Alhamdani, W. A. (2016). Teaching cryptography using design thinking approach. Journal of Applied Security Research, 11(1), 78–89. https://doi.org/10.1080/19361610.2015.1069646

Asikainen, H., Parpala, A., Lindblom-Ylänne, S., Vanthournout, G., & Coertjens, L. (2014). The development of approaches to learning and perceptions of the teaching-learning environment during Bachelor level studies and their relation to study success. Higher Education Studies, 4(4), 24–36. https://doi.org/10.5539/hes.v4n4p24

Balakrishnan, B. (2022). Exploring the impact of design thinking tool among design undergraduates: A study on creative skills and motivation to think creatively. International Journal of Technology and Design Education, 32, 1799-1812. http://doi.org/10.1007/s10798-021-09652-y

Baxter-Magolda, M. B. (2006). Intellectual development in the college years. Change: The Magazine of Higher Learning, 38(3), 50–54. https://doi.org/10.3200/CHNG.38.3.50-54

Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development 21(1), 28–40. https://doi.org/10.1080/1360144X.2015.1120734

Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways? International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3062

Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education. Higher Education, 79, 1023–1037. https://doi.org/10.1007/s10734-019-00453-w

Bovill, C., Aitken, G., Hutchison, J., Morrison, F., Roseweir, K., Scott, A., & Sotannde, S. (2010). Experiences of learning through collaborative evaluation from a postgraduate certificate in professional education. International Journal for Academic Development, 15(2), 143-154. https://doi.org/10.1080/13601441003738343

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690

Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71, 195-208. https://doi.org/10.1007/s10734-015-9896-4

Bron, J., Bovill, C., & Veugelers, W. (2016). Curriculum negotiation: the relevance of Boomer's approach to the curriculum as a process, integrating student voice and developing democratic citizenship. Curriculum Perspectives, 36(1), 15-27. http://eprints.gla.ac.uk/116866/

Brown, N. (2019). Partnership in learning: How staff-student collaboration can innovate teaching. European Journal of Teacher Education, 42(5), 608–620. https://doi.org/10.1080/02619768.2019.1652905

Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. Harper Business.

Camacho, M. (2018). An integrative model of design thinking. In C. Bilson, C. Hancock, S. Ahn, K. Best, T. Corlett, C. De Lille, Y. Huang, C. Sucin & F. Wolff (Eds.), Proceedings of the 21st DMI: Academic Design Management Conference (pp. 627-641). Design Management Institute.

Carey, P. (2013). Student as co-producer in a marketised higher education system: A case study of students’ experience of participation in curriculum design. Innovations in Education and Teaching International, 50(3), 250–260. https://doi.org/10.1080/14703297.2013.796714

Clemente, V., Tschimmel, K., & Vieira, R. (2017). Why a Logbook? A backpack journey as a metaphor for product design education. The Design Journal, 20(sup1), S1530–S1542. https://doi.org/10.1080/14606925.2017.1352677

Clothier, A. T., & Matheson, D. (2019). Using co-creation as a pedagogic method for the professional development of students undertaking a BA (Hons) in education studies. Journal of Further and Higher Education, 43(6), 826–838. https://doi.org/10.1080/0309877X.2017.1409344

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in teaching and learning: A guide for faculty. Jossey-Bass.  

Davis, J., Docherty, C. A., & Dowling, K. (2016). Design thinking and innovation: Synthesising concepts of knowledge co-creation in spaces of professional development. The Design Journal, 19(1), 117-139. https://doi.org/10.1080/14606925.2016.1109205

Design Council. (2007). Eleven lessons: Managing design in eleven global companies. Desk research report. Design Council.

