General Student Participation in Student-Engaged Instructional Improvement Initiatives in Japanese Universities: Student-Engaged Faculty Development

Abstract

 Based on student-engaged faculty development (FD), this case study examines the participation of general students, beyond voluntary student members, in student-engaged instructional improvement initiatives. Although the role of general students has often been undervalued, no studies have directly explored their involvement, leaving this aspect insufficiently examined. The current study focuses on the student-engaged FD organization at Okayama University, which has a system where both voluntary and general students are selected as student committee members. Semi-structured interviews clarify the actual participation of general students and its effects. The opinions of participating general students are confirmed to play a crucial role in the organization's activities and management. While voluntary and general students follow different growth trajectories, their coexistence enables them to learn from each other's perspectives, acquire diverse skills, and, in some cases, influence their future career paths. Based on the findings, no compelling reason exists to exclude general students from student engagement. Moving forward, to ensure opportunities for a diverse range of students, including the general population, to participate is essential.