The concept of student workload has become central in European university discourse through the implementation of the Bologna Process. Through the European Credit Transfer and Accumulation System (ECTS), it aims to standardize the measurement of student workload across European higher education. Scholars have highlighted limitations in this approach, particularly its inability to fully capture the complexities of student workload. Departing from such a response, we conducted a mixed-method case study, building our analysis on perspectives from Posthumanism and Actor-Network Theory, which offer a holistic and nuanced framework for understanding student workload. By conceptualising workload as a dynamic network of relational actants, this approach moves beyond previous conceptions. It also foregrounds the student as a complex individual whose agency is central to the construction of workload. Through this lens, student workload is not a fixed entity but a process of becoming, shaped by interactions both within and beyond the formal learning environment. Posthumanist perspectives thus allow for a richer understanding of the student as a whole person. This model provides valuable insights for institutional and educational discourse, as well as future research, highlighting the need for a more nuanced understanding of student workload.

This study synthesizes academic literature on Internal Quality Assurance (IQA) and stakeholder engagement in higher education, focusing on systems operating beyond formal accreditation. Using a PRISMA-guided Systematic Literature Review (SLR), this research analyzed 22 studies published between 2010 and 2025 from four major databases (Scopus, Taylor & Francis, ScienceDirect, and ERIC) through thematic synthesis and bibliometric mapping. The findings reveal that IQA is conceptualized as an autonomous, improvement-focused system that fosters a quality culture through diverse models. Effective multi-stakeholder engagement, involving faculty, students, and staff, is identified as crucial for success. While challenges such as leadership and resource constraints exist, they can be overcome by enablers like strong leadership and participatory cultures. This review contributes uniquely by synthesizing IQA practices outside formal accreditation, emphasizing participatory engagement for developing an intrinsic quality culture, and highlighting emergent research from Global South contexts. The findings can inform policymakers, higher education leaders, and practitioners in creating effective IQA systems and guide future research.