Students: Internal Or External Stakeholders?

Students are considered internal stakeholders in an educational institution. They are the primary reason for the existence of an institution and are at the center of the educational experience. Their success in all facets of life is important for the reputation of the institution. The teaching-learning process involves a wide range of stakeholders, including teachers, administrators, policymakers, parents, and the community. Each category of stakeholders plays a crucial role in shaping the educational process and improving its quality.

Students as internal stakeholders

Students are considered internal stakeholders in an educational institution. They are the primary reason for the existence of an educational institution and are at the centre of the educational experience. Their success in all facets of life is important for the reputation of the institution. As such, their needs and perspectives should be carefully considered in decision-making.

Progressive educators argue that students should be consulted about what and how they are taught. This view treats students as partners in the teaching-learning process, rather than passive receivers of knowledge. Students are also considered direct stakeholders as they are the main beneficiaries of an institution. They are impacted directly by what happens within a school and are thus key stakeholders.

Students are also considered internal stakeholders because their livelihoods depend on the institution. They are invested in the organisation and its success. This is in contrast to external stakeholders, who may care about the organisation but are primarily concerned with how it affects them personally. For example, a business owner in the community may want the school to produce qualified graduates to work in their business, but they are not employed by the school and may not interact with it directly.

The teaching-learning process is a complex and multifaceted endeavour that involves a wide range of stakeholders. The success of this process relies on the efforts of teachers and students, as well as the active participation of parents, administrators, policymakers, and the community at large. School-community partnerships are vital in improving the teaching-learning process by fostering collaboration between educational institutions and the local community. These partnerships can help address social and economic challenges that may impact students' academic performance and create a more holistic and inclusive learning environment.

Students as direct stakeholders

Students are direct stakeholders in the education system. They are the primary reason for the existence of educational institutions and are at the centre of the educational experience. Their success in all facets of life is important for the reputation of the institution. As such, students are often viewed as the main stakeholders in education. Their perspectives and needs should be carefully considered in decision-making processes.

Progressive educators argue that students should be consulted about what and how they are taught. This view treats students as partners in the teaching-learning process, rather than passive receivers of knowledge. Students are also considered direct stakeholders because they are the chief beneficiaries of an institution. Their education and future prospects are directly influenced by the quality of teaching, resources, and support they receive.

The teaching-learning process is a complex endeavour that involves a wide range of stakeholders. While teachers play a crucial role in imparting knowledge and fostering a positive learning environment, the active participation of students is essential for their own development. Students bring their unique perspectives, interests, and goals to the learning process, shaping their educational journey. Their interactions with teachers, peers, and the curriculum contribute to their holistic growth.

Additionally, students are direct stakeholders in the governance and decision-making processes of educational institutions. They are encouraged to participate in communication, networking, and collaborative endeavours. This can include contributing to the school website, providing feedback, and engaging in discussions about current topics and issues. By involving students in these processes, schools promote a democratic culture and foster a sense of ownership among the student body.

Student involvement in decision-making

Students are considered internal stakeholders in an educational institution, alongside teachers and administrative staff. They are the main stakeholders as they are the primary beneficiaries of the institution and are at the centre of the educational experience. As such, their involvement in decision-making processes is crucial.

Student participation in decision-making can be defined as their involvement in collective decision-making processes at the school or class level, which includes dialogue between students and other decision-makers. This dialogue allows students to have some influence over the decisions and actions taken.

There is moderate evidence to suggest that student participation in decision-making has positive effects on life skills, self-esteem, social status, democratic skills and citizenship, student-adult relationships, and school ethos. Additionally, student involvement in decision-making can foster a sense of partnership in the teaching-learning process, moving away from the traditional view of students as passive receivers of knowledge.

Furthermore, student-decision making can help address challenges that may impact academic performance by providing access to essential resources and support services. For example, through school-community partnerships, students can gain real-world learning experiences such as internships, mentorship programs, and community service projects.

In conclusion, student involvement in decision-making can have a broad array of positive effects on both the personal development of students and the overall functioning of the educational institution. By recognising students as internal stakeholders and actively seeking their input, institutions can create a more holistic and inclusive learning environment that meets the diverse needs of their students.

Student expectations and requirements

Students are considered internal stakeholders in the context of educational institutions. Their expectations and requirements play a crucial role in shaping the strategies and decisions of these institutions.

Student expectations refer to what students anticipate or foresee regarding their educational experience. These expectations are influenced by various factors, including previous experiences, interactions with peers and family, media portrayal, and communications from the institution itself. Understanding student expectations is essential for institutions to ensure a positive transition and adapt their offerings to meet student needs.

When students begin their university education, they commonly expect to attend lectures and sessions, but their preferences for other teaching and learning methods may vary. Students have high expectations of teaching staff, particularly regarding accessibility and the availability of resources. They expect quick and convenient interactions with the institution, seamless online experiences, personalized communication, and easily accessible resources. Today's students view themselves as active participants in their learning journey, seeking a unified and personalized educational experience that caters to their unique needs and preferences.

To meet these expectations, educational institutions must leverage technology to streamline response times and enhance engagement. They should gather and utilize student data to tailor their offerings and support systems, providing a more dynamic and impactful experience for students.

In terms of requirements, students have academic and language entry requirements that they must meet to be accepted into educational institutions, particularly at the university level. These requirements vary across institutions and programs. For instance, US universities may waive English test score requirements for students from English-speaking countries or those with qualifications studied entirely in English. Additionally, master's degree applicants are generally required to submit GRE or GMAT scores, while some bachelor's degree programs mandate the completion of specific prerequisite classes with corresponding grades. Aside from academic qualifications, holistic admission processes consider the student's overall profile, including personal essays, reference letters, non-academic achievements, and activities.

Student success and institutional reputation

Students are considered internal stakeholders in an educational institution. They are the primary reason for the existence of an institution and are at the centre of the educational experience. Their success is of utmost importance to the reputation of the institution.

The teaching-learning process is a complex and multifaceted endeavour that involves a wide range of stakeholders. The success of this process relies on the efforts of teachers and students, as well as the active participation of parents, administrators, policymakers, and the community at large. Each category of stakeholders plays a crucial role in shaping the teaching-learning process.

Students are the main stakeholders as they are the chief beneficiaries of the institution. Their needs and perspectives should be carefully considered in decision-making. Teachers are responsible for imparting knowledge, nurturing critical thinking, and fostering a positive learning environment. They are internal stakeholders as their livelihoods depend on the success of the institution. Administrative staff, who are also internal stakeholders, support the infrastructure and logistical aspects of the educational institution.

External stakeholders, such as parents, policymakers, community members, and business leaders, also have a significant influence on the teaching-learning process. Parents have a vested interest in the quality of education provided to their children and can contribute valuable insights and support to the academic community. They can collaborate with other stakeholders to improve the quality of the teaching-learning process and aid in enriching the students' learning experience. The business community, for example, wants to ensure that graduates have the skills and knowledge necessary to be successful employees. They often partner with schools to provide internships and job opportunities for students.

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