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meaningful engagement; the board must also
engage. Notably, in those colleges where student
updates were included as a regular board agenda
item, the attendance and engagement of the
student governors was much more visible.
One crucial difference in Scottish colleges is
that the student governor role is undertaken
as a sabbatical over a two-year period. This
is regarded as one way in which the student
governors can be supported to engage more
meaningfully in governing practices. In addition,
they are supported by a designated member
of staff, who trains and guides them in their
role, both as student governor and as student
president. Our research suggests that adopting
these strategies facilitates the development of
the role.
Within the mandate to include student governors
in governing practices, the challenge for boards
is to strive to support them to contribute
meaningfully. Here we have shown that, despite
doubts expressed in the value of involving
students in college governing, student governors
can be supported to participate meaningfully
in governing practices, and in turn this enables
governing boards to maintain a focus on the
interests of the students. Our research indicates
that supporting student governors to participate
as experts, rather than simply paying lip service
to the mandate to include them, can help to
promote this ethos.
• In some cases, expectations of the student governor role are not well understood - this may
be due in part to the language that is used in legislation, policy and guidance.
• Practices between colleges vary greatly in terms of how the student governor engages with
the governing board and in how they are regarded by other board members and the senior
executive team.
• There is an inherent tension in the role - whether it should be one of an advisor, or one of
representation of the student voice.
• Where the role is valued by the senior executive and the board, this facilitates the means
whereby learner experience can influence strategising.
• Putting strategies in place to develop the student governor role, such as longer sabbaticals,
facilitates more meaningful engagement in governing processes and practices.
Key points