VU SR Student Representatives’ Training: Knowledge for Effective Representation

Members of the VU SR community with varying levels of experience gathered for the training – from second-year students who are only beginning their journey in student representation to doctoral students and coordinators of student representatives in VU academic units.

The training was led by VU SR alumni and current members of the community with experience in student representation and study quality.

Student representatives need to know where to start

Student representatives participate in the activities of study programme committees, study boards and other University bodies. The decisions discussed and made within these bodies have a direct impact on students’ study experience.

For a representative to effectively voice students’ views, simply attending a meeting is not enough. They need to familiarise themselves with the issue beforehand, listen to students and prepare arguments.

During the training, considerable attention was devoted to what a student representative should do before, during and after a meeting. Participants discussed how to prepare for the issues on the agenda, when to consult other students for their views, and how to respond when different arguments are presented during a meeting.

“For a new representative, it can feel intimidating to attend a meeting where other members are already very familiar with the issues being discussed. We wanted representatives to leave the training knowing how to prepare, where to seek support, and understanding that their role is not simply to listen to the discussion – they bring the students’ perspective, without which a decision would be incomplete,” says Gabija Krompcholcaitė, VU SR Coordinator of Student Representatives.

Documents and course descriptions as tools for well-founded proposals

During the training, student representatives were introduced to VU and VU SR documents and resources they can rely on when addressing study-related issues. These included the VU Study Regulations, the Study Quality Guide, documents regulating the activities of study programme committees, VU SR positions and official statements, as well as the Student Representation Guide.

This knowledge is particularly useful when students raise an issue, but it is not yet clear how it is regulated or where it should be addressed. Knowing where to find relevant information allows a representative to define the issue more precisely and prepare a proposal that can be discussed together with other decision-makers.

The representatives applied their theoretical knowledge by analysing course descriptions. They assessed whether aspects of the course relevant to students were presented clearly and provided arguments on what they would suggest improving or clarifying. This exercise helped them identify specific areas for improvement and discuss them based on the information available.

Participants also had the opportunity to practise using the ViSAK system: they logged in and completed a sample meeting entry. This allowed them to familiarise themselves with a tool used in the everyday work of a student representative.

Gathering students’ views is only part of the process

An important part of the training focused on feedback. Student representatives discussed when a survey is appropriate for gathering students’ views, when it may be more useful to organise a focus group, and how to formulate questions that help develop a better understanding of a situation.

The training also addressed another, sometimes overlooked, part of representation – reporting back to students. After gathering students’ views and presenting them at a meeting, it is important for students to know what was decided, what actions will be taken, or why a proposal was not accepted.

“When students share their experiences, they need to know what happens next. Even if change does not happen immediately, a representative can explain where the issue was raised, what was agreed upon and what the next steps will be. Maintaining this connection with students is an integral part of representation,” says Lina Žilinskaitė, VU SR Coordinator of Student Representatives.

Participants experienced the entire representation process through a simulation

At the end of the training, participants applied the knowledge they had gained in a student representation simulation. Working in groups, they were given fictional yet recognisable situations from the study environment. In some cases, they had to identify difficulties students were experiencing in a particular course; in others, they assessed proposed changes to a study programme or discussed issues related to study workload.

Student representatives first organised focus groups and gathered students’ views. They then structured the information they had collected, reviewed the agenda of a simulated study programme committee meeting and prepared to present their arguments. During the simulated meeting, they had to respond to questions from other members and work towards possible solutions. Afterwards, together with the moderators, they discussed what had worked well, what had been missing and what they could apply when representing students in real meetings.

The simulation gave participants an opportunity to experience the entire representation process in one setting – from the first conversation with students to presenting their position. For new representatives, it was an opportunity to gain greater confidence, while more experienced representatives could reflect on their working methods and share their experience with others.

More information about student representation is available in the VU SR Representation Guide. To find out who represents students in a particular study programme or faculty, visit the VU SR contacts page.