Enabling student participation in syllabus design through film nominations and voting: an action research project

This article uses the ‘students as partners’ framework to examine implications of an action research project conducted part a film studies module, delivered at transnational tertiary education provider, Sino-British university in China. The consisted implementation system nomination and voting that allowed students actively participate one element syllabus design, namely, choice films be screened discussed segment module’s curriculum, spanning 3 out total 14 weeks semester. Using dataset series semi-structured interviews with who participated project, analyses their attitudes towards process voting, points future directions research. By focusing on intended democratic stakes argues although evidenced some expected benefits collaboration, they also discursively privileged role, experience perspective teacher over own.