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What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become more competitive in the “global knowledge economy.” With Denmark as the prism, this book shows how negotiations over student participation — influenced by demands for efficiency, flexibility, and student-centered education — reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.

Student representation and student partnership differ and the difference matters. To further scholarly understanding of, and appreciation for, the important difference between the two, we examine these two commonly evoked conceptions for student voice in higher education. We draw on two points of difference—responsibility and access—to illuminate conceptualisations and discourses of each in the current literature. In doing so, we clarify the unique contributions of each, shaped by differing contexts of interaction, and articulate issues arising by confounding and conflating partnership and representation in the name of student voice. Advancing an argument for an ecosystem of student participation grounded in student voice, we warn of the harm in positioning student partners as speaking for other students and the risk of diminishing the importance of elected student representation systems in favour of staff selected student partner models of student representation.

This review presents a reasoned synthesis of whole-school interventions seeking to improve the overall school environment by fostering active student participation (ASP) in school activities and decision-making processes. The aims are to describe the selected programs, assess their methodological quality, and analyze the activities soliciting ASP. Among the 205 publications initially provided by the literature search in the academic databases PsycINFO and Education Research Complete, 22 reports met the inclusion criteria of presenting whole-school interventions that solicit ASP in secondary schools, and were thus included in the review. Such publications referred to 13 different whole-school programs, whose implemented activities were distinguished on a 5-point scale of ASP levels, ranging from Very high ASP, when students were involved in a decision-making role, to Very low ASP, when students were the passive recipients of content provided by adults. This review contributes to the literature by proposing an organizing structure based on different levels of ASP, which provides clarity and a common ground for future studies on student participation. Overall, the in-depth description of activities offers a framework to researchers and practitioners for planning interventions aimed at improving the learning environment and contributing meaningfully to the far-reaching goal of encouraging student participation in school life.

Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement.This study examined how the kinds of teacher practices that may encourage beneficial student participation relate to student achievement in elementary school mathematics classrooms. Using videotaped recordings, we examined the extent to which students explained their own ideas and engaged with others' ideas and how teachers supported these kinds of student participation. Linking teacher practices, student participation, and achievement all at the individual student level, we found that student achievement was best predicted by the combination of teacher practices and student participation. The results show that taking into account student participation is necessary for understanding how teaching practices relate to student mathematics learning.

Background This study aimed to investigate the various models of student representation in curriculum development across medical schools in the United States, based on the participatory governance theory. Recognizing the critical role of student feedback in enhancing medical education, the work sought to assess the diversity of student representation models, identify key elements that contribute to effective student involvement, and evaluate the potential impact on curriculum outcomes. Methods An initial list of 166 allopathic MD schools was curated from the AAMC Medical Schools Admission Requirements website. Schools were selected based on the presence of information about student representation in curriculum design. This selection was refined through a Google search using specific search terms related to student representation, followed by an evaluation based on the amount and relevance of available information on each school’s website. The methodology involved a detailed examination of the websites for selected schools, focusing on the structure and organization of student involvement in curriculum development. Results Of the initial 166 medical schools, 49 (29.7%) had publicly available information on student involvement in curriculum development. These schools were categorized into three main models of student representation: direct representation, feedback-driven, and hybrid models. The analysis revealed significant diversity in how student representation is implemented, with each model exhibiting unique strengths and limitations. Direct representation models were found to facilitate substantive student roles in decision-making, feedback-driven models excelled in rapidly integrating student feedback into curricular adjustments, and hybrid models combined aspects of both to provide a comprehensive approach to student involvement. Conclusions There is no one-size-fits-all model for student representation in medical education. However, the hybrid model shows promise for its balanced approach to integrating student perspectives into curriculum development. Continuous evaluation and refinement of student representation models are essential for ensuring that medical education remains responsive to the needs of students and the evolving landscape of the medical field. This work underscores the importance of student feedback in medical education and advocates for further studies to quantify the impact of different models of student representation on educational outcomes and professional success.

The paper reports findings of a research project aimed at developing insight into student participation in the governance of higher education institutions. The project was carried out in two institutions in Portugal, analyzing numbers and forms of participation, identifying facilitators and constraints to participation, and analyzing the students’ perceptions of their own participation. The study was carried out in the context of the European purpose of creating a cohesive European Higher Education Area (EHEA), and in light of theoretical perspectives of the sociology of public action. The concept of participation put forward by the Council of Europe in 2003 was mobilized in the sense that true participation involves making a difference in decision-making. The research objectives required both quantitative and qualitative data collection; therefore, a mixed-methods approach was adopted, including document analysis, interviews, and a questionnaire. The cross-analysis of the data collected enabled the researchers to characterize the participation of students in formal governing bodies and in other institutional contexts, identify facilitators and constraints to participation resulting either from the legal framework, the institutional culture, or personal contexts, and simultaneously capture individual perceptions of participation on the part of the students. The results enabled the authors to make a set of recommendations for political action both at national and institutional levels.

