Implicit in the notion of learning excellence is a shift in institutional
culture, toward a balance of power between students and the institution.
This renegotiation or rebalancing of power allows for a focus on the student’s
voice and encourages institutional responses where students can be
active participants in curriculum design and development. It also creates
opportunities for students to be involved at various levels of organization
within HEIs. Importantly, it draws into focus a need to address issues of
quality in learning and teaching from the perspective of students themselves; therefore, an EoC is central to this approach and rethinking how
academic integrity should form part of the institutional culture is also central
to providing learning excellence.