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Audenaerde"}}]},{"typeName":"datasetContact","multiple":true,"typeClass":"compound","value":[{"datasetContactName":{"typeName":"datasetContactName","multiple":false,"typeClass":"primitive","value":"M.M.  Kargól"},"datasetContactAffiliation":{"typeName":"datasetContactAffiliation","multiple":false,"typeClass":"primitive","value":"The Hague University of Applied Sciences"}}]},{"typeName":"dsDescription","multiple":true,"typeClass":"compound","value":[{"dsDescriptionValue":{"typeName":"dsDescriptionValue","multiple":false,"typeClass":"primitive","value":"<p>In this study, we regard co-creation as a collaborative process, where students, lecturers and working field professionals from outside the university jointly develop innovative products, processes or knowledge. In co-creation all stakeholders equally contribute to the collaborative process, and aims to create beneficial outcomes for each participant. Co-creation can be used as a valuable pedagogic method to support continuous interaction between learning and working in HE to foster innovation. However, this process is not necessarily mastered by each group. In order to identify which components of this collaboration process can be further improved , we developed a questionnaire to assess co-creation processes in HE. Students, lecturers and working field professionals (N=103) participating in co-creation projects completed the questionnaire. We validated the questionnaire using a principal component analysis. The seven extracted scales proved to be sufficiently reliable. 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