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students.

Background “Student engagement” (SE) is gaining momentum as an approach to improve the performance of health professions education (HPE). Nevertheless, despite the broad studies about the role of students in various areas, little is known about the role of SE in policy and decision-making activities. This study aimed to map SE in policy and decision-making regarding terms and definitions, engagement models, influencing factors, outcomes and achievements, and the interconnection between the influencing factors. Method Five databases (PubMed, Scopus, ProQuest, Web of Science, and ERIC) were systematically searched from Jan 1, 1990, to Nov 12, 2022. The review was followed according to the Arksey and O’Malley framework for scoping reviews and reported according to the PRISMA-ScR guidelines. We included articles published in English focusing on HPE policy and decision-making. The authors summarized and synthesized the findings into themes, subthemes, tables, and models. Results Of the 22 articles included in the full-text review, terms and definitions were tabled, and three themes were extracted: 1. models of SE, in which 10 studies (45.5%) presented the highly structured formal models as Organizations, 5 studies (22.7%) reported less-structured community and group as Programs, and 7 studies (31.8%) engaged students only in surveys or interviews as Perspective; 2. Factors influencing SE, that were categorized into 7 subthemes: structural, environmental, and motivational factors, member characteristics, training and mentoring, member relationships, valuing and recognizing. 3. Outcomes and achievements of SE related to systems and members. The interconnection between influencing factors is also demonstrated as a conceptual model. Discussion There are various SE models in HPE policy and decision-making, which are mapped and categorized depending on the degree of formality, structuredness, and level of engagement. In our study, three more common SE models in HPE policy and decision-making were investigated. Additionally, these collaborative methods emphasized curriculum development and quality assurance and employed students in these activities. It is worth mentioning that to make SE models more efficient and sustainable, several influencing factors and their interconnections should be considered.

Purpose Student in-class participation is a crucial aspect in the learning process, including in synchronous learning process. Several variables may hinder students from actively participating in synchronous learning including communication anxiety. As behavior, student in-class participation can be modeled using theory of planned behavior (TPB) with communication anxiety as barrier variable. The current study aims to investigate student decision-making process to actively participate in synchronous online learning using TPB frameworks and examine the effect of communication anxiety as part of extended TPB. Design/methodology/approach This was quantitative nonexperimental research conducted by gathering cross-sectional data through electronic survey. A total of 1,009 Indonesian college students voluntarily participate in the survey. Structural equation modeling was used to analyze the data and test the hypothesis. Findings The results indicate that there was significant and positive effect between TPB-related variables: (1) attitude, (2) subjective norms, (3) behavioral control, (4) intention and (5) behavior. Communication anxiety, as an additional variable in the extended model, shows significant and negative effects on behavioral control and active participation behavior. However, the communication anxiety indicates insignificant effect on students’ intention to participate in online synchronous learning. The findings support the evidence that students’ intention to actively participate in synchronous learning can be described using TPB and communication anxiety hinders student to actively participate in synchronous learning. Originality/value The paper extends TPB on student active participation. Prior research limited to original theory of planned behavior (TPB) on student in-class and massive open online course (MOOC) participations, whereas the current research includes communication anxiety as additional variable on extended TPB to understand students’ intention to actively participate in synchronous online learning.

The purpose of this paper is to examine the role of the teacher in facilitating student-centred teaching. Central to that is to understand the association between teachers as a leader and learners as a leader. The paper demonstrates that within HE leadership and engagement in the classroom positively influences the behaviour of the learners. Positive classroom behavior leads to improving learner participation. The focus is on facilitating HE learners’ responsible behavior for them to utilise their maximum potential. This research study has considered the experiences of students of Higher Education in a UK private institution only. Therefore, the findings and results may, or may not be, the same for students studying beyond HE, or for those studying in public sector Universities, or those studying outside of the UK. This paper makes two different contributions. Firstly, it contributes to the literature on the methods for improving learners’ educational motivation in general. Secondly, it strengthens understanding of the combined responsibility of teacher leaders and students as leaders in providing educational motivation for students to take responsibility for their education and achieve better outcomes and promote continuous learning.