University students’ unions: changing functions, a UK and comparative perspective

Abstract

In this article, we consider the functions of students' unions (SUs) through a UK case study. First, a functional classification of educational representation; wider representation; delivery of commercial services and faciliating a student community is outlined. Second, we specify a theoretical framework in terms of neo-liberalism and therapeutic ideas of education. Third, we discuss recent SU functional changes. Fourth, we interpret those changes through the theories outlined above. Our contribution to scholarship is threefold; first we study the evolution of UK SUs. Second, we apply theory to interpret these changes. Third, we generate findings that could be applied to develop a comparative international literature.

‘The lecturer should know what they are talking about’: Student Union Officers perceptions of teaching-related CPD and implications for their practice

“…SUs provide a range of functions, including activism, organisation of social/sporting activities, providing support on academic and welfare issues, campaigning and representation (Brooks et al, 2015). The significance of these different roles has changed overtime (Guan et al, 2016). Until recently the activism and campaigning roles were perceived to have reduced, with a greater emphasis placed on representing student issues (Brooks et al, 2015).…”

“…As part of the project 12 HE providers, spanning research-intensive, teaching-focused and college-based institutions from across the UK were involved in creating and trialling a resource of adaptable templates and case studies promote the effective evaluation of teaching-related CPD. Research with SUs is limited (Guan et al, 2016), and there is limited evidence of students contributing directly to educational development practice. Therefore, these data represent initial insights which may inform future developments.…”

“…Institutions increasingly recognise the need to engage with students around issues of quality assurance and as a result SUs are consulted to ensure institutions are representing students fairly (Brooks et al, 2015). Issues around representation centre on concerns regarding a high quality educational experience and providing mechanisms through which students can influence their education (Guan et al, 2016).…”

“…best personal tutor, best feedback) (Swain, 2013). Given the remit of the SU officer, and prevalence of SLTAs, it was assumed they would have a conception of what constituted good teaching and how this was supported by their institution, for example, through academic staff development, an assertion supported by the work of Guan et al (2016).…”

“…Moves to promote student engagement have resulted from the changing fee regimes and status of students within HE (Guan, Cole, & Worthington, 2016). The neo-liberalisation of HE has repositioned students as consumers, with increased emphasis on the quality of the student experience and the KEYWORDS student engagement; teaching enhancement; student representation; student voice; students as partners © 2016 Informa uK limited, trading as taylor & Francis group CONTACT rebecca turner rebecca.turner@plymouth.ac.uk need to provide fora to hear, and respond to, the student voice (Brooks, Byford, & Sela, 2015).…”