Janice Lozano
Universities have long been associated with a power dynamic that places students in a position of relative submission to the institution and its representatives. However, this dynamic is evolving, with students increasingly demanding a shift from passive recipients of courses to active participants in shaping their educational experience. This evolution in the student-university power dynamic raises questions about the extent of student empowerment and the potential consequences of their influence on academic decision-making. While students are becoming more involved in their learning, the power dynamics between undergraduates and academics are complex, with students internalising the behavioural expectations of a traditional power relationship, which can be challenging to break down.
| Characteristics | Values |
|---|---|
| Universities involving students in decision-making | Students are increasingly being invited to offer opinions and make decisions about what they are taught, how they are taught, and how their university is run. |
| Universities paying students for their input | Birmingham City University pays students £10 an hour to work on educational development. |
| Students as consumers | Students are paying £9,000 a year in fees and are likely to have a clear idea of what they want to get out of it. |
| Professors having too much power | Professors can impact a student's morale and make sudden changes that may hinder a student's learning. |
| Students having power over perceptions | Students can exert power over others' perceptions, and their input is important for trustworthy research findings. |
| Power as a web, not a hierarchy | Power in universities doesn't flow linearly or hierarchically, but rather operates like a web, with power coming from everywhere. |
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What You'll Learn
- Students' unions and student representatives can influence university decisions
- Universities can exert power over students' morale and learning
- Students have power through their consumer rights and ability to hold universities to account
- Teachers and professors have power over their teaching methods and materials
- Power in universities can flow downhill, uphill, and sideways
Students' unions and student representatives can influence university decisions
Student unions and student representatives play a crucial role in influencing university decisions and contributing to the overall college experience. Student unions are considered the heartbeat of a college campus, fostering a sense of community, enhancing student engagement, and advocating for student rights and interests. They often house student government bodies, providing platforms for leadership development and offering elected positions that allow students to gain valuable decision-making and advocacy skills.
Student unions act as a catalyst for personal growth and community building, ensuring that students have a voice in shaping policies and decisions affecting their academic and social experiences. They address issues related to student welfare, campus facilities, and tuition fees, collaborating with university stakeholders to drive positive change. For instance, the introduction of a Zero Waste Shop in the Students' Union at Keele University was made possible through partnerships between internal university departments, external funding, and the efforts of the SU Sabbatical Officers.
Student representatives, on the other hand, are vital in the University's quality assurance and enhancement processes. They gather feedback on the student experience, share it with relevant staff, and work collaboratively to enhance the experience for current and future students. Representatives may also initiate transformation processes, taking on leadership roles by presenting their findings on student views and suggesting areas of focus and potential solutions.
Additionally, student representatives work to build supportive and inclusive communities, campaigning for positive change beyond the university. They attend decision-making bodies like the Student Council, where they discuss issues impacting the student body. Representatives receive robust training and support from the Students' Association and relevant university staff, empowering them to effectively represent their peers and drive meaningful change within the university.
Overall, student unions and student representatives play an integral role in shaping university decisions by advocating for student interests, driving student-led projects, and ensuring that the student perspective is at the heart of policy and planning processes. Their influence extends beyond the individual student experience, impacting the entire campus community and fostering a culture of engagement, growth, and advocacy.
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Universities can exert power over students' morale and learning
The traditional power dynamic between undergraduates and academics is based on the perception that academics are more educated and have finished their studies, giving them a sense of authority over their students. This dynamic is so ingrained in higher education that it can be difficult to break down. However, with the introduction of market discourse into the university system, the power dynamic is being reframed. Students are now positioned as both being subject to the authority of the university and as having consumer rights to hold the university accountable.
The increase in tuition fees has also played a role in shifting power dynamics. As students are paying more for their education, they are demanding more say in how their university is run and what they are taught. Some universities have responded by including student representatives on decision-making committees and involving students in curriculum design. This shift towards student engagement has led to concerns about the morality of giving students so much responsibility in higher education decisions.
While the power dynamic between undergraduates and academics is evolving, it is important to recognize that power is not concentrated among decision-makers but is distributed throughout the university system. Professors and teachers can exert power over students' morale and learning through their teaching practices and communication skills. For example, a professor's cancellation of classes, late grading of assignments, or sudden changes to the syllabus can negatively impact a student's learning experience. On the other hand, students can also exert power by providing feedback, evaluating teachers, and influencing decisions through student-led teaching awards.
In conclusion, universities can exert power over students' morale and learning through the traditional power dynamic between undergraduates and academics. However, this power dynamic is being re-evaluated, and students are increasingly being viewed as active participants in their education with the right to hold universities accountable. While the distribution of power within universities is complex and varies depending on relationships between individuals, it is clear that both universities and students have the capacity to exert power in different ways.
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Students have power through their consumer rights and ability to hold universities to account
Students at Higher Education Institutions in the UK are legally considered 'consumers' under the Consumer Rights Act 2015 (CRA 2015). This means they have consumer rights and are entitled to the same protection as anyone else who has purchased an item or service in the UK.
The CRA requires that universities carry out their services with "reasonable care and skill". For instance, universities must abide by their contractual terms and conditions, ensuring they are fair and easily understood. Universities are also expected to meet ongoing conditions related to the quality of their courses and the standard of qualifications they award. They should make all reasonable efforts to provide teaching and support that is broadly equivalent to normal arrangements.
