Of course it depends on the meaning of 'student experience' which can range from administrative experiences, curriculum engagement, teacher presence, peer-to-peer engagement and so on. However, in all this the institution and the lecturers involved in course design and delivery carry multifaceted, layered levels of responsibility.

The Higher Education Institution has the ultimate responsibility for student experience.

Students for themselves are responsible for their experience wherever they learn.

I would say - both - a student and institution.

I agree, both the students and the institution. But, the institution has that ultimate responsibility of providing such student experience, which the students may 'avail'.

I share the same with others, but for me the curriculum as well as the teacher is also responsible for making the students learning experience more meaningful and relevant as the learning experience is the powerful tool for the development of required competences upon the students.

If we think of curriculum theory then this is multi dimensional. A complictated ‘conversation ‘ if you will.

Of course it depends on the meaning of 'student experience' which can range from administrative experiences, curriculum engagement, teacher presence, peer-to-peer engagement and so on. However, in all this the institution and the lecturers involved in course design and delivery carry multifaceted, layered levels of responsibility.

Estoy de acuerdo con la posición de que la experiencia del estudiantes debe planificarse de tal forma que el pensum académico desde el inicio de la carrera el estudiante tenga la oportunidad de observar como se desenvuelven los profesionales que están ejerciendo para que a través de la formación de docentes por ejemplo tengan la oportunidad de observar un aula de clase desde el primer semestre de su formación académica y no al final como hacen la mayoría de las Instituciones que forman a Docentes, como lo vienen haciendo en Japón, en Finlandia, Singapur entre otros países

Se requiere diseñar un currículo de formación de docentes con un alto componente de formación practica.

primeramente la Universidad debe diseñar currículo que establezca los niveles de practicas a fin de ir desarrollando experiencias y segundo el estudiante debe adquirir el compromiso de asistir a estas practica como arte de su formación. En la Universidad UDELAS en Panamá, venimos haciendo este en la mayoría de nuestras cereras de formación de profesionales, psicología, investigación criminal, fisioterapia, fonoaudiologia, optometria, estimulacion temprana, dificultad de aprendizajes en fin no se concibe actualmente la formación de profesionales si en la Universidad no le brindamos la oportunidad de que ellos hagan su practica en la formación de su carrera.

In some literature, for example, Shernoff (2013) conceptualizes engagement as a learning experience. My understanding was that the curriculum has been regarded as an essential ingredient in all matters related to the student’s learning. The literature indicates that the curriculum identifies the learning outcomes, standards and core competencies that students must demonstrate before advancing to the next level. Moreover, from a practical perspective, a curriculum outlines for students a chronological sequence of courses and tasks that must be successfully completed to attain those learning outcomes, standards and core competencies and earn a diploma or degree. In addition to teaching students academic skills, the curriculum is intended to teach students the importance of responsibility, hard work and responsible citizenship. As Bilbao (2008) noted, a curriculum is considered the “heart” of a learning institution, irrespective of the level of education, which means that schools or universities cannot exist without a curriculum. Also, the teacher acts as a key function in developing meaningful and relevant learning experience for the students.

For additional information on curriculum and the teachers role, please read

Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development. Philippines: Lorimar Publishing, Inc.

Fallahi, C. R., & LaMonaca, F. H., Jr. (2009). Creating Significant Learning Experiences in a Large Undergraduate Psychology Class: A Pilot Study. Journal on Excellence in College Teaching, 20(1), 87-100.

Fink, L. D. (2013). Creating significant learning experiences: an integrated approach to designing college courses. San Francisco: Jossey-Bass.

Lattuca, L. R., & Stark, J. S. (2009). Shaping the college curriculum: academic plans in context.

Teachers and students. Teachers should be a student guide or, if they do not have sufficient academic skills, teachers need to help students develop this.

Education is intended to bring about change in the student, and with varying degrees of awareness of this, students have opted to be part of an educational experience. As a person develops, and as the individual assumes more responsibility for his / her actions and for the common good of society, they become more responsible for their experience. Society conveys a social warrant to the institution, to its programs, and to its professionals (faculty and student affairs professionals) to create learning experiences and activities inside and outside the classroom and throughout the curriculum that will assist the student in his or her development. An analog question is “who is responsible for the patient’s health, the doctor, the nurse, or the patient?” Ultimately, the patient cannot remain healthy if they alone are responsible, nor can they achieve health without the assistance of trained health professionals and the institutions designed to bring about health (hospitals, clinics, etc.).

