Engaging diversely: how online students, postgraduates and others can (and should!) be full partners in quality
Even the most pioneering approaches to the student voice in quality can run the risk of over-dependence on a narrow perspective – one that is disproportionally full-time, on-campus and undergraduate. A major challenge for broadening the scope of quality assurance is to ensure that student engagement reflects the full experiences of an institution’s student profile.
European higher education is challenged to engage all students regardless not just of their social background but also of their level of study and method of delivery. The Scottish experience, certainly, is characterised by a rise in online distance learning (ODL) and transnational education (TNE), and engagement practitioners are also exploring more deeply how taught and research postgraduates can also shape their individual and institutional experiences.
Drawing on practices across Scotland, including institutional work and sectoral tools, this paper will outline the methods and opportunities of engaging students regardless of what, how and where they learn.
This paper was presented at EQAF and reflects the views of the named authors only.
ISSN: 1375-3797
