Student engagement

‘Change of attitude and approach is needed’

Ryan Wakamiya is the ECIU University Learner Engagement Coordinator. His main job is to get students involved in the European University: not so much as learners, but rather as co-thinkers and co-builders.

Text: Alessandra Saletti
Photo: Kaunas Technology University

What do you think of students attending university today, what are they like and what do they want?

‘They want to make an impact, play an active role, find their place at the university. This is what students tell me when I ask them about their expectations regarding the university experience. Most of all, they want to participate in hands-on activities, get involved, voice their opinions, and be heard on the issues that really matter to them such as climate change, students’ rights and opportunities, especially for future generations.

We are talking about motivated students, with high expectations, who want to change the world. But is everyone really like that?

‘That is an interesting point. Many students do not develop the potential in leading the change yet. Their opposites are those who are called the ‘early adopters’, the pioneers. In my opinion, universities should not limit themselves to reaching out to these students, but instead try to increase the number of people capable of innovation, because that is what our societies need. We need programmes that stimulate a change of attitude and approach.’

Where should change start from?

‘In educational sciences, we often refer to the concept of ‘scaffolding’, which is a teaching technique in which instructors take a step back and let learners solve a problem, only offering support when it is really needed. This model of tutoring provides the foundation for what we call the ‘challenge-based approach’ in training.

Mobility programmes have always been a training ground for innovation as well. Not everyone has the resources, the time or simply the courage to leave and perhaps be gone for a long time. That is why we now also have short-term mobility programmes between universities.’

For both studying and having fun?

‘Yes, because motivation can be triggered by a variety of things, such as the desire to change the world, help people, or stand out or succeed in work. But other factors can be also involved, at least at the beginning, such as having a good time, going on an adventure, learning a language, meeting other people and networking. We should keep in mind that the most difficult step is always the first one.’

Redesigning university courses and the way in which they are taught, however, is not easy...

‘The challenge is to adapt and reshape without cutting the content. We must consider the entire programme of study, the ‘user journey’. It starts even before students enrol, and we should even think of those who decide to go back to the university to learn new skills years after they have left.’

'KEEP INNOVATING'

Quentin Leroi studies Physics Engineering at INSA Toulouse, France. He is Student Ambassador for ECIU University.

Text: Sandra Pool
Photo: own picture

'I heard about ECIU University in my first year through a teacher. My educational institution had just become a partner of the consortium that year. Later, during my Erasmus exchange at Kaunas University of Technology (KTU) in Lithuania, which is also a member, I saw ECIU University everywhere: on posters and banners and there were a lot of talks, everywhere. It was hugely promoted. I participated in two initiatives: the engineering project BOOGIE-U and a hackathon. Once back in France, I was asked if I wanted to become a Student Ambassador for ECIU University.

And that is what I wanted to do. My role is twofold: first off, I represent ECIU University locally, for instance internally at my educational institution. We do this by organising events and by talking about ECIU University. In addition, I am the representative of our students to the alliance. I collect feedback within our organisation and can help build this European University from a student’s perspective.

At INSA, student engagement is a great asset. For example, I get compensated for time when I am engaged in student activism. And I think that is important. What I learnt outside of the lecture hall cannot be learned from books. Many of my soft skills have been developed, such as communicating with people from different countries and at different levels of education. I can now talk to students, staff, teachers and researchers, and then try to get everyone around the table and achieve consensus. That has been really instructive. 

It is my goal to participate in a challenge during the next academic year. I have not done that so far, while I am very curious about the method of challenge-based learning. That is what I would like to pass on to ECIU University: keep innovating, because I think that is where the power of collaboration lies.'

'WE TAKE STUDENT INVOLVEMENT VERY SERIOUSLY'

Marija Pedersen is the Head of Education at the student organisation at the University of Stavanger in Norway. With one Master Degree already completed and currently pursuing her second, she is also focused on establishing the student educational policy and works closely with the ECIU office.

