Student voice in higher education: the importance of distinguishing student representation and student partnership

Matthews, Kelly E.

doi:10.1007/s10734-022-00851-7

Cited by 41 publications

(18 citation statements)

References 47 publications

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“…The conceptual background of this study is that of "student voice, " which as a concept has been discussed in higher education research since the 1990s (Cook-Sather, 2006). It consists of two dimensions: (1) student representation (Matthews and Dollinger, 2022) or representative democracy (Stadelmann-Steffen and Freitag, 2011)-a form of student voice, which is typically associated with university governance through representation. Student representation means that one student speaks on behalf of the others (e.g., in policymaking processes).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Student representation means that one student speaks on behalf of the others (e.g., in policymaking processes). The second dimension is (2) student partnership (Matthews and Dollinger, 2022) or direct democracy (Stadelmann-Steffen and Freitag, 2011)-a form of student voice, which is usually related to the field of teaching and learning. In this dimension active collaboration of students with staff or educators is promoted.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Student voice in higher education diversity policies: A systematic review

Resch

2023

Front. Educ.

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IntroductionDiversity is considered central to the capacity of higher education institutions to thrive in an increasingly diverse society. Accordingly, diversity policies are developed and initiated to benefit students from diverse backgrounds. However, little is known about how students themselves assess these diversity policies (student voice).MethodsThe systematic review described in this paper hence seeks to provide an overview of empirical evidence on student voice of diversity policies in higher education, looking thereby at corresponding studies published between 2000 and 2020. Of the 1,090 studies identified in the screening process, 21 were included in the final analysis.ResultsTwo thematic strands emerged in the thematic analysis: diversity policies aiming at opening access to higher education and the representation of student voice.DiscussionThe review concludes with specific policy and research recommendations in this field.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Student voice in higher education diversity policies: A systematic review

Resch

2023

Front. Educ.

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“…Student voice was used as a narrative to promote student connection and collaboration (Matthews & Dollinger, 2022). Past students, as partners in learning, shared their unit experiences in conversation videos which were engrained into the unit's LMS and tutorial activities.…”

Section: The Practical Connection Louise Luff Janine Coupe and Mark W...mentioning

