During the Apartheid period in South Africa, students at Historically Black Universities were excluded from participating in institutional decision-making affecting their enrollment, fee allocation, academic challenges and general well-being. The Higher Education Act of 1997, changed this situation to a participatory inclusion of the Student Representative Council in university governance where they could influence and promote students’ academic interests. This article draws from a study that was conducted at selected Black universities, to explore the academic benefits derived by students who participated in governance since the change. Issues of free education that have been topical in South Africa and further pose scrutiny on how this achievement is beneficial to the SRC who are central to student development advocacy. Adopting a qualitative research approach, the study sought to understand the academic experiences of the SRC, as participants in the highest decision-making structures at these institutions. Findings from the study suggest that the academic benefit for the SRC as participants in governance is dependent on their level of study, political deployment, time commitments and academic aspirations. There ought to be a deeper interrogation on how best to ensure academic value for students who participate in governance.

中文翻译：

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参与大学管理是否会增加学生的学术经验价值？

在南非的种族隔离时期，历史悠久的黑人大学的学生被排除在参与可能影响其入学，学费分配，学术挑战和整体福祉的机构决策之外。1997年的《高等教育法案》将这种情况改变为将学生代表委员会参与大学治理，从而可以影响和促进学生的学术兴趣。本文来自在选定的布莱克大学进行的一项研究，以探讨自改革以来参与治理的学生所获得的学术利益。在南非已经成为热门话题的免费教育问题，进一步审查了这项成就如何对SRC有利，而SRC是学生发展倡导的核心。该研究采用定性研究方法，旨在了解SRC作为这些机构最高决策结构的参与者的学术经验。研究结果表明，SRC作为治理参与者的学术利益取决于他们的学习水平，政治部署，时间投入和学术抱负。应该对如何最好地确保参与治理的学生的学术价值进行更深入的研究。时间投入和学术抱负。应该对如何最好地确保参与治理的学生的学术价值进行更深入的研究。时间投入和学术抱负。应该对如何最好地确保参与治理的学生的学术价值进行更深入的研究。