Titlebook: Engaging Student Voices in Higher Education ; Diverse Perspectives Simon Lygo-Baker,Ian M. Kinchin,Naomi E. Winstone Book 2019 The Editor(s

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Petru Eles,Krzysztof Kuchcinski,Zebo Pengarch discourse and the challenges faced by international students. Finally, the chapter considers the consequences of ignoring this heterogeneity and proposes recommendations for an inclusive higher education sector that meaningfully engages with these multiple international student voices.

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https://doi.org/10.1007/978-3-030-24737-9ughout, rather than at the end of, a module. They discuss the importance of sharing responsibility for making the assessment and feedback process effective between educators and students and consider how to shift the culture of feedback away from a transmission focus and towards a learning focus.

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Finding an Identity in the Crowd: A Single-Case Framed Narrative of Being in the Invisible Majoritye heard. The narrative is framed by a map-mediated interview, using the concept of pedagogic frailty as a framework to guide the discussion. The development of a student identity is hampered by conflicting discourses within higher education that consider issues such as widening participation and emp

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The Voice of the Student as a ‘Consumer’to be defined as consumers in England and Wales, UK, and then reflects upon the advantages and disadvantages associated with treating students as consumers of their education. This discussion includes the perspectives of both students and academic staff, and reviews empirical evidence about the effe

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Developing Oracy Skills for Student Voice Workesources. This holds true for students from diverse linguistic backgrounds in both Anglophone and non-Anglophone contexts, yet there is little exploration of the resources and tools students need to ensure a plurality of voices. This chapter draws on theoretical insights into the communicative featu

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Developing Assessment Feedback: From Occasional Survey to Everyday Practicee wording of many items in student experience surveys send the message that it is the transmission of comments, rather than the impact of feedback on student learning, that is important. Instead, they argue that educators can learn far more about students’ experiences of assessment and feedback thro

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