Student participation in governance of medical and veterinary education: experiences and perspectives of student representatives and program directors

Stephanie N E Meeuwissen,Annemarie Spruijt,Anton F P M De Goeij,Jeroen W Van Veen

doi:10.1007/s10459-019-09890-9

Abstract

Student participation in governance of education is of growing interest. However, it remains unclear what factors render this participation in institutional governance a success or a failure. Another question is: what are the perceived benefits for schools and students? We empirically explored experiences and perspectives of student representatives and program directors of all (8) medical and (1) veterinary schools in the Netherlands on factors that influence student participation in institutional governance and its values and challenges for schools and student representatives. A constructivist grounded theory study was performed. A theoretical sample of student representatives was invited to fill out an explorative, qualitative questionnaire. Next, focus groups with student representatives and interviews with all program directors were conducted. Data was analyzed using open, axial and selective coding by all authors. Experiences and perspectives of students and program directors were remarkably similar in both perceived influences and values. Four main categories of influences could be distinguished in student participation: (1) individual student characteristics, (2) individual staff characteristics, (3) the organization of student representatives and (4) the school’s organization, including its culture and policy regarding student participation. A cohesive, well-organized and independent student organization has crucial impact on student participation in educational governance processes. For representatives, major benefits of participation are personal and career development. Challenges are low effectiveness and efficiency of their actions. A clear school policy on student participation and better introduction, feedback and coaching of representatives should be provided to improve student participation in governance processes.

Highlights

Since the introduction of student-centered approaches, students have been engaged in their education
The five focus groups were attended by a total of 30 students from six different schools, Table 1 Example of data triangulation with respect to attitudes of individual students, e.g. being pro-active and prepared
Quotes are taken from Questionnaires (Q), Focus Groups (FG), and Interviews (Int)

Summary

Introduction

Since the introduction of student-centered approaches, students have been engaged in their education. A growing body of evidence clearly demonstrates that medical students contribute significantly to quality and content of their education program (Anderson 2006; Dhaese et al 2015; Furmedge et al 2014). Student engagement encompasses a wide range of collaborative activities with staff in universities, which enhance student learning and development, and contributes to improve the quality of academic environment and culture in the institutes (Peters et al 2018; Trowler 2010). These collaborative activities may include either engagement of the whole student population or student representatives (Bovill et al 2016)

Methods

Results

Conclusion