confidence: 99%

The Practical Connection

Luff

Coupe

Waddington³

2022

APUBS

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From the rapid adoption of online teaching during the COVID-19 pandemic, learning communities have become abstract, disconnected, and failed to provide effective social interaction and connection opportunities (Martin, 2020). Mindful of the related impact on students’ intrinsic motivation and learning, a first-year accounting unit was reimagined and reinvented with a practical connection student centred teaching approach. A student-centred learning environment focused on students understanding the relationship of accounting information and its users, the business world and skilful accounting professionals. Teaching materials, assessment tasks and learning management system (LMS) were transformed to greatly enrich meaningful student connection, motivation, and deeper learning (Turner & Baskerville, 2013). This presentation will showcase aspects of the unit’s practical connection approach, specifically highlighting innovative use of technology enhanced learning in the unit to support student development and student voice through peer learning. To promote purpose, the unit’s LMS explains why each topic is studied, relevant connections to graduate attributes, business world and why each type of assessment is adopted (Tharapos, 2021). Assessment tasks were recreated to assist student’s development of disciplinary experience, critical thinking and problem solving, and integrated professional, ethical, and personal identity skills graduate attributes (Cloete, 2018). In-tutorial group work case study style discussion and practical Excel questions are used (Villarroel et al, 2018), constructively aligned exam questions adopted, linked reflective tasks developed and weekly topic quizzes, directly connected to lecture discussion, run before weekly tutorials. Lectures and tutorials are constructed as working relationships with educators and industry. Content is built on a real-world company’s financial statements, contain contemporary discussion and practical Excel spreadsheet and MYOB demonstrations that students concurrently work along with on their own and, throughout each lecture, students complete a lecture concepts worksheet. Technology enhanced learning tools were effectively used to foster student to student collaboration and educator and student relationships. Using Padlet, students work in groups to collaboratively complete tutorial discussion questions. High quality answers are shared in an interactive Padlet on the unit’s LMS accompanied with a past student tip. To assist students with their first reflective task, a reflective activity on Menti is undertaken. Highly reflective exemplars are also shared on the unit’s LMS with further staff comments and feedback. Personalised emails were used to welcome students, individually reach out and support disengaged students during semester and to provide tailored mid semester feedback that directed students to specific homework and tutorial questions and lecture examples for self-reflection. Student voice was used as a narrative to promote student connection and collaboration (Matthews & Dollinger, 2022). Past students, as partners in learning, shared their unit experiences in conversation videos which were engrained into the unit’s LMS and tutorial activities. In addition, the staff voice was used to explain connective links to subsequent unit’s objectives and content. Early development of professional skills, graduate attributes, and readiness to understand business world transactions must start in a student’s initial university year. This informed many aspects of this exemplary first year accounting unit redesign. To promote purpose, the unit’s LMS explains why each topic is studied, relevant connections to graduate attributes, business world and why each type of assessment is adopted (Tharapos, 2021). Assessment tasks were recreated to assist student’s development of disciplinary experience, critical thinking and problem solving, and integrated professional, ethical, and personal identity skills graduate attributes (Cloete, 2018). In-tutorial group work case study style discussion and practical Excel questions are used (Villarroel et al, 2018), constructively aligned exam questions adopted, linked reflective tasks developed and weekly topic quizzes, directly connected to lecture discussion, run before weekly tutorials. Lectures and tutorials are constructed as working relationships with educators and industry. Content is built on a real-world company’s financial statements, contain contemporary discussion and practical Excel spreadsheet and MYOB demonstrations that students concurrently work along with on their own and, throughout each lecture, students complete a lecture concepts worksheet. Technology enhanced learning tools were effectively used to foster student to student collaboration and educator and student relationships. Using Padlet, students work in groups to collaboratively complete tutorial discussion questions. High quality answers are shared in an interactive Padlet on the unit’s LMS accompanied with a past student tip. To assist students with their first reflective task, a reflective activity on Menti is undertaken. Highly reflective exemplars are also shared on the unit’s LMS with further staff comments and feedback. Personalised emails were used to welcome students, individually reach out and support disengaged students during semester and to provide tailored mid semester feedback that directed students to specific homework and tutorial questions and lecture examples for self-reflection. Student voice was used as a narrative to promote student connection and collaboration (Matthews & Dollinger, 2022). Past students, as partners in learning, shared their unit experiences in conversation videos which were engrained into the unit’s LMS and tutorial activities. In addition, the staff voice was used to explain connective links to subsequent unit’s objectives and content. Early development of professional skills, graduate attributes, and readiness to understand business world transactions must start in a student’s initial university year. This informed many aspects of this exemplary first year accounting unit redesign.

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“…When there was a partnership, students identified key areas for enhancement and identified their own ways to carry out improvement and implementation wherever possible. 13 A study from UK stated that effective partnership practices recognised and supported the emotional well-being of both the student as well as the staff members. 14 A study from the US stated that students as partners in the programme were interesting and spurred the participants to think broadly about programme-level teaching, learning, and assessment.…”

Section: Introduction To 'Students As Partners'mentioning

confidence: 99%

Students as Partners: How the Student-centred Active Learning Concept May Help Indian Pharmacy Education

Rajiah¹,

Maharajan²,

Maricar³

2022

Ind. J. Pharm. Edu. Res

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The growing healthcare industry and the demand for a skilled workforce in India lead many students to enroll in medical and healthcare professional programmes. Pharmacy programmes in India prepare the students to deal with emerging opportunities in healthcare. Being a country with a great diversity of approaches, and the expectations of students from Generation Z, pharmacy education in India has an opportunity for rejuvenation to engage students in active learning. Educationalists and policymakers can explore to engage the current generation of students, who have a motivation to intervene with institutions and authorities. 'Students as Partners' is an emerging concept re-positions students as active partners to enrich students' learning experiences. There are four areas of partnership within the 'Students as Partners' conceptual model; these are 'Teaching and learning including assessment', 'Subject-based research and inquiry, 'Scholarship of teaching and learning', and 'Curriculum design and pedagogic consultancy'. The perceptions and willingness of stakeholders toward student engagement through the partnership will be the key to the success of the 'Students as Partners' concept in India. To promote student-centered active learning in pharmacy programmes, institutions and academic staff can consider strategies to engage students in their learning process. This paper discusses how the students as partner concept can be implemented in the Indian Pharmacy education setting to enhance students' learning experiences.

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Student voice in higher education: the importance of distinguishing student representation and student partnership

Cited by 41 publications

References 47 publications

Student voice in higher education diversity policies: A systematic review

Student voice in higher education diversity policies: A systematic review

The Practical Connection

Students as Partners: How the Student-centred Active Learning Concept May Help Indian Pharmacy Education

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