How tertiary education makes a difference in policing: What 'curriculum co-design' means and looks like in the context of an operational industry

Authors and presenter*

• Isabelle Bartkowiak-Théron, Tasmanian Institute of Law Enforcement Studies (TILES), CALE*

• James Dwyer, Tasmanian Institute of Law Enforcement Studies (TILES), CALE

Abstract

'Co-design' has become a popular concept, and even a buzz word, across various disciplinary sectors, but its true implications remain under-explored (Theobald et al., 2021). This presentation critically analyses what 'curriculum co-design' truly means within tertiary education: particularly in the context of partnerships with the policing industry, which is in a constant state of policy, legislative and operational priority flux. Focusing on our collaboration with Tasmania Police, we explore how co-design in police education extends beyond mere collaboration among educators, industry professionals, and students (Ahmadi, 2021). It is more than just enhancing teaching practices and boosting student engagement.

By stepping back to critically assess our learning and teaching partnership, we identify the key elements that have contributed to successful curriculum co-design and delivery. This session highlights the strategies that emerged from this collaboration: demonstrating not only improved student outcomes but also a positive impact on the policing industry itself (Bravenboer, 2016).

We will discuss the complexities of articulating effective co-design methodologies across organisations (sometimes more than two!): especially when their objectives may not always align (Demjaha et al., 2024; Cook et al., 2024). The presentation will also address the challenges of fostering collaboration, continuous improvement, and excellence in learning within this context.

Participants will leave with practical tools, warnings, and insights to apply curriculum co-design in their own contexts: especially in environments that are subject to rapidly changing political, policy, and operational conditions. This session is particularly relevant for educators and industry professionals seeking to develop and sustain meaningful partnerships that enhance both educational quality and industry standards.

References

Ahmadi, R. (2021). Student voice, culture, and teacher power in curriculum co-design within higher education: An action-based research study. International Journal for Academic Development, 28(2), 177–189. https://doi.org/10.1080/1360144X.2021.1923502

Bravenboer, D. (2016). Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy. Higher Education, Skills and Work-Based Learning, 6(4), 384-400.

Cook, L., Coffey, A., Brown Wilson, C., Boland, P., Stark, P., Graham, M., ... & Mitchell, G. (2024). Co-design and mixed methods evaluation of an interdisciplinary digital resource for undergraduate health profession students to improve the prevention, recognition, and management of delirium in Ireland: A study protocol. BMC Medical Education, 24(1), 475.

Demjaha, A., Pym, D., Caulfield, T., & Parkin, S. (2024). ‘The trivial tickets build the trust’: A co-design approach to understanding security support interactions in a large university. Journal of Cybersecurity, 10(1). https://doi.org/10.1093/cybsec/tyae007

Theobald, K. A., Coyer, F. M., Henderson, A. J., Fox, R., Thomson, B. F., & McCarthy, A. L. (2021). Developing a postgraduate professional education framework for emergency nursing: a co-design approach. BMC nursing, 20, 1-10.