Engaging Student Voices in Higher Education

1. Front Matter

   Pages i-xxvii

   PDF

2. The Single Voice Fallacy

   • Simon Lygo-Baker, Ian M. Kinchin, Naomi E. Winstone

   Pages 1-15

3. Engaging with Diverse Student Voices

   1. Front Matter

      Pages 17-17

      PDF

   2. Finding an Identity in the Crowd: A Single-Case Framed Narrative of Being in the Invisible Majority

      • Ian M. Kinchin, Alexander M. Kinchin

      Pages 19-36

   3. The Value of Working with Students as Partners

      • Kathryn A. Sutherland, Isabella Lenihan-Ikin, Charlotte Rushforth

      Pages 37-54

   4. The Voice of the Student as a ‘Consumer’

      • Louise Bunce

      Pages 55-70

   5. International Student Voice(s)—Where and What Are They?

      • Anesa Hosein, Namrata Rao

      Pages 71-87

   6. Developing Oracy Skills for Student Voice Work

      • Marion Heron, David M. Palfreyman

      Pages 89-105

4. From Voice to Voices: Engaging Student Voices Beyond Metrics

   1. Front Matter

      Pages 107-107

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   2. Developing Assessment Feedback: From Occasional Survey to Everyday Practice

      • Naomi E. Winstone, David Boud

      Pages 109-123

   3. What Happens After What Happens Next? The Single Voice of DLHE and Its Distortions on the Student Learning Journey

      • Keith Herrmann

      Pages 125-141

   4. Mechanisms to Represent the Doctoral Researcher Voice

      • Shane Dowle, Sam Hopkins, Carol Spencely

      Pages 143-155

5. Engaging Student Voices Across the Higher Education Experience

   1. Front Matter

      Pages 157-157

      PDF

   2. ‘Duck to Water’ or ‘Fish Out of Water’? Diversity in the Experience of Negotiating the Transition to University

      • Naomi E. Winstone, Julie A. Hulme

      Pages 159-174

   3. Making Learning Happen: Students’ Development of Academic and Information Literacies

      • Karen Gravett

      Pages 175-190

   4. Collaborating with Students to Support Student Mental Health and Well-being

      • Dawn Querstret

      Pages 191-207

   5. Reconciling Diverse Student and Employer Voices on Employability Skills and Work-Based Learning

      • Katarina Zajacova, Erica Hepper, Alexandra Grandison

      Pages 209-224

   6. Students’ Perceptions of Graduate Attributes: A Signalling Theory Analysis

      • Anna Jones, Judy Pate

      Pages 225-242

6. The Influence of Student Voices on Academic Work

   1. Front Matter

      Pages 243-243

      PDF

   2. Valuing Uncertainty

      • Simon Lygo-Baker

      Pages 245-259

This book examines the importance of exploring the varied and diverse perspectives of student experiences. In both academic institutions and everyday discourse, the notion of the ‘student voice’ is an ever-present reminder of the importance placed upon the student experience in Higher Education: particularly in a context where the financial burden of undertaking a university education continues to grow. The editors and contributors explore how notions of the ‘student voice’ as a single, monolithic entity may in fact obscure divergence in the experiences of students. Placing so much emphasis on the ‘student voice’ may lead educators and policy makers to miss important messages communicated – or consciously uncommunicated – through student actions. This book also explores ways of working in partnership with students to develop their own experiences. It is sure to be of interest and value to scholars of the student experience and its inherent diversity.

• National Student Survey
• NSS
• Student voice in Higher Education
• Student perspectives
• Staff student Partnership
• Technology-Enhanced Learning
• Employability
• Student as Consumer

• Department of Higher Education, University of Surrey, Guildford, UK

  Simon Lygo-Baker, Ian M. Kinchin, Naomi E. Winstone

Simon Lygo-Baker is an academic developer interested in values and identity within higher education. He has previously held the position of Head of the Department of Higher Education at the University of Surrey, UK.


Ian Kinchin is Professor of Higher Education at the University of Surrey, UK. He is engaged in the professional development of academic staff, and also researches in university pedagogy and the application of Novakian concept mapping to pedagogic frailty.


Naomi Winstone is Senior Lecturer and Head of the Department of Higher Education at the University of Surrey, UK. A cognitive psychologist, she is a Senior Fellow of the Higher Education Academy and a National Teaching Fellow.

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