace. At each milestone, student groups present their progress in the form of mock press conferences. The tutor played the role of the financial press, challenging and being challenged by students in their roles.

The assessment consists of a concluding presentation where students present milestones, followed by a reflective essay seamlessly weaving together the practical application, theoretical concepts, and the student’s experiences throughout the course. We recognise that various forms of support need to be provided to the students at different stages. In the following, we present examples of the diverse guidance styles that we have employed in our research project. The priority is not on the assessment artefact, but rather on the journey—how students actively forge and enhance their knowledge and capabilities.

Three types of guidance in co-creation

The framework of our dynamic strategic management course is organized in different phases, each demanding a unique level of tutor support.

Leading

At the kick-off, students are introduced to the objectives and milestones to be achieved. A broad framework for the subsequent proceeding is established which outlines the specific learning pathway of the students (Bovill, 2020). In this initial stage, the educator assumes a leading guidance role, stimulating the knowledge transfer through clear and open communication (Bartunek, 2007). Despite being actively guided, students often grapple with a sense of uncertainty as they become aware of navigating the project independently. This initial ambiguity, though challenging, sets the stage for students to discover and leverage their strengths and approach the project in a manner that aligns with their unique capabilities. The resulting dynamic co-creation environment fosters the balance between the structured support of the tutor and the freedom to explore for the students.

Facilitating

In adopting facilitating guidance, tutors serve as mediators. Taking on a more passive role, they create an interactive educational setting that encourages student engagement and discussion, leading them into the right direction when in doubt (Denrell, 2007; Dollinger et al., 2018). As students embark on their journey towards creating a new corporate strategy, their task is to display their process and effort in a final presentation. In order to point the students in the right direction, the tutor assumes a facilitative stance, promoting an atmosphere conducive to group dynamics and creating an optimal learning environment through the establishment of equitable interactions (Camargo-Borges & Rasera, 2013).

Beyond simply guiding group work, the educator’s role extends to and also encompasses the crucial competency of facilitating deeper learning and comprehension of the subject matter through purposeful questioning (Dollinger et al., 2018). The simulated press conferences after each milestone, with the tutor representing critical press, ensures ongoing awareness and feedback. Group collaboration, coupled with facilitation, alleviates the initial uncertainty of the students. This co-creation guidance style not only advances self-directed learning but allows students to learn from first hand experiences and the repercussions of their decisions (Denrell, 2007).

Collaborating

The collaborating guidance style involves active roles by both the tutor and the student. Within the last stage following the corporate strategy presentation, a further mechanism for experiential learning is ignited. This phase invites students to reflect on their learning journey, merging practical insights from the past steps taken, theoretical knowledge, and personal experiences into a reflective essay. Integrating all phases into this final part of the assessment with the involvement of fellow students and the tutor, the reflective essay is collaborative in nature, though being created solely by the student. Ambiguity which often accompanies collaboration is addressed by creating a shared understanding conducive to collaboration (Vaara et al., 2004; Maitlis, 2005).

Conclusion

Accompanying students through their learning journey entails guidance in various forms such as leading, facilitating, collaborating, enabling them to unlock personal and educational growth. Utilising co-creation principles showcased in our research project, we introduce innovative techniques that emphasise the learning process.

Co-creation can manifest in various ways, ranging from structured guidance to fostering independence, it is a flexible and adaptive teaching approach. Students require variable guidance at certain stages of the co-creation process to gain a deeper understanding, recognising and reinforcing their capabilities while addressing real-world problems. Providing the space to design and reflect, students can more effectively channel their focus on the process to become capable managers for future challenges. Therefore, our approach puts the learning journey front and centre; when the process becomes the prize.

If you would like more detail about the course structure, the authors have blogged about it here.