Dos Santos, A. B. A., Bianchi, C. G., & Borini, F. M. (2018). Open innovation and cocreation in the development of new products: The role of design thinking. International Journal of Innovation, 6(2), 112-1213. https://doi.org/10.5585/iji.v6i2.203

Dunne, E. (2016). Design thinking: A framework for student engagement? A personal view. Journal of Educational Innovation, Partnership and Change 2(1), 1-8. http://bit.ly/3n5R0xt  

Edmondson, A. C., & Nembhard, I. M. (2009). Product development and learning in project teams: The challenges are the benefits. Journal of Product Innovation Management, 26(2),123-138. https://doi.org/10.1111/j.1540-5885.2009.00341.x

Geraghty, J. R., Young, A. N., Berkel, T. D. M., Wallbruch, E., Mann, J., Park. Y. S., Hirshfield, L. E., & Hyderi, A. (2020). Empowering medical students as agents of curricular change: A value-added approach to student engagement in medical education. Perspectives on Medical Education, 9(1), 60–65. https://doi.org/10.1007/s40037-019-00547-2

Gibbs, G. (1995). Assessing student centred courses. Oxford Centre for Staff Development.

Grönroos, C. (2011). Value co-creation in service logic: A critical analysis. Marketing Theory, 11(3), 279–301. https://doi.org/10.1177/1470593111408177

Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., & Valcke, M. (2022). Fostering teamwork through design thinking: Evidence from a multi-actor perspective. Education Sciences, 12(4), Article 279. https://doi.org/10.3390/educsci12040279

Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry 4(2), 8-20. https://doi.org/10.20343/teachlearninqu.4.2.3  

Herrmann, K. J., Bager-Elsborg, A., & Parpala, A. (2017). Measuring perceptions of the learning environment and approaches to learning: Validation of the learn questionnaire. Scandinavian Journal of Educational Research, 61(5), 526–539. https://doi.org/10.1080/00313831.2016.1172497

Ito, M., Naoe, N., Imazawa, A., & Matsushita, O. (2015). Introduction of adapting design thinking into the education in Kanazawa Technical College. In Z. Zakaria & N. Buniyamin (Eds.), Proceedings of 7th International Conference on Engineering Education (ICEED) (pp.25-28). IEEE.

Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41–53. https://doi.org/10.1080/1360144X.2015.1113537

Jonassen, D. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45, 65–94. https://doi.org/10.1007/BF02299613

 Katz, R. (1982). The effects of group longevity on project communication and performance. Administrative Science Quarterly, 27(1), 81-104. https://doi.org/10.2307/2392547

Könings, K. D., Bovill, C., & Woolner, P. (2017). Towards an interdisciplinary model of practice for participatory building design in education. European Journal of Education, 52(3), 306-317. https://doi.org/10.1111/ejed.12230

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2010). Student success in college: Creating conditions that matter. Jossey-Bass.

Lake, D., Flannery, K., & Kearns, M. (2021). A cross-disciplines and cross-sector mixed-methods examination of design thinking practices and outcome. Innovative Higher Education, 46, 337–356. https://doi.org/10.1007/s10755-020-09539-1

Lattuca, L. R., & Stark, J. S. (2009). Shaping the college curriculum: Academic plans in context (2nd ed.). Jossey-Bass.

Lempert, D. H. (1996). Escape from the ivory tower: Student adventures in democratic experiential education. Jossey-Bass.

Lewrick, M., Link, P., & Leifer, L. (2020). The design thinking toolbox. Wiley.

Liedtka, J. (2014). Perspective: Linking design thinking with innovation outcomes through cognitive bias reduction. Journal of Product Innovation Management, 32(6), 925–938. https://doi.org/10.1111/jpim.12163

Lubicz-Nawrocka, T. (2017). Co-creation of the curriculum: Challenging the status quo to Embed Partnership. The Journal of Educational Innovation, Partnership and Change, 3(2). http://bit.ly/3lDMyG0  

Lugmayr, A., Stockleben, B., Zou, Y., Anzenhofer, S., & Jalonen, M. (2014). Applying “design thinking” in the context of media management education. Multimedia Tools and Applications, 71, 119–157. https://doi.org/10.1007/s11042-013-1361-8

