The findings in this special issue, gives a strong evidence for students' capacity both to contribute with insight on their own teaching and learning, as well provide suggestions and solutions on how to improve the education system. But the data from the Centre Research Study also indicates that even if many institutions have systems where they consult students about the changes in education programs, students experience much of it as "tokenistic" and lacking credibility. This is particularly evident in the cases of assessment and qualification. Compared to Norwegian students, English students seem to lack real influence of many aspects of their own education.