How representative are elected student representatives? A Literature Review
Keywords:
Student Voice, Representiveness, Student Reps, Student EngagementAbstract
This paper aims to explore the concept of representativeness through exploration of current student engagement literature. Under the lens of Bols’ definition, this paper will draw from theory and practice of student engagement activities to explore challenges arising in each area to ascertain if representativeness challenges can be applied to student association/union/guild activity. It will then draw conclusions to what key challenges the wider HE sector faces and how research and institutions could address such challenges.
Downloads
References
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40, 518–529.
Austen, L. (2020). In T Lowe, Y El Hakim(Eds.), A handbook for student engagement in higher education: Theory into practice Routledge.
Bartkus, K. R. &., Nemelka, B., Nemelka, M., & Gardner, P. (2012). Clarifying the meaning of extracurricular activity: A literature review of definitions. American Journal of Business Education, 5(6), 693–704.
Beyond the Blue. (2023). University & students' union consultancy service. Retrieved from https://www.btbl.co.uk/consultancy/universities_and_students_unions
Bols, A. T. G. (2017). Enhancing student representation. The Journal of Educational Innovation, Partnership and Change, 3(1), 81–89.
Bols, A. T. G. (2020). In T Lowe, Y El Hakim (Eds.), Handbook for student engagement in higher education: Theory into practice Routledge.
Bols, A. T. G. (2022). Perceptions and perspectives on effective student representation (doctoral dissertation UCL (University College London)).
Bovill, C. (2017). Maintaining criticality: Attempts to stop an unacceptable proportion of students from feeling alienated. The Journal of Educational Innovation, Partnership and Change, 3(1), 14–17.
Brooks, R. (2016). Student politics and protest: An introduction. In R Brooks (Ed.), Student politics and protest: International perspectives Routledge.
Brooks, R., Byford, K., & Sela, K. (2016). Students' unions, consumerism and the neo-liberal university. British Journal of Sociology of Education, 37(8), 1211–1228.
Brooks, R., Byford, K., & Sela, K. (2015). Inequalities in students' union leadership: The role of social networks. Journal of Youth Studies, 18(9), 1204–1218.
Bryson, C. (2014). Clarifying the concept of student engagement. In C Bryson (Ed.), Understanding and developing student engagement Routledge.
Buckley, A. (2014). How radical is student engagement? (and what is it for?). Student Engagement and Experience Journal, 3(2), 1–23.
Carey, P. (2013). Representation and student engagement in higher education: A reflection on the views and experiences of course representatives. Journal of further and Higher Education, 37(1), 71–88.
Charities act 2011, (2011). Retrieved from https://www.legislation.gov.uk/ukpga/2011/25/
Charity Commission. (2023). Charity commission guidance. https://www.gov.uk/guidance/charity-commission-guidance#full-publication-update-history: Charity Commission. Retrieved from https://www.gov.uk/guidance/charity-commission-guidance#full-publication-update-history
Crabtree, R. (2023). Barriers to student engagement: Why don't university students engage? student engagement in higher. Education Journal, 4(3), 28–47.
Cuthbert, A. (2022). Exploring the representativeness of elected student officers Retrieved from https://www.youtube.com/watch?v=Tur_bdWF6xU
Cuthbert, A. (2024). Do they really represent me? exploring the representativeness of elected student officers
Day, A., & Dickinson, J. (2018). David versus goliath: The past, present and future of students' unions in the UK. https://www.hepi.ac.uk/2018/09/06/david-versus-goliath-past-present-future-students-unions-uk/: Retrieved from https://www.hepi.ac.uk/2018/09/06/david-versus-goliath-past-present-future-students-unions-uk/
Day, M. (2021). Once there was a war on students' unions WonkHE. Retrieved from https://wonkhe.com/blogs-sus/the-war-on-students-unions/
Dechamma, S. (2014). University of hyderabad student union elections 2012: An analysis in the light of lyngdoh committee recommendations. Social Change, 44(2), 263–274.
Dewey, J. (1916). Democracy and education. an introduction to the philosophy of education. New York: Free Press.
Durham Students Union. (2021). Democracy review report - the findings are in! Retrieved from https://www.durhamsu.com/articles/democracy-review-report-the-findings-are-in
Education act 1994 part 2 - students' unions, (1994). Retrieved from https://www.legislation.gov.uk/ukpga/1994/30/part/II
Equality Challenges Unit (ECU). (2007). Inclusive students' unions: Survey findings. London: ECU.
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123–141.
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295–311.
Finn, J. D., & Zimmer, K. D. (2012). Student engagement: What is it? why does it matter? In S Christenson, A Reschly & C Wylie (Eds.), Handbook of research on student engagement Springer.
Fletcher, A. F. (2014). Student voice revolution: The meaningful student involvement handbook CommonAction Publishing.
Fraser, D. (2023, ). Ministers propose new education super agency for scotland. BBC News Retrieved from https://www.bbc.co.uk/news/uk-scotland-66049087
Glazzard, D. (2017). Looking for people like me: The barriers and benefits to SU participation for working class students in an elite institution. The Journal of Educational Innovation, Partnership and Change, 3(1), 306–319.
