Inclusion of co-creation within the teaching and learning of the administration

Abstract

This scoping review starts from the analysis and interpretation of different specialized documents, which aims to understand the tacit inclusion of co-creation within the learning and teaching processes of administration as a new trend in higher education. The results consider the opening of three categories found, that is, 1) the articulation of the teaching of administration with its epistemology and theoretical scenario, 2) the implementation of didactic methodologies for administrative training and 3) the role of teaching and its actors to determine its scope in learning administrative knowledge. These conditions lead us to think about the opportunity to consolidate a paradigmatic conception in the face of the challenges and challenges of the exercise of administration today.