International and distance students need a scaffolded, and perhaps compulsory for-assessment social experience, due to the risk of isolation. As an international distance education student for three years I felt this isolation. It was only at the end of my program where courses required me to interact with students outside courses I found there were forums and activities. http://blog.highereducationwhisperer.com/2016/12/pioneering-global-open-education-at.html

The program and course designers and the teachers have primary responsibility for the 'student experience'. Those designing extra-curricular services and the physical campus (if there is one) also have some responsibility, but it is primarily through their study the students experience the institution. At least that was my experience as a graduate student for the last five years.

Obviously, a student living on-campus will have more interaction with the physical campus, other students and staff. At the other extreme, a distance education student will have no interaction at all with the physical campus and most likely not with students or staff outside their classes.

I agree that engagement can be part (key) to the student ‘experience ‘. What I trip over is partly the idea of ‘the’ when it is so diverse, and absolutely contingent on what students bring with them in terms of expectations and prior experiences.

The student experience is a holistic one. It is not just created by faculty and staff, but also by the students' peers, near-peers, campus aesthetics, community, athletics, friends, family, and even down to the food choices available on campus.

Ultimately, the responsibility falls on everyone on campus, and even off campus. It's up to administrators to listen to student concerns, but it's also up to the students to voice their concerns. On the same note, everyone on campus could support the student; however, they are still less likely to succeed if they have a non-supportive family and an unstable home life. It's a collaborative effort between all of the aforementioned entities (and more) to ensure a positive student experience, and ultimately student success.

Lots of thoughtful answers, and some food for thought. My final tag in the question was the word 'ultimate'. While I accept that at all analogies are limp at some level, I sometimes think that as a staff member writing units/ courses and teaching students that I am somewhat like a tour guide For example, I can take students to the most fantastic places but if they don't hop off the bus, then they don't get the 'experience' of seeing something new and/or different and then have a broader understanding of the world

I think it's a gradual process that has multifactorial explanations.

There analysis that try to approach this important question that Dr. Wright presents us in the following works:

Chapter Quality of life and education in the knowledge society

Chapter Methodological process to diagnose self-care of the teacher's health

Interesting question & nice contributions. I am following.

I would make the claim that the most effective systems of design and accountability are co-constructed. Whether secondary or post-secondary, front-loading student agency ensures a richer student experience.

Yes, institution is responsible to a certain extent, but to a large extent, it is the students who should be responsible for their own learning.

Legally, the student is responsible, but the practice and the theoretical studies show that there is a lengthening of the stages of psychological and social maturation of the students.

There are different causes and these are related to the increase of life expectancy, people today live, as a rule, a greater number of years. The adolescent stage is prolonged.

Families have also drastically reduced the number of children, especially in developed countries and in countries that are moving towards development.

The smaller number of children makes possible a greater attention of the family, towards the children.

Excessive or inadequately directed attention can delay the development of responsibility.

A child formed without responsibility is very likely to be later a non-responsible university student.

It is necessary to implement better Family Guidance systems.

In Cuba we have some good experiences of early intervention: Program educates your child; Parent schools and others.

Student satisfaction, which is a measure of the student experience, is a part of the UK Teaching Excellence Framework. Institutions are responsible for achieving good student satisfaction and are assessed on this. See my article Gunn, A. (2018). Metrics and methodologies for measuring teaching quality in higher education: developing the Teaching Excellence Framework (TEF). Educational Review, Article Metrics and methodologies for measuring teaching quality in ...

The current climate in the U.S. focuses on the active learning classroom which places the responsibility of learning on the student and the responsibility of guiding that learning on the faculty member. One lesson is that this approach must be initiated from the first course, guiding the student in a proactive approach to learning. Integral to this process, are retrieval learning and spaced learning which are supported by extensive research. As faculty, we often have to teach the student, not only what to learn, but how to learn. Karpicke, Butler, & Roediger (2009) and Karpicke & Grimaldi (2012) completed studies with students to determine how students would study. They concluded that students had inaccurate perceptions about what methods of study work best. Based on these findings, it is even clearer that faculty have a responsibility to build effective learning approaches into the classroom. Sitting idly in the classroom and memorizing content for tests only allow students to recognize content for the short interim whereas retrieval learning and spaced learning expose students to repeated cuing for data that they have encoded by reading. This process allows students to recollect information in response to many cues and to retain and apply that information in practice. There are many articles available on active learning and student responsibility as well as retrieval learning. Karpicke, Roediger, and Bjorn have published multiple studies on retrieval learning. Prince (2004) provides some definition and a critical review of the research on active learning. Freeman, et al. (2014) assessed active learning strategies for science, engineering, and mathematics courses.

Advertisements which make study look enjoyable and effortless may be partly responsible for lowering the quality of the student experience. Students who find study to be time consuming, frustrating and very hard work may think there is something wrong with their teachers, their course, the institution, or themselves. http://blog.highereducationwhisperer.com/search/label/TV%20advertising