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Salient. Victoria University Student Newspaper. Volume 39, No. 1, March 1, 1976
Implication
Implication
Richard Rowe, sometime Auckland student "heavy", once said "we're not talking about student representation, but student implication". How do we stop implicating ourselves, and get into real and effective representation? Firstly, while the bulk of student rep positions are next to useless, there are some that are important, and do have some sway: Union Management Committee is one, the University Council another. You can possibly think of more - that's a good point to argue on.
Secondly, look at some of the academic things that happened last year.
| 1. | In Pols 213 there were justified complaints that the university's own regulations were not being followed. Studass officers followed the case up (see Salient 29/4/75 p7). |
| 2. | A student wished to take a Geog course to which the lecturer involved agreed but the Department Chairman intervened. Reps took the matter up at Prof. Board. |
| 3. | There is considerable evidence that the University's exam regulations are interpreted in a heavily biased way. Lecturers trying new techniques with the approval of their classes run foul of them while autocrats with more political 'clout' can ignore them. Educ, Pols and Hist courses show this clearly. |
| 4. | After a lot of student complaint, the Arts Faculty set up a workloads committee. The first report of this committee was hatcheted and the second was impotent. The only tangible result was to quieten students. |
| 5. | In SOSC 301 a group of students got together to reduce the workload, improve the course content and scrap the end of year exam. After direct discussions with staff involved the case was won. (See Salient 4/6/75 p3). |
| 6. | In Hist 307 also a final exam that students didn't want was scrapped by effective student organisation within the course. |