Reconfiguring Student Governance in Institutions of Higher Learning a Case of a Tertiary Institution in the Eastern Cape
Keywords:
Students’ Representative Council; Institutions of Higher learning; Student governance; ReconfigurationAbstract
Institutions of higher learning rely on the Students’ Representative Council (SRC) to serve as the primary voice of students and to advocate for their interests in university governance. However, this study revealed that despite their vital role, many SRC structures face challenges related to representation, communication, and capacity for effective governance. The paper aimed to assess the functionality and effectiveness of the SRC in addressing student needs and promoting inclusive decision-making. Using a mixed methods approach with a convergent design, data were collected from one public tertiary institution in the Eastern Cape province. Simple random sampling was used to select 120 participants, comprising 110 students who completed open-ended questionnaires and 10 current and former SRC members who participated in semi-structured interviews. Findings revealed that while most students believe the SRC advocates adequately for their rights, significant gaps remain in communication consistency, financial assistance outreach, and participation in policy development. The study recommended strengthening SRC advocacy and governance training, expanding financial support awareness, and developing integrated digital communication systems. Furthermore, it proposed a reconfiguration framework that clarifies roles, enhances accountability, and ensures inclusivity across all portfolios. Addressing the root causes of student protests, mainly financial exclusion and accommodation shortages, through proactive engagement and transparent dialogue, was also emphasised. The paper concluded that a transformative and participatory SRC model is necessary to build a student-centred governance system that is transparent, accountable and responsive to the evolving needs of students in higher education.
https://doi.org/10.26803/ijlter.25.2.36
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