Engaging Student Voices in Higher Education: Diverse Perspectives and Expectations in Partnership

Chapter 1. The single voice fallacy; Simon Lygo-Baker, Ian M. Kinchin and Naomi E. Winstone.- SECTION I. Engaging with diverse student voices.- Chapter 2. Finding an identity in the crowd: a single-case framed narrative of being in the invisible majority; Ian M. Kinchin and Alexander M. Kinchin.- Chapter 3. The value of working with students as partners; Kathryn A. Sutherland, Isabella Lenihan-Ikin and Charlotte Rushforth.- Chapter 4. The voice of the student as a 'consumer'; Louise Bunce.- Chapter 5. International Student Voice(s) - Where and what are they?; Anesa Hosein and Namrata Rao.- Chapter 6. Developing oracy skills for student voice work; Marion Heron and David M. Palfreyman.- SECTION II. From voice to voices: Engaging student voices beyond metrics.- Chapter 7. Developing assessment feedback: From occasional survey to everyday practice; Naomi E. Winstone and David Boud.- Chapter 8. What happens after what happens next? The single voice of DLHE and its distortions on the student learning journey; Keith Hermann.- Chapter 9. Mechanisms to represent the doctoral researcher voice; Shane Dowle, Sam Hopkins and Carol Spencely.- SECTION III. Engaging student voices across the higher education experience.- Chapter 10. 'Duck to water' or 'fish out of water'? Diversity in the experience of negotiating the transition to university; Naomi E. Winstone and Julie A. Hulme.- Chapter 11. Making learning happen: Students' understanding of academic and information literacies; Karen Gravett.- Chapter 12. Collaborating with students to support student mental health and wellbeing; Dawn Querstret.- Chapter 13. Reconciling diverse student and employer voices on employability skills and work-based learning; Katarina Zajacova, Erica Hepper and Alexandra Grandison.- Chapter 14. Students' perceptions of graduate attributes: A signalling-theory analysis; Anna Jones and Judy Pate.- SECTION IV. The influence of student voices on academic work.- Chapter 15. Valuing uncertainty; Simon Lygo-Baker.- Chapter 16. Pluralising 'student voices': evaluating teaching practice; Adun Okupe and Emma Medland.- Chapter 17. Student voice(s) on the enactment of the research-teaching nexus; Ian M. Kinchin and Camille B. Kandiko Howson.- Chapter 18. Engaging students as co-designers in education innovation; Karen Gravett, Emma Medland and Naomi E. Winstone.- Chapter 19. When all is said and done: consensus or pluralism?; Simon Lygo-Baker, Ian M. Kinchin and Naomi E. Winstone.