Goodman, M. A. (2021). Re(-)presentation and advocacy: Openly gay men and the work of elected, undergraduate student government. Journal of College Student Development, 62(6), 692–707.
Halpin Partnership. (2023). Student union governance & democracy review. Retrieved from https://halpinpartnership.com/services/board-diversity/
Humphrey, O., & Lowe, T. (2017). Exploring how a 'sense of belonging' is facilitated at different stages of the student journey in higher education. Journal of Educational Innovation, Partnership and Change, 3(1), 172–188.
Kasper-Hope, O. (2023). Organising before it was cool. Retrieved from https://alkhemy.org.uk/2023/03/30/2332/
Kerrigan, M., & Manktelow, A. (2021). Widening participation and lifelong learning
Klemenčič, M. (2014). Student power in a global perspective and contemporary trends in student organising. Studies in Higher Education, 39(3), 396–411.
Learmonth, A. (2023, ). Scottish government claws back £46m budget uplift for education. Herald Scotland Retrieved from https://www.heraldscotland.com/politics/23496099.scottish-government-claws-back-46m-budget-uplift-education/
Lebihan, J., Lowe, T., & Marie, J. (2018). Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: Perspectives from three UK universities. Journal of Learning and Teaching in Higher Education, 1(2), 173–180.
Little, B., Locke, W., Scesa, A., & Williams, R. (2009). Report for HEFCE on student engagement.
Lizzio, A., & Wilson, K. (2009). Student participation in university governance: The role conceptions and sense of efficacy of student representatives on departmental committees. Studies in Higher Education, 34(1), 69–84.
Lowe, T. (2023). Advancing student engagement in higher education: The need for reflection, critique. In T Lowe (Ed.), Advancing student engagement in higher education: Reflection, critique and challenge Routledge.
Lowe, T., & El Hakim, Y. (2020). N introduction to student engagement in higher education. In T Lowe, & Y El Hakim (Eds.), A handbook for student engagement in higher education: Theory into practice Routledge.
Luescher-Mamashela, T. M. (2013). Student representation in university decision making: Good reasons, a new lens? Studies in Higher Education, 38(10), 1442–1456.
Marchlinksa, A., Pownall, M., Blundell-Birtill, P., & Harris, R. (2023). We all sort of struggled through it together': Students' lived experiences of university life during the pandemic. Journal of further and Higher Education, , 1–14.
Marquis, E., Jayaratnam, A., Mishra, A., & Rybkina, K. (2018). I feel like some students are better connected": Students' perspectives on applying for extracurricular partnership opportunities. International Journal for Students as Partners, 2(1), 64–81.
Massoni, E. (2011). The positive effects of extra curricular activities on students. ESSAI, 9
McStravock, K. (2022). We cannot be who we cannot see – exploring the extent to which students' union officers can be truly representative of an increasingly diverse student body. All Ireland Journal of Teaching and Learning in Higher Education, 14(1), 1–15.
Mendes, A. B., & Hammett, C. (2023a). The new tyranny of student participation? student voice and the paradox of strategic-active student-citizens. Teaching in Higher Education, 28(1), 164–179.
Mendes, A. B., & Hammett, D. (2023b). The new tyranny of student participation? student voice and the paradox of strategic-active student-citizens. Teaching in Higher Education, 28(1), 164–179.
Mercer-Mapstone, L. &., & Bovill, C. (2020). Equity and diversity in institutional approaches to student-staff partnership schemes in higher education. Studies in Higher Education, 45(12), 2541–2557.
Mercer-Mapstone, L., Islam, M., & Reid, T. (2021). Are we just engaging 'the usual suspects'? challenges in and practical strategies for supporting equity and diversity in student-staff partnership initiatives. Teaching in Higher Education, 26(2), 227–245.
Moore, A., & Lowe, T. (2019). Is it worth my time? an investigation the hooks, barriers and considerations of contemporary students when committing time to extra-curricular activities. Journal for Educational Innovation, Partnership and Change, 5(1)
Mpanza, S. E., Adetiba, T. C., Mlambo, C., & Mlambo, V. H. (2019). Political parties and students union government elections in south africa's tertiary institutions: The case of university of zululand
Munir, S., & Zaheer, M. (2021). The role of extra-curricular activities in increasing student engagement. Asian Association of Open Universities Journal, 16(3), 241–254.
National Union of Students (NUS). (2022). Starting up an FE SU: Elected officers. Retrieved from https://www.nusconnect.org.uk/resources/4-starting-up-an-fe-su-elected-students-union-association-officers
National Union of Students (NUS). (2023). Officer wellbeing research. NUS Charity, London:
Natzler, M. (2019). Should student reps be paid? Retrieved from https://www.hepi.ac.uk/2019/10/30/should-student-reps-be-paid/
Nissen, S., & Hayward, B. (2017). Students’ associations: The new zealand experience. In R Brooks (Ed.), Student politics and protest: International perspectives Routledge.
O'Dea, J. W. (1994). The effect of extra-curricular activities on academic development,. De Moines: Drake University.
