Student voice

What is Student Voice?

Student Voice is an all-encompassing term used to describe the multitude of ways in which student voices are heard by universities. It involves positioning students so they can make active and valuable contributions to decisions and actions that universities undertake. These traditionally include student evaluations and feedback on units, but extend more broadly to include governance, campus life, community engagement, research, curriculum and assessment.

Student Voice is more than students being listened to or being heard. It involves their opinions and perspectives actually being acted upon in order to genuinely shape their learning and experiences at university.

This resource will support you in integrating student voice into your curriculum design and teaching practices.

At Monash, the Peer Mentoring Program is an excellent example of student voice in action. This program is being undertaken in many schools and faculties and across multiple campuses. The program matches existing students with first year students to ease their transition to Monash so that experienced students can share their unique experiences and insights about starting academic and social life at Monash.

What does research tell us about Student Voice?

Student Voice has received much attention in higher education in recent years with the main objective being to increase student participation and engagement in university life. By sharing their unique understandings of their university experience, students can better inform practices and approaches in all areas of university life. Student Voice is also commonly referred to as “Students As Partners” and “Student Staff Partnerships” in the scholarship.

Students as Partners

View the following video by Mick Healy, who summarises the benefits of student voice in learning and teaching in Higher Education. In this resource, we focus on two of the four dimensions outlined in Healey, Flint and Harrington’s (2016) conceptual model: learning, teaching and assessment and the second dimension of curriculum design and pedagogical consultancy.

There are a multitude of ways in which you can increase Student Voice in your own units, teaching practice, research and campus life. Remember the key is not just to listen but to act upon student voice.

Two dimensions of the model

Within the model for students as partners (view the model), the first dimension to focus on refers to engaging students actively in their learning - specific pedagogical strategies and approaches to learning, teaching and assessment. According to Healy, Flint & Harrington (2016), "only where students are given a significant amount of autonomy, independence, and choice can this be considered partnership” (p. 10).

The next dimension is where students are consulted regarding unit design and provide insight into teaching and learning strategies employed in a unit. Some of this information we obtain through SETU’s, however these strategies provide greater insight from, and involvement by students. Healy, Flint & Harrington (2016), mention that “this is perhaps the area where engagement through partnership is least well developed” (p.11), although there are some good examples of curriculum design incorporating student voice already being undertaken at Monash.

An excellent example of this occurred in the Faculty of Arts. The Professional Enhancement Program led by Associate Professor Vicki Peel and Dr. Joel Moore, was a program that was co-designed by students and industry partners.

Feedback in action

Make your way through Incorporating Student Feedback and Enhancing Student Experience to learn how Monash University academics have used student feedback to amplify students’ voices and enhance their learning experience - these case studies demonstrate how actionable feedback can transform teaching and create a more responsive learning environment.

Integrating student voice in teaching is crucial

When educators value and incorporate the perspectives, opinions, and feedback of students, they can create a more inclusive and student-centred learning environment. Here are some key reasons why integrating student voice is important:

Involving students in the decision-making process and giving them a voice empowers them to take ownership of their learning. When students feel that their ideas and opinions matter, they become more engaged in the learning process. This engagement leads to increased motivation, active participation, and a deeper commitment to their academic journey.
Each student brings unique experiences, strengths, and preferences to the table. By integrating student voice, educators gain insights into students' diverse learning needs. This knowledge allows for the design and delivery of customised learning experiences that cater to individual students, making the online module more relevant and effective.
When students actively contribute to the teaching process, their learning outcomes improve. When soliciting student feedback, educators can identify areas that need improvement, address misconceptions, and provide additional support where necessary. This collaborative approach promotes a deeper understanding of the subject matter and ensures that learning objectives are met more effectively.
Integrating student voice encourages educators to reflect on their teaching practices. When educators actively seek feedback and listen to student perspectives, they gain valuable insights into what works well and what needs refinement in their instructional methods. This reflection process promotes continuous professional growth and leads to the refinement of teaching strategies to better meet student needs.
When students' voices are heard and valued, they feel a sense of belonging within the online learning community. This inclusivity creates a supportive and safe environment that nurtures positive relationships between students and educators. As a result, students are more likely to actively participate, collaborate with peers, and seek help when needed, ultimately enhancing their overall learning experience.
Integrating student voice promotes a sense of partnership between educators and students. It acknowledges that both parties have valuable contributions to make to the learning process. By involving students in decision-making, curriculum design, and assessment strategies, educators demonstrate a commitment to co-creating knowledge and fostering a collaborative learning environment.

