The knowledge production ‘the student experience’ is examined through decolonial lenses (Mignolo, 2011; Quijano, 2000). This concept has been researched in the UK while, in the United States, the concept of 'student engagement' has gained importance. Studies on the student experiences are rather scarce, although there are abundant literatures on higher education in general. By means of a bibliometric analysis of 165 articles and a content analysis of a subsample of 20 articles published between 2000 and 2017 by Latin American authors in two recognised indexes (Web of Science and SciELO), this article examines the production of knowledge about higher education students' experiences in Latin America. The analysis shows that, in general, there is an increase in the production of articles related to the experiences of students in higher education, especially from year 2013. Although most of the articles were published in education journals in general, with a lower percentage in specialised higher education journals, there is a significant number of publications in disciplinary areas of health. Regarding the language of publication, the articles indexed in the most prestigious journals (WoS) are published in English while those in SciELO are published either in Spanish or Portuguese. Regarding international collaboration, understood as joint papers, it tends to be limited, especially in SciELO. If there is collaboration (both for WoS and SciELO), the collaboration is carried out especially with countries from the global North such as Spain and the United States (and with the United Kingdom in the case of WoS, and with Portugal and France in the case of SciELO). The fact that Latin American countries collaborate in the writing of articles with Spain and Portugal is not surprising since the Latin American region tends to maintain strong links with these countries, since colonial times, not only in financial or political terms, but also in epistemic terms. (Mignolo, 2003, 2005; 2011; Quijano, 2000). The content analysis shows that, in Latin America, there is a diverse production of knowledge about higher education students, and given this plurality, the concept of epistemic polyphony is proposed. On the one hand, there is an epistemic predominance of Anglo-Saxon influences but, on the other hand, it also presents specific features related to higher education systems in the region. The paper ends with a reflection on the ways in which knowledge is produced in the Latin American region and how such production has an impact on policies.

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