Journal article
Expert-by-experience collaborations in curriculum design: a scoping review exploring power dynamics, impact, and pathways forward
Cogent education, Vol.13(1), pp.1-17
31/12/2026
Appears in Recent Faculty of Health Publications
Metrics
1 Record Views
Abstract
Expert-by-Experience (EBE) partnerships in university-based health profession and socialwork education offer valuable opportunities for integrating lived experience perspectivesinto curricula. However, despite growing institutional recognition, tensions persistregarding the legitimacy, implementation, and effectiveness of EBE involvement. Thisscoping review examined barriers and challenges constraining meaningful engagement,highlighting the disconnect between the espoused commitment to EBE inclusion andits practical integration. Using Arksey and O’Malley’s framework, seven databases weresearched. Study characteristics and key concepts were extracted, and data were themat-ically analysed using a qualitative descriptive approach. The review included 141 studies.Findings reveal inconsistencies in how lived experience knowledge is valued, concernsabout tokenistic participation, and structural impediments within institutions thatreinforce hierarchical power dynamics. Additionally, logistical constraints, inadequateremuneration, and a lack of co-produced research hinder sustained collaboration.Despite these challenges, evidence suggests that structured, well-supported partnershipscan enrich curricula, foster reflexivity in students, and contribute to social justice-ori-ented education. Universities must move beyond symbolic inclusion and invest inframeworks that promote equitable knowledge-sharing. Greater institutional commit-ment and expanded co-produced research into EBE pedagogical models can bridgeexisting gaps, ensuring EBE involvement is recognised not as an adjunct to traditionalexpertise but as a fundamental pillar of transformative education.
Details
- Title
- Expert-by-experience collaborations in curriculum design: a scoping review exploring power dynamics, impact, and pathways forward
- Creators
- Kim Walder - Griffith UniversityVictoria Stewart - Griffith UniversityMichelle Bissett - Southern Cross UniversityTullia Blackburn - Griffith UniversityMelanie Roberts - Griffith UniversityHannah Simmonds - Griffith UniversityMaddy Slattery - Griffith University
- Publication Details
- Cogent education, Vol.13(1), pp.1-17
- Publisher
- Taylor & Francis Group
- Identifiers
- 991013396946802368
- Copyright
- © 2026 The Author(s).
- Academic Unit
- Allied Health and Midwifery; Faculty of Health
- Language
- English
- Resource Type
- Journal article