It is essential to integrate student voice in teaching in order to empower students, foster a sense of belonging, and create a more engaging and inclusive educational environment that supports the success and well-being of all learners.

Benefits to students

These are the top five reported benefits to students according to Mercer-Mapstone et al., (2017):

increased student engagement/motivation/ownership for learning
increased student confidence/self-efficacy
increased understanding of the “other’s” experience (e.g. students understanding staff experiences)
enhanced relationship or trust between students and staff
increased student learning about their own learning (meta-cognitive learning, self-evaluation, self-awareness).

Benefits to staff

Top reported benefits for staff:

enhanced the relationship or trust between students and staff
development of new or better teaching or curriculum materials
increased understanding of the “other's” experience (e.g. staff understanding student experiences or vice versa)
new beliefs about teaching and learning that change practices for the better.

Safe learning and teaching spaces

One aspect of the power of the role of the educator is to model a constructive approach that is inclusive of all students by upholding the expectations that are focused towards ensuring safe teaching and learning spaces. Classrooms are microcosms of our wider society and reflect personal and communal trauma or tensions experienced by a few or by many.

Monash is committed to freedom of speech and academic freedom but these principles are not unlimited. The limits that are placed on them arise when particular expressions are unlawful and/or may be deemed to cause harm.

TEQSA’s guidance on the HES Framework, in particular Standard 2.3 of the Threshold Standards, underscores the expectation that speech within a classroom setting should take into account the potential to cause harm to some or all students. Classrooms are not the appropriate place to distribute materials or conduct discussions or announcements that are likely to cause harm.

Education Performance Standards Framework

You can use the tabs on the left-hand side menu to navigate between the sections or click on the links below:
- The How-to section provides you with instructions and/or strategies to implement in your teaching.
- The Supporting your students section provides you with key strategies for creating a good learning experience and a list of resources to share.
- The Related resources section provides you with additional resources
Danmeri, F. (2018). Investigating teachers’ perspectives: students’ experiences of collaboration, feedback and reflection using an educational technology tool. Masters Thesis, submitted to Tampere University of Applied Sciences.
Gravett, K., Kinchin, I. M., & Winstone, N. E. (2020). ‘More than customers’: conceptions of students as partners held by students, staff, and institutional leaders. Studies in Higher Education, 45(12), 2574-2587.
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching and Learning Inquiry, 4(2), 8-20
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Marquis E. & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners.

Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1).
Young, H., & Jerome, L. (2020). Student voice in higher education: Opening the loop. British Educational Research Journal, 46(3), 688-705.

Your feedback matters

Let us know how we can improve this resource.

The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.
Impact on student learning				Impact on educational knowledge		Impact on educational environment
Effective teaching and learning	Responsive program design	Student- centred orientation	Professional learning engagement	Pedagogical content knowledge	Education research performance	Education innovation	Education leadership
✓	✓	✓		✓	✓	✓	✓
You could address marking and grading across these Practice Elements by providing evidence of how you: Incorporate negotiated assessments. Encourage reflection. Introduce peer assissted learning programs. Co-create and co-design assessment. Introduce peer assessment. Incorporate active and experiential learning. Engage students in dicussion Involve students as advisors on policy and governance issues.

Learning and Teaching: Teach HQ