Abstract
This small-scale qualitative study is an initial attempt at Exploratory Practice. It aims to highlight the underlying roots of this issue through students’ eyes and bring forth an alternative, fresh perspective on an important topic. The study—inspired by a series of workshops held locally in my city of Izmir—was conducted at an English foundation programme of the preparatory school of a private university in Turkey with student researchers in two of the higher-level classes as part of a series of reading and writing classes. The results were shared with both boards in question, so that they might inform future decisions to be made whilst designing and developing curricula/syllabi as well as seeking ways to improve student inclusion and representation in school-wide decision-/policymaking both academically and administratively.
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Biçer, K. (2018). Student Representation and Inclusion in Academic and Administrative Policymaking in Tertiary Education. In: Dikilitaş, K., Hanks, J. (eds) Developing Language Teachers with Exploratory Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-75735-3_8
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