Office for National Statistics (ONS). (2020). Coronavirus and the impact on students in higher education in england. Retrieved from https://www.ons.gov.uk/peoplepopulationandcommunity/educationandchildcare/articles/coronavirusandtheimpactonstudentsinhighereducationinenglandseptembertodecember2020/2020-12-21
Office for Students (OfS). (2022). Securing student success: Regulatory framework for higher education in england. Office for Students. Retrieved from https://www.officeforstudents.org.uk/publications/securing-student-success-regulatory-framework-for-higher-education-in-england/
Office of the Scottish Charity Regulator (OSCR). (2025). Being a charity in scotland. Retrieved from https://www.oscr.org.uk/managing-a-charity/trustee-duties/being-a-charity-in-scotland/
Peacock, S., Cowan, J., Irvine, L., & Williams, J. (2020). An exploration into the importance of a sense of belonging for online learners. International Review of Research in Open and Distributed Learning, 21(2), 18–34.
Quality Assurance Agency (QAA). (2012). UK quality code for higher education. Gloucester: QualityAssurance Agency.
Quality Assurance Agency (QAA). (2018). UK quality code for higher education advice and guidance: Student engagement. https://www.qaa.ac.uk/the-quality-code/advice-and-guidance/student-engagement: QualityAssurance Agency. Retrieved from https://www.qaa.ac.uk/the-quality-code/advice-and-guidance/student-engagement
Quality Assurance Agency (QAA). (2023). Student engagement guidelines: Learning from innovative practices introduced in response to COVID-19. Gloucester: Quality Assurance Agency.
Robinson, C. (2012). Student engagement: What does this mean in practice in the context of higher education institutions. Journal of Applied Research in Higher Education, 4(2), 94–108.
Rochford, F. (2014). Bringing them into the tent -student association and the neutered academy. Studies in Higher Education, 39(3), 485–499.
Scottish Funding Council (SFC). (2021). Review of coherent provision and sustainability. Scottish Funding Council. Retrieved from https://www.sfc.ac.uk/review/review.aspx
Scottish Funding Council (SFC). (2022a). College final funding allocations AY 2022-23. ( No. 26). https://www.sfc.ac.uk/publications-statistics/announcements/2022/SFCAN142022.aspx: Scottish Funding Council. Retrieved from https://www.sfc.ac.uk/publications-statistics/announcements/2022/SFCAN142022.aspx
Scottish Funding Council (SFC). (2022b). University final funding allocations AY 2022-23. ( No. 26).Scottish Funding Council. Retrieved from https://www.sfc.ac.uk/publications-statistics/announcements/2022/SFCAN152022.aspx
Scottish Government. (2022). Post school education, research and skills development ecosystempurpose and principles: Scope and approach. Scottish Government. Retrieved from https://www.gov.scot/publications/purpose-and-principles-for-post-school-educationresearch-and-skills-development-ecosystem-scope-and-approach/
Shaw, C., & Atvars, T. (2018). Two sides of the same coin: A university and student union perspective on partnership and risk. Teaching and Learning Together in Higher Education, 24, 1–6.
Steven, K., & Thomas, L. (2019). Attracting diversity end of project report. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/attracting-diversity-end-project-report
Stevenson, J., & Clegg, S. (2011). Possible selves: Students orientating themselves towards the future through extracurricular activity. British Educational Research Journal, 37(2), 231–246.
Stuart, M., Lido, C., Morgan, J., Solomon, L., & May, S. (2011). The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203–215.
Suber, J. (2009). Class, culture, and participation in the collegiate extra-curriculum. Sociological Forum, 24(4), 877–900.
Tchibozo, G. (2007). Extra-curricular activity and the transition from higher education to work: A survey of graduates in the united kingdom. Higher Education Quarterly, 61(1), 37–56.
The Charity Commission for Northern Ireland. (2019). Starting a new charity. https://www.charitycommissionni.org.uk/start-up-a-charity/: Charity Commission of Northern Ireland. Retrieved from https://www.charitycommissionni.org.uk/start-up-a-charity/
Thomas, K. C. (2018). Rethinking student belonging in higher education: From bourdieu to borderlands. Oxon: Routledge.
Thompson, L., Clark, G., Walker, M., & Whyatt, J. D. (2013). It's just like an extra string to your bow': Exploring higher education students' perceptions and experiences of extracurricular activity and employability. Active Learning in Higher Education, 14(2), 135–147.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125.
Trowler, V. (2010). Student engagement literature review. York: The Higher Education Academy.
Universities (scotland) act 1889, (1889). Retrieved from https://www.legislation.gov.uk/ukpga/Vict/52-53/55/contents
UWSU. (2022). Democracy review -what is it? Retrieved from https://uwsu.com/news/article/democracy-review
UWTSD Students' Union. (2023). Democracy review. Retrieved from https://www.uwtsdunion.co.uk/democracy-review
Wilson, C., Sims, S., Dyer, J., & Handley, F. (2022). Identifying opportunities and gaps in current evaluation frameworks -the knowns and unknowns in determining effective student engagement activity. Assessment &Amp; Evaluation in Higher Education, 47(6), 843–856.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
