The representation of mature students in governing bodies of a Portuguese university

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2024-02-13 DOI:10.3384/rela.2000-7426.4862

José Pedro Amorim, Felismina Viterbo

引用次数: 0

Abstract

With this text, we try to understand if – and if so, how – mature students are represented by and in the governing bodies of higher education institutions. With a theoretical framework that values above all the institutional dimension, we carried out thirteen semi-structured interviews with students and faculty members who are part of the various governing bodies with student representation of a Portuguese higher education institution. The data show that (i) the functioning of these bodies tends to be known only by the students who participate in them, (ii) the bodies usually react to, rather than prevent, the problems that arise, (iii) mature students are perceived as a source of ‘difficulties’ and ‘needs’, and (iv) student representation in governing bodies does not seem to fairly and equitably represent all students, and some specificities of mature students (among other underrepresented groups) seem to be made invisible.

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成熟期学生在葡萄牙大学管理机构中的代表性

通过这篇文章，我们试图了解高等教育机构的管理机构是否以及如何代表成熟学生。在重视机构层面的理论框架下，我们对葡萄牙一所高等院校的学生和教职员工进行了 13 次半结构式访谈，他们都是有学生代表的各管理机构的成员。数据显示：(i) 这些机构的运作情况往往只有参与其中的学生才知道；(ii) 这些机构通常是对出现的问题做出反应，而不是预防；(iii) 成年人被视为 "困难 "和 "需求 "的来源；(iv) 管理机构中的学生代表似乎并不能公平、公正地代表所有学生，成年学生（以及其他代表人数不足的群体）的一些特殊性似乎被忽视了。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).