The Changing Conceptions of Student Participation in HE Governance in the EHEA

Klemenčić, Manja

doi:10.1007/978-94-007-3937-6_34

Cited by 47 publications

(42 citation statements)

References 23 publications

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“…However, this form of student representation was short-lived and most subsequent forms of engagement-as-student-representation have not involved such intensity. However, as Klemenčič (2012a) argues, the role of student representation in HE policy making has been highlighted by European Ministers through the Bologna Process, and affirmed as a principle of the European Higher Education Area (EHEA). In the UK, versions of students' unions and students' associations have existed for as long as there have been universities, and the National Union of Students was founded in 1922, although before the 1960s these were more like social clubs.…”

Section: Student Engagement In the Formation Of Communitiesmentioning

confidence: 99%

“…Klemenčič (2012a) traces back representative student organizations to the medieval Bologna University where "students were organised into 'nations' which initially offered them mutual welfare, protection and collective security against the local authorities" (p.3), and argues that "the Bologna students created a type of university in which sovereign power resided in the student body, the student body associated in nations, and these effectively controlled the university." However, this form of student representation was short-lived and most subsequent forms of engagement-as-student-representation have not involved such intensity.…”

Section: Student Engagement In the Formation Of Communitiesmentioning

confidence: 99%

Section: Three Degrees Of Student Engagementmentioning

confidence: 99%

“…The literature on student participation (Klemenčič 2012a) and partnership (Healey et al 2014) can offer useful tools. Klemenčič (2012a) argues that participation ranges from its most basic form as access to information, to consultation and dialogue, and finally to partnership. Healey et al (2014), drawing on Higher Education Academy and National Union of Students (2011), argue that partnership can range from consultation to involvement to participation and partnership.…”

Section: Three Degrees Of Student Engagementmentioning

confidence: 99%

See 3 more Smart Citations

The Meanings of Student Engagement: Implications for Policies and Practices

Ashwin

McVitty²

2015

The European Higher Education Area

119

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Section: Student Engagement In the Formation Of Communitiesmentioning

confidence: 99%

Section: Student Engagement In the Formation Of Communitiesmentioning

confidence: 99%

Section: Three Degrees Of Student Engagementmentioning

confidence: 99%

Section: Three Degrees Of Student Engagementmentioning

confidence: 99%

See 2 more Smart Citations

The Meanings of Student Engagement: Implications for Policies and Practices

Ashwin

McVitty²

2015

The European Higher Education Area

119

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“…the main decision-making structure for the Bologna Process -the Bologna Follow Up Group [BFUG]), European stakeholder organizations have a significant influence over agenda setting and policy decisions (Klemenčič, 2012;Nokkala & Bacevic, 2014;Yagci, 2014). …”

Section: Introductionmentioning

confidence: 99%

Stakeholder organizations in the European higher education area: exploring transnational policy dynamic

Vukasović

2017

Policy and Society

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The study focuses on multi-level and multi-actor characteristics of European governance, concentrating on six European stakeholder organizations in the area of higher education (HE) and research. It analyses how policy positions change over time and how such changes can be accounted for, juxtaposing (1) environmental influence linked to structuration of the European HE policy arena as an organizational field and (2) internal organizational dynamic. Policy positions are seen to comprise three elements -policy issues, policy preferences and normative basis. Theoretically, the study is grounded in policy analysis, interest groups and neo-institutionalism. The empirical material consists of policy documents, subjected to both quantitative and qualitative content analysis. The study identifies changes in policy positions of stakeholder organizations, resulting in both differences and similarities, though the latter do not emerge over time in a way that suggests straightforward convergence. Thus, further research into specificities of policy-making processes within these organizations is necessary.

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Students as political actors? Similarities and differences across six European nations

Brooks

Gupta

Jayadeva

et al. 2020

British Educational Res J

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Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a 'student movement' or unified student voice, students' narratives tended not to valorise 'student movements' in the same way and many categorised as 'political' action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people's political engagement specifically, as well as wider debates about the ways in which higher education students are understood.

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The Changing Conceptions of Student Participation in HE Governance in the EHEA

Cited by 47 publications

References 23 publications

The Meanings of Student Engagement: Implications for Policies and Practices

The Meanings of Student Engagement: Implications for Policies and Practices

Stakeholder organizations in the European higher education area: exploring transnational policy dynamic

Students as political actors? Similarities and differences across six European nations

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