Student Voice and Engagement: Connecting through Partnership

Autor/inn/en	Gray, Claire; Swain, Julie; Rodway-Dyer, Sue
Titel	Student Voice and Engagement: Connecting through Partnership
Quelle	In: Tertiary Education and Management, 20 (2014) 1, S. 57-71Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2013.878852
Schlagwörter	Forschungsbericht; Partnerships in Education; Student Attitudes; Learner Engagement; Student Participation; Student Experience; Adult Education; Feedback (Response); Higher Education; Learning Experience; Focus Groups; Interviews; Student Personnel Workers; Awards; Student Empowerment; Foreign Countries; Mixed Methods Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Interviewing; Interviewtechnik; Award; Auszeichnung; Studienberechtigung; Ausland
Abstract	This paper draws on research conducted across an English higher education partnership to investigate the ways in which student voice was engaged in further education colleges offering university awards through partnership arrangements. Such collaborations are characterised by the marginal presence of higher education students in an environment that is dominated by further education structures, culture and practice. This provides challenges for both colleges and universities in developing higher education student identity and appropriate mechanisms of student engagement that comply with expectations within the higher education sector but also recognise the contextual situation of students within the college environment. It is argued that student partnership collaboration can be a positive driver in an increasingly marketised global environment, where student voice and feedback mechanisms are at the forefront of quality assessments and institutional reputation. An ideal types framework is suggested as a heuristic device for the evaluation of college strategies of engagement. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10