Abstract:

Inherent in any crisis, the pandemic has taken orderly systems and thrown them into chaos, exposing weaknesses and challenging norms. Much can be learnt from the ensuing events, actions and reactions. Not least affected is education, not just how but also what we deliver, i.e. the pedagogy and the curriculum. Opportunities for access and inclusion have opened up. For subjects taught that are embedded in or determined by social context, content needs to refocus to reflect this change and impact.

Thus, the aim of this work is two-fold. Firstly, develop a co-created curriculum with academia, students, and practising thought leaders to maintain currency and relevance within the curriculum. Secondly, to determine key themes that concern service professionals to inform the curriculum of higher education programmes.
May 2020 saw a series of 21 conversations, one-a-day between the Director of MSc Service Management and Design and her associated network of experts in service, from a broad reach of sectors. These conversations intentionally captured insights from thought leaders in service and could be used to inform educational programmes such that they would remain relevant and continue to serve the needs of society. These conversations were streamed live (MSTeams) and recorded for on-demand listening on various social media platforms such as YouTube, Spotify, anchor.fm.

In October 2020, 18 students enrolled on WMG’s MSc Service Management and Design. In the first term, these 18 students carried out participatory research on the secondary data generated by the earlier conversations. Thematic analysis of the 21 conversations determined the critical areas of focus. Given such a large group of researchers reflection and reflexivity built confidence in the findings. The results will inform and steer curriculum development, to maintain the relevance of educational programmes in the new world, given the significant shifts brought about by the pandemic.

Four main focus areas emerged for revisiting and reinvention: Resilience, business and personal; Relationships, organisational & personal; Technology, online interaction and learning; Thinking and Strategic Planning, priorities and focus. These topics are not new to the service professional but they reframe the knowledge and practice space and require curricula realignment and balancing to reflect contextual change.

The curriculum development process is characterised by authenticity and intent, evoking student curiosity through active participation as co-creators and researchers. It is a novel way to develop a curriculum whilst delivering practical training in research methods via early active exposure to the research process and methods.

Keywords:

Innovation, technology, research projects, COVID-19, Co-Creation, Digital, Services, curriculum development and participatory research.