During the COVID-19 pandemic, universities transitioned to remote learning, which negatively impacted many students. Some students faced significant setbacks, such as a lack of internet access or IT equipment, while disabled students or those from lower socio-economic backgrounds experienced further disadvantages due to access challenges. In such cases, students can exercise their consumer rights to hold universities accountable and ensure they receive the services they are entitled to.
Additionally, disabled students have highlighted the need for greater oversight to safeguard their right to equal access to education. Despite legal responsibilities introduced in 2016, including not charging disabled students more for accessible accommodation, some universities have failed to comply. To address this, it has been suggested that universities' funding and permission to charge high fees be tied to their implementation of practices that follow the law. Centralised bodies with close ties to upper management could also be established to hold relevant services and departments accountable and be an accessible point of contact for disabled students.
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Teachers and professors have power over their teaching methods and materials
Teachers and professors have a significant amount of power over their teaching methods and materials. They are responsible for planning and preparing lessons, which involves careful consideration and thoughtful organisation to ensure effective and meaningful learning experiences for students. This includes selecting and developing teaching materials that are current, innovative, and engaging. Teachers must also assess and record student performance, providing constructive feedback to help students improve.
The power of teachers and professors is further evident in their ability to influence student behaviour and motivation. They can exert reward power by offering bonus points, extra credit, or positive feedback, motivating students to follow their directions. Additionally, they possess coercive power, as they can impose penalties for late assignments or unexcised absences, leading students to respond to avoid punishment. Legitimate power is another form of influence, where teachers determine what students will study, the assignments they complete, and the standards they must meet to pass.
While universities are increasingly involving students in curriculum design and decision-making, teachers ultimately play a pivotal role in shaping the educational experience. They adapt their teaching methods, materials, and pace to suit the learning styles and abilities of their students. This may involve utilising technology tools, incorporating practical applications, and making interdisciplinary connections to enhance student understanding and engagement. Teachers also establish the framework for investigations through tasks and activities, guiding students in their learning journey.
The deep knowledge and expertise of teachers are essential in making content accessible to students. They address preconceptions, present ideas in comprehensible ways, and implement effective pedagogical approaches. By understanding interdisciplinary relationships, teachers enable students to transfer knowledge and skills across various contexts. Additionally, teachers contribute to the overall development of students by fostering critical thinking skills, inspiring and mentoring them, and serving as role models.
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Power in universities can flow downhill, uphill, and sideways
Power dynamics in universities are complex and multifaceted, with influence flowing downhill, uphill, and sideways. Traditionally, the power dynamic in universities has been viewed as a hierarchical structure, with academics and professors wielding power over students. This power relationship is perceived as natural due to the professors' advanced knowledge and educational stature. However, the dynamic between undergraduates and academics is evolving, and the traditional silos are being challenged.
Power flowing downhill in a university context often refers to the influence exerted by those in positions of authority onto students. Professors, lecturers, and administrators occupy more powerful roles and can impact students' experiences and opportunities. For example, professors can influence curriculum design, teaching methods, and assessment practices, which directly shape a student's education. Their mastery of a subject and communication skills can greatly impact a student's morale and learning outcomes. Additionally, administrators make decisions on strategic matters, capital spending, and university policies, all of which can significantly affect students.
However, power can also flow uphill, from students to those in formally higher positions. Students are no longer passive recipients of their education but active participants. They are increasingly involved in providing feedback, influencing curriculum design, and contributing to decision-making committees. Through student-led teaching awards and satisfaction surveys, students can express their opinions and hold universities and individual academics accountable for the quality of their education. The introduction of higher fees has further empowered students as they expect a return on their investment, prompting universities to listen to and act upon student feedback.
Furthermore, power dynamics in universities also move sideways, with different stakeholders exerting influence. Students, teachers, and administrators all have the capacity to exercise power independently and in relation to each other. For instance, teachers can exert power over their teaching methods, curriculum delivery, and assessment practices, which can impact students' learning experiences. Additionally, students can influence research findings and perceptions by expressing their thoughts and perspectives. Power operates more like a web of interconnected relationships rather than a linear hierarchy, and it is shaped by the unique dynamics between individuals.
While universities grapple with the reframing of power relationships, it is essential to acknowledge the nuances of these dynamics. Power is not solely vested in one entity, and it can be exerted and influenced in multiple directions. Understanding and navigating these complex power structures are crucial for fostering positive learning environments and ensuring all stakeholders' needs are addressed.
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Frequently asked questions
The traditional power dynamic between universities and students is one where academics are seen as 'more educated' and are there to teach. This authority is often perceived as a natural characteristic of the power relationship.
Universities exert power over students through their policies and practices. For example, they can dictate the curriculum, teaching methods, and assessment strategies. Universities also hold power over students' morale and learning experiences.
Yes, students are increasingly being involved in university decision-making. Some universities include student representatives on decision-making committees, while others involve students in curriculum design and capital spending decisions. Students can also provide feedback through surveys and teaching awards, influencing how subjects are taught.
There are concerns about the morality of giving students too much power in higher education decision-making. The consequences of wrong choices in this context can be serious. Additionally, there may be limits to student engagement, and universities may only pay lip service to student involvement.
Students can hold universities accountable by scrutinizing and challenging decisions, providing feedback, and exercising their consumer rights. With the introduction of higher fees, universities are more inclined to listen to students to ensure their satisfaction.
