Abstract
What motivates students to participate in student organizations, how students participate in university administration decision-making, and how such participation influences students’ overall development is under-researched in Bangladesh. Therefore, to uncover such dynamics we employed document analyses, observations, and in-depth interviews with 25 university administrators, teachers, students, and social and cultural activists. As a result of this research, the findings reveal several factors behind students’ participation in student organizations that also participate in university administration. While such participation is positive for students’ overall development, the participation in university administration is not that effective. This requires of the university administration to reconsider students’ voices and interests while making decisions related to students’ overall development.
Highlights
Differences in university administrations exist; the student participation differs from one country to another
We focus on answering these three questions: (a) what are the main factors behind students’ participation in students’ organizations?, (b) how do the students participate in the university decision-making?, and (c) what is the impact of the student participation on students? First, we provide a brief overview of the concept of ‘student participation’ at universities
While we discuss the types of student organizations in the second major theme, it is necessary to note that the factor for student participation decides the type of student organization the students prefer to get engaged in
Summary
Differences in university administrations exist; the student participation differs from one country to another. While some higher education institutions have paid attention to the voices of students, many others still consider students of less value to the quality of the institution’s administration/ governance. In the Bologna process and the prague declaration, students were considered as one of the key stakeholders in shaping educational policies and practices (Mafa, 2016; Chowdry et al, 2010; Klemenčič, 2012; Prague Declaration, 2001; Sakurai, 2014). Such consideration toward student engagement has become one of the requisite indicators of the institution’s educational excellence and effectiveness (Sakurai, 2014). Many higher education institutions have created different roles for the student participation at the university administration level (Mafa, 2016)
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