Tensions of student voice in higher education: Involving students in degree programme curricula design

Abstract

This paper considers the direct involvement of students in degree programme curricula design, specifically four computer science teacher students designing new curricula for the Faculty of Information Technology of the University of Jyväskylä. They participated in a project to make recommendations for the 2017-2020 master's and bachelor's programme curricula. We examined how these recommendations were implemented in the new curricula and what hindered student voice. The project led to major changes: making basic studies in mathematics optional, adding three new courses, and defining new learning goal descriptions for two master's programmes. Several factors hindered student voice: insufficient perceived expertise, doubts about project significance, negative attitudes towards student involvement, and lack of personal interest. Hence, despite the project leading to considerable changes, the students themselves expressed rather critical attitudes towards student involvement in curriculum design. Consequently, promoting student voice in higher education curricula design is a more tensioned phenomenon than has been discussed in earlier research.

Developing Curricula in a Distance Learning Environment: Attending to the Different ‘Voices’

“…On the same vein, Dykes et al (2013) are of the view that student voice creates a link between in school and out of school experiences, and also gives insight on the relevancy of their education to their daily lives. This further develops a critical reflective mind in the students as they engage with the curriculum that also talks to their lived experiences (Tuhkala et al, 2021).Listening to student voices, therefore, is an important aspect in improving students' engagement with the curriculum as they will have a sense of ownership and motivation to tackle challenging tasks. The most remarkable output of all this is the holistic development of the students who will eventually be an effective problem solver in the workplace and in life generally.…”

“…Scholars in curriculum development agree that if students are to play an active role in the dynamic world context and make an impact, their voices need to be heard at preliminary stages of curriculum development (Bovill et al, 2015;Deeley & Bovill, 2017;Tuhkala et al, 2021).…”

Engaging Students as Stakeholders through a Student Advisory Board

“…Assessment of curricular needs and adjustments that align with industry trends and student desires is paramount to the establishment and role of the SM-SAB. Tuhkala, Ekonoja and Hämäläinen (2020) found that involvement of students in certain functions (e.g., curriculum design) is a delicate process. Beyond curricular guidance, the SM-SAB may share collective experiences and insight on the sport industry from internships and additionalexperiential learning opportunities.…”