The Future of Institutional Listening: Conversation in the Cracks of the University


  • Emile Bojesen Education Studies and Liberal Arts, University of Winchester



Higher Education, Online Education, Conversation, Listening


Listening to students is not only often a deficiency in educational theory, but also for educational leaders, policy-makers, teachers, parents, and educational actors in society more broadly. This article outlines this problem while suggesting that educational conversations that occur "within" the context of institutions can afford particular benefits to their participants and the institutions themselves. Topics of interest specific to the institutional experience of individuals, including those that are highly critical of them, can be developed in non-linear and non-efficiency-orientated directions, in a manner that is both individualised and pluralistic.


Bojesen, E. (2019). Conversation as educational research. Educational Philosophy and Theory, 51 (6), 650–659.

Internet Matters (2019). Parenting Generation Game [online]. Available at: [Accessed 6 September 2020].

Ragusa, A. T., & Crampton, A. (2018). Sense of connection, identity and academic success in distance education: Sociologically exploring online learning environments. Rural Society, 27(2), 125–142.

Rancière, J. (1991). The Ignorant Schoolmaster. (K. Ross, Trans.). Stanford, CA: Stanford University Press.

Schafer, R. M. (1992). A Sound Education: 100 Exercises in Listening and Sound-Making. Ontario: Arcana.

Veck, W. (2009). Listening to include. International Journal of Inclusive Education, 13(2), 141–155.

Wimpenny, K., & Savin-Baden, M. (2013). Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18(3), 1–16.




How to Cite

Bojesen, E. (2020). The Future of Institutional Listening: Conversation in the Cracks of the University. Sociologica, 14(2), 37–40.



Special Feature