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The impact of institutional culture, policy and process on student engagement in university decision-making

Carey, P (2016) The impact of institutional culture, policy and process on student engagement in university decision-making. Perspectives: Policy and Practice in Higher Education. ISSN 1360-3108

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Abstract

There is a strong focus on the importance of student engagement in higher education, with increasing attention on how students can participate in their university’s decision-making processes. Yet, although the concept appears to be almost universally accepted, it is rarely problematised. This has led some commentators to conclude that student engagement lacks theoretical clarity. Consequently, an increasing number of authors have sought to address this. This paper adds to those efforts by proposing a model for student engagement that recognises the importance of institutional action in facilitating different types of participation. These are aligned with expectations for student activity, but the key message is that the university shapes its students’ engagement. This reinforces arguments that engagement needs to be cognisant of the power dynamics of higher education. In line with this, the paper borrows from debates around public participation to enhance understanding of student engagement in institutional governance. © 2016 Informa UK Limited, trading as Taylor & Francis Group

Item Type: Article
Additional Information: “This is an Accepted Manuscript of an article published by Taylor & Francis in Perspectives: Policy and Practice in Higher Education on 05 May 2016 available online: http://www.tandfonline.com/10.1080/13603108.2016.1168754
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1605 Policy And Administration
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: School of Nursing & Allied Health
Publisher: Taylor & Francis
Date Deposited: 23 May 2016 08:36
Last Modified: 24 May 2016 08:07
DOI or Identification number: 10.1080/13603108.2016.1168754
URI: http://researchonline.ljmu.ac.uk/id/eprint/3640

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