Text: Sandra Pool
Photo: own picture

‘First of all, the context,’ Pedersen begins. ‘Our students are always involved in decision-making processes within our university, at all levels. Student elections are held every year for this purpose.’ The Norwegian law stipulates that students must make up at least twenty percent of the decision-making bodies of the organisation. ‘Yes, we take student involvement very seriously, as does the university.’ Pedersen herself was chosen for her current position through this process.

More flexible learning pathways

According to her, the University of Stavanger aims to create more flexible learning pathways, increase internationalisation, incorporate challenge-based learning, and provide education for all ages, promoting lifelong learning. ‘ECIU University has everything that the student parliament wants, covering short-term mobility and developing micro-modules for quick skills and knowledge updates. As a student organisation, we now work very closely with the ECIU office at our university, as well as with ECIU University’s Learner Engagement Coordinator, Ryan Wakamiya.’

Pedersen has plenty of ideas to get more students excited about ECIU University. ‘We were recently in Hamburg discussing the model of the student council, and the students were quite excited to take a larger part in ECIU governance. It is very valuable to have two students on the ECIU board, because it ensures that the student perspective is delivered first-hand when decisions are made. Students are also represented on the vice-president board for education and must be present wherever decisions are made, for instance in working groups and other bodies, in order to put forward invaluable information. Even if you have a few students who are very engaged and enthusiastic, their input is precious in itself. However, they need to be rewarded in some way for their engagement.’

Make it easy and fair

Furthermore, she would like to see a better infrastructure for short-term mobility across all partner universities. ‘That is a huge challenge right now. The Erasmus+ short mobility grant does not have the same value for students from different partner universities, depending on the country they come from and travel to. One Euro in Kaunas stretches a lot further than one Euro in Stavanger.’ Another issue is the distance between the universities: ‘Some partner universities are close to each other, making it possible to use cheaper transport options than airplanes for short mobility, but this is not the case for all partners. Addressing this challenge will most likely increase activities. The goal should be to make it easy, fair, and not a significant financial burden on students to take part. I would really argue for a policy on this, and I am sure that this will enable ECIU University to make everything it has to offer available to more students,’ Pedersen concludes.

'I WILL NEVER BE ALONE IN EUROPE AGAIN'

Eddie Arriaga Flores is from Guatemala. Six years ago, he moved to Germany to study Civil Engineering at Hamburg University Technology. He is currently a student board member in the ECIU University board. ‘Our opinion is valued.’

Text: Sandra Pool
Photo: own picture

Together with student Jacob Blasius (Aalborg University), Arriga Flores represents the student voice within the consortium. 'We play good cop, bad cop: Jacob is very diplomatic and can put everything nicely into words, but , I am not, haha! But together we make a good team.'

The fact that he is allowed to influence the discussions at the highest level has brought him new experiences. 'Our input is important and is taken into account in decisions. I notice that everyone at this level knows what things are about. I can feel the passion. Because of my board work, I have been able to travel a lot. Actually, I am never alone in Europe anymore: I now know someone in every country. My network has really grown tremendously.'

By participating in challenges and other alliance activities, Arriga Flores has also gained new knowledge. 'I have been to the European Parliament, but I never thought I would be there as a civil engineer. I also did a challenge about virtual reality. I come into contact with all kinds of interesting subjects and this way, my knowledge has broadened vastly.'

His home base, Hamburg University of Technology,  has a very liberal approach when it comes to student activism. 'There is a reason why I have taken more time over my studies than usual. It is because I do all kinds of things besides them. Lectures are not compulsory, but you have the responsibility to catch up on lessons. I think that is quite a unique situation. I hear from other students that they have many more obligations.'

According to Arriga Flores, student engagement is important to shape the future of higher education: 'Students have a lot of ideas: they know what they want and what education should look like. We do sometimes notice some resistance, since in our experience people in the field often operate on the basis of assumptions. Ask students, ask for their feedback, then you can be sure that you are doing the right thing.’

‘Ask students for their feedback, then you can be sure that you are doing the right thing’