The importance of distinguishing student voice practices

At Student Voice, we believe that students have a unique and valuable voice in decisions that impact their learning. This voice be expressed through many practices, each with its own benefits and challenges. Matthews and Dollinger (2022) (Source) explore the difference between student representation and student partnership and highlight why this distinction essential for the successful implementation of student voice within higher education.

Student representation is defined as when students speak on behalf of the student body to voice their collective opinions. It typically relates to the governance of higher education institutions and is facilitated by the democratic selection of student representatives by students. Student representation have multiple benefits:

• The practice of democracy promotes active citizenship of students.
• Education quality is enhanced through the inclusion of student voice.
• Students are able to develop their capabilities and skills through participating in student representation.

However, there are also several challenges associated with student representation in higher education institutions. The first is that although students are provided the opportunity to express their collective voice, they are not granted the means to enact change. Additionally, there is a perceived hollowness associated with student representation. Unless there is a shift in the power dynamic between students and staff, student perspectives will not be given appropriate weight and may potentially be ignored or selectively taken into consideration. Finally, student representation treats the student body as a collective, as with the same views and needs. This may lead to marginalised voices being left out of the discussion and hinder inclusivity.

Student partnership refers to the active collaboration of students and teachers in the development of learning and teaching practices. It describes the process of engagement where students are equal contributors. Student partnership has benefits for both students and staff:

• Increased student motivation
• Improved student-teacher relationships
• Enhanced student perceptions of learning
• A greater sense of belonging and community for all participants

It is important to note that these benefits are only true for those who take part in the student voice practice. As student partnership in learning and teaching is typically facilitated through small group practices, the question of who is involved is of high importance. Participating students are often selected by staff through a formal application processes or informal requests. Therefore, it is often academically high-achieving and engaged students that are selected. Additionally, these practices usually extra-curricular and as such only privileged students who have time to participate can engage. This limits the inclusivity and equity of student voice.

The key differences between student representation and student partnership can be discussed by considering:

• The responsibility of students
• Access to student voice practices

The responsibility of students varies greatly between student voice practices. In student partnership, students are responsible for providing their unique perspectives. They are viewed as equals and have a shared responsibility to improve learning and teaching practices within higher education. In student representation, students are responsible for representing and defending the views of the collective student body. Students often act as activists within the higher education framework, whose primary role is to ensure that student opinion is heard but not to bring about change. Access to student voice practices can be managed by either students or staff. In student representation, students are typically democratically elected by the student body. Conversely, student partnership relies on staff selection of students.

It is important to identify the differences between student voice practices to ensure that each practice is being utilised in a way which maximises their value. Student partnership allows students to be actively engaged and bring about change in their learning. If this practice was to be viewed as representation, the empowerment and value of students within collaborative relationships would be reduced. Student representation also holds an important role in student voice. By treating student partnership as more valuable, the importance of democracy and student selected representatives is diminished. Both student representation and student partnership are valuable in shaping learning, teaching, and student life. Only with the careful application of each practice, ensuring equity of access and power of voice, will the benefits of student voice in higher education be achieved.

FAQ

Q: How can institutions ensure equitable access to student voice practices, especially for marginalised or less engaged students?

A: Institutions can ensure equitable access to student voice practices by adopting inclusive strategies that actively seek out and accommodate the perspectives of marginalised or less engaged students. This involves creating multiple channels for student engagement that go beyond formal application processes, such as open forums, online platforms, and anonymous feedback mechanisms. Institutions can also offer support and resources to enable participation from all student demographics, including those with scheduling conflicts or financial constraints. By fostering a culture that values diversity and inclusivity, institutions can make student voice practices more accessible to everyone. Training staff to recognise and mitigate biases in selecting students for partnership opportunities is crucial. Additionally, incorporating text analysis of student feedback can help identify trends and gaps in participation, guiding efforts to engage underrepresented voices.

Q: What are the specific methods or tools used in text analysis to understand and enhance student voice in educational settings?

A: Specific methods and tools used in text analysis to understand and enhance student voice in educational settings include sentiment analysis, thematic analysis, and natural language processing (NLP) techniques. Sentiment analysis can help gauge the emotional tone of student feedback, identifying areas of satisfaction or concern. Thematic analysis allows for the identification of common themes and topics in student input, which can inform improvements in teaching and learning practices. NLP techniques can automate the processing of large volumes of text data, making it easier to extract useful insights from student feedback, surveys, and forums. By employing these text analysis tools, educational institutions can more effectively listen to and act on the voices of their students, leading to more responsive and student-centred learning environments.

Q: How do institutions measure the impact of student voice practices on educational outcomes and student well-being?

A: Institutions measure the impact of student voice practices on educational outcomes and student well-being through a combination of qualitative and quantitative research methods. Surveys and questionnaires are commonly used to gather feedback directly from students about their experiences and perceptions of learning environments. Focus groups and interviews can provide deeper insights into the effects of student voice practices on individual and collective well-being. Additionally, institutions may analyse academic performance data and engagement metrics to assess the impact of these practices on learning outcomes. Text analysis of student feedback can further reveal patterns and themes related to the effectiveness of student voice initiatives. By triangulating data from these various sources, institutions can gain a comprehensive understanding of how student voice practices contribute to a supportive and enriching educational experience.

References

[Source] Matthews, K.E., Dollinger, M. (2022) Student voice in higher education: the importance of distinguishing student representation and student partnership. Higher Education, 85, 555–570
DOI: 10.1007/s10734-022-00851-7

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