The potential of student narratives to enhance quality in higher education

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dc.contributor.authorHamshire, Claire
dc.contributor.authorForsyth, Rachel
dc.contributor.authorBell, Amani
dc.contributor.authorBenton, Matthew
dc.contributor.authorKelly-Laubscher, Roisin
dc.contributor.authorPaxton, Moragh
dc.contributor.authorWolfgramm-Foliaki, `Ema
dc.date.accessioned2022-07-22T14:38:31Z
dc.date.available2022-07-22T14:38:31Z
dc.date.issued2017-04-10
dc.date.updated2022-07-22T14:16:12Z
dc.description.abstractUniversity 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.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHamshire, C., Forsyth, R., Bell, A., Benton, M., Kelly-Laubscher, R., Paxton, M., Wolfgramm-Foliaki, `E. (2017) 'The potential of student narratives to enhance quality in higher education', Quality in Higher Education, 23(1), pp. 50-64. doi: 10.1080/13538322.2017.1294407en
dc.identifier.doi10.1080/13538322.2017.1294407en
dc.identifier.eissn1470-1081
dc.identifier.endpage64en
dc.identifier.issn1353-8322
dc.identifier.issued1en
dc.identifier.journaltitleQuality in Higher Educationen
dc.identifier.startpage50en
dc.identifier.urihttps://hdl.handle.net/10468/13399
dc.identifier.volume23en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rights© 2017, Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an item published by Taylor & Francis in Quality in Higher Education on 10 April 2017, available online: https://doi.org/10.1080/13538322.2017.1294407en
dc.subjectStudent satisfactionen
dc.subjectNarrative inquirysen
dc.subjectStudent voiceen
dc.subjectEvaluationen
dc.subjectHigher educationen
dc.titleThe potential of student narratives to enhance quality in higher educationen
dc.typeArticle (peer-reviewed)en
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