共查询到20条相似文献，搜索用时 109 毫秒
1.
Nick Zepke 《International Journal of Lifelong Education》2013,32(6):696-709
The purpose of this article is to argue that student engagement, an important area for research about learning and teaching in formal higher education, has an elective affinity with neoliberalism, a hegemonic ideology in many countries of the developed world. The paper first surveys an extensive research literature examining student engagement and its contribution to student learning in higher education. Among research outputs are contributions to quality, student success, belonging, well-being and active citizenship. Second, the paper explores why these diverse contributions have gained widespread acceptance in higher education. It argues that neoliberalism is a major influence in engagement’s rise to prominence. Third, drawing on Weber’s construct of elective affinity, the paper maps key affinities between student engagement and neoliberalism. Elective affinity comprises forces of mutual attraction that exist between the structure and contents of belief systems and the underlying needs and motives of individuals and groups who subscribe to them. 相似文献
2.
Paul Trowler 《Teaching in Higher Education》2013,18(3):328-339
This paper takes up issues raised in two articles by Nick Zepke and portrayed here as ‘the Zepke thesis’. This thesis argues that the literature on, interest in and practices around student engagement in higher education have an elective affinity with neo-liberal ideology. At one level this paper counters many of the assertions that underpin the Zepke thesis, challenging them as being based on a selective and tendentious interpretation of that literature. It also points out the misuse of the concept of ‘elective affinity’ within the thesis. However, more significantly the paper argues that an understanding of how ideas are taken up and used requires a more sophisticated ontological understanding than the Zepke thesis exhibits. That thesis has strayed into the territory of the sociology of knowledge while ignoring the accounts and debates in that area developed over more than a century. 相似文献
3.
Linda Leach 《Journal of Further & Higher Education》2016,40(1):23-47
Student engagement is important to further and higher education institutions: it is understood to be a proxy for quality teaching and governments attach a proportion of funding to student retention and completion. Many institutions are taking part in student engagement surveys, using the data generated to initiate changes to policies and practice. This article presents an overview of literature on student engagement and quality teaching. It then briefly describes three projects in one institution in New Zealand that were designed to improve teaching and student engagement, and outlines key findings from them. The projects are then related to four of Chalmers’ five levels of quality teaching and Leach and Zepke’s six perspectives on engagement, enabling some conclusions about what Massey University is doing successfully and what more it could do to enhance student engagement. It is suggested that other institutions could use this different approach to review their current pedagogy and student engagement strategies. 相似文献
4.
Rachel Brooks Achala Gupta Sazana Jayadeva Jessica Abrahams Predrag Lažetić 《British Educational Research Journal》2020,46(6):1193-1209
Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood. 相似文献
5.
Philip Carey 《Perspectives: Policy and Practice in Higher Education》2018,22(1):11-18
There is a strong focus on the importance of student engagement in higher education, with increasing attention on how students can participate in their university’s decision-making processes. Yet, although the concept appears to be almost universally accepted, it is rarely problematised. This has led some commentators to conclude that student engagement lacks theoretical clarity. Consequently, an increasing number of authors have sought to address this. This paper adds to those efforts by proposing a model for student engagement that recognises the importance of institutional action in facilitating different types of participation. These are aligned with expectations for student activity, but the key message is that the university shapes its students’ engagement. This reinforces arguments that engagement needs to be cognisant of the power dynamics of higher education. In line with this, the paper borrows from debates around public participation to enhance understanding of student engagement in institutional governance. 相似文献
6.
Recently, there has been much interest in higher education literature and policy on the concepts of student engagement and disengagement. While most academic writings recognise the significance of student engagement, they have tended to concentrate on it in relation to academic activities. Increasingly, universities are ‘cascading’ down the need to improve student engagement to schools and ultimately to individual academics. This article asserts that ideas about student engagement in the university context are often fragmented, contradictory and confused. Even the meaning of the term ‘student engagement’ is uncertain. Further, while government and universities urge attention to student engagement, many of their actions, it may be argued, have contributed to greater student disengagement. Relying on the available literature, we argue that the student experience as a whole is the key to engagement and, thus, efforts to