In recent years, there has been a growing recognition of the importance of flexibility in higher education as a key factor that can contribute to enhancing student learning and accessibility. However, flexibility has previously been investigated through an institutional lens that fails to consider those directly involved—students and educators. Moreover, the majority of current research regarding flexibility is based on anecdotal evidence and theoretical frameworks; therefore, evidence-based research is lacking.
This plenary session is presented from a student perspective, who found that often, the parts of her identity that she took pride in—middle eastern background, gender, and hearing loss—were also the cause of her struggles. In conversations with other students, it was revealed that their diversity or life circumstances hindered their ability to pursue education. Flexibility was identified as key to enhancing their academic experience. Thus, the presenter decided to focus her fourth year thesis on a project that investigated students’ and educators’ experiences surrounding flexibility to inform future policies about effective flexible practices that accurately represent both groups.
This session will highlight similarities and differences between students’ and educators’ experiences, barriers educators face when implementing flexibility, and a current misalignment in perceptions of flexibility between students and educators. Engaging in transparent and reciprocal open conversations can enhance the student-educator bond and solidify both groups’ sense of belonging.
This study was approved by Western’s Non-Medical Research Ethics Board