Relevance, social inclusion, and recognition of status passage: How master's students find value in co-badged and dual-listed curricula

Abstract

Australia’s increasingly marketised higher education ecosystem relies on postgraduate coursework (PGCW) students. In this study we adopt the position that PGCW students are important customers or consumers of university offerings, and examine how we can provide them with value in co-badged (dual-listed) courses—units where undergraduate and postgraduate students share curricula and learning environments. Using Appreciative Inquiry and the Determinants of Student Satisfaction in Higher Education (DSSHE) framework, we analysed interviews with 16 PGCW science students. Participants valued practical, industry-relevant content, inclusive learning experiences, and opportunities to benchmark their progress and identity against undergraduate peers. Their sense of educational value was shaped not only by curriculum design but also by emotional and relational factors such as belonging, recognition, and self-efficacy. The adapted DSSHE-PGCW framework and the practitioner notes provided here offer tools and guidance for designing co-badged courses that meet the complex needs of postgraduate learners and support their transition into advanced scholarly roles.