Student Engagement: Stakeholder Perspectives on Course Representation in University Governance

Autor/in	Carey, Philip
Titel	Student Engagement: Stakeholder Perspectives on Course Representation in University Governance
Quelle	In: Studies in Higher Education, 38 (2013) 9, S.1290-1304 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.621022
Schlagwörter	Foreign Countries; Higher Education; Student Participation; Learner Engagement; Governance; Stakeholders; Interviews; College Students; Influences; School Culture; Partnerships in Education; College Faculty; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Interviewing; Interviewtechnik; Collegestudent; Influence; Einfluss; Einflussfaktor; Schulkultur; Schulleben; Hochschulpartnerschaft; Fakultät; Lehrerverhalten
Abstract	Student engagement has become a key feature of UK higher education policy and analysis. At the core of this is a notion of engagement characterised by dialogue and joint venture. The article explores this by considering the role of student representation in university governance. It focuses on the system of course representation that is a feature of most British universities. Using a small-scale, exploratory study of key stakeholders within one UK institution, it examines the context within which such representation operates. Analysis suggests that a complex interaction between cultural, social, individual and structural factors shapes the nature of representation. It concludes that enhancing engagement requires institutions to resist managerialist impulses to regulate and control course representation. Instead, they should respond flexibly and reflexively to create an environment for meaningful engagement between students and staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10