Malakhatka, E., Sopjani, L., & Lundqvist, P. (2021). Co-creating service concepts for the built environment based on the end-user's daily activities analysis: KTH live-in-lab explorative case study. Sustainability, 13(4), Article 1942. https://doi.org/10.3390/su13041942

Marquis, E., Black, C., & Healey, M. (2017). Responding to the challenges of student-staff partnership: The reflections of participants at an international summer institute. Teaching in Higher Education, 22(6), 720–735. https://doi.org/10.1080/13562517.2017.1289510

Martens, S. E., Wolfhagen, I. H. A. P., Whittingham, J. R. D., & Dolmans, D. H. J. M. (2020). Mind the gap: Teachers’ conceptions of student-staff partnership and its potential to enhance educational quality. Medical Teacher, 42(5), 529–535. https://doi.org/10.1080/0142159X.2019.1708874

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. https://doi.org/10.15173/ijsap.v1i1.3119

Panke, S. (2019). Design thinking in education: Perspectives, opportunities and challenges. Open Education Studies, 1(1), 281–306. https://doi.org/10.1515/edu-2019-0022

Patel, S., & Mehta, K. (2017). Systems, design, and entrepreneurial thinking: Comparative frameworks. Systemic Practice and Action Research, 30, 515–533. https://doi.org/10.1007/s11213-016-9404-5

Payne, A. F., Storbacka, K., & Frow, P. (2008). Managing the co-creation of value. Journal of the Academy of Marketing Science, 36, 83-96. https://doi.org/10.1007/S11747-007-0070-0

Pera, R., Occhiocupo, N., & Clarke, J. (2016). Motives and resources for value co-creation in a multi-stakeholder ecosystem: A managerial perspective. Journal of Business Research, 69(10), 4033-4041. https://doi.org/10.1016/j.jbusres.2016.03.047

Riva, E., Gracia, L., & Limb, R. (2022). Using co-creation to facilitate PhD supervisory relationships, Journal of Further and Higher Education, 46(7), 913-930. https://doi.org/10.1080/0309877X.2021.2021158

Roosens, B., Lievens, A., & Dens, N. (2018). How stakeholders' expectations shape the dynamics in innovation networks. In I. Bitran, S. Conn, E. Huizingh, O. Kokshagina, M. Torkkeli & M. Tynnhammar (Eds.), Proceedings of the XXIX ISPIM Innovation Conference: Innovation, The Name of the Game (pp. 1-23). ISPIM. https://repository.uantwerpen.be/link/irua/164992

Sanders, E. B.-N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5-18. https://doi.org/10.1080/15710880701875068

Spee, J., & Basaiawmoit, R. V. (2016). Design thinking and the hype cycle in management education and in engineering education. In D. Marjanovic, M. Storga, N. Pavkovic, N. Bojcetic, & S. Skec (Eds.), Proceedings of the DESIGN 2016 14th International Design Conference (pp. 2111–2124). Design Society. http://bit.ly/3lBStLA

Stalmeijer, R., Whittingham, J., de Grave, W., & Dolmans, D. (2016). Strengthening internal quality assurance processes: Facilitating student evaluation committees to contribute. Assessment and Evaluation in Higher Education, 41(1), 53–66. https://doi.org/10.1080/02602938.2014.976760

Stewart, G. L. (2006). A meta-analytic review of relationships between team design features and team performance. Journal of Management, 32(1), 29-55. https://doi.org/10.1177/0149206305277792

Vardakosta, E., Priniotakis, G., Papoutsidakis, M., Sigala, M., & Nikolopoulos, D. (2022). Multivariate analysis of co-creation activities in university education. European Journal of Educational Research, 11(4), 2413-2428. https://doi.org/10.12973/eu-jer.11.4.2413

Voss, J. F., & Post, T. A. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. 261–285). Lawrence Erlbaum Associates, Inc.

Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education and Teaching International, 54(4), 374–385. https://doi.org/10.1080/14703297.2015.110821