The potential of student narratives to enhance quality in higher education. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Hamshire, Claire; Forsyth, Rachel; Bell, Amani; Benton, Matthew; Kelly-Laubscher, Roisin; Paxton, Moragh; Wolfgramm-Foliaki, 'Ema
• Is Part Of: Quality in higher education. Volume 23:Issue 1(2017)
• Page Start: 50
• Page End: 64
• Publication Date: 2017-01-02
• Subjects: Student satisfaction -- narrative inquiry -- student voice -- evaluation -- higher education; Education, Higher -- Evaluation -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; Universities and colleges -- Administration -- Periodicals; Enseignement supérieur -- Évaluation -- Périodiques; Enseignement supérieur -- Finalités -- Périodiques; Universités -- Administration -- Périodiques; 378
• DOI: 10.1080/13538322.2017.1294407
• Languages: English
• ISSNs: 1353-8322

Abstract

Abstract: University policies are increasingly developed with reference to students' learning experiences, with a focus on the concept of the 'student voice'. Yet the 'student voice' is difficult to define and emphasis is often placed on numerical performance indicators. A diverse student population has wide-ranging educational experiences, which may not be easily captured within the broad categories provided by traditional survey tools, which can drown out the rich, varied and gradual processes of individual development. There is no single tool that can be used to measure students' experiences. This paper draws on findings from four narrative inquiry studies, carried out in the United Kingdom, Australia, South Africa and New Zealand, to illustrate how a narrative approach could be used to complement performance indicators. This provides a richer context for educators' understanding of students' experiences and for supporting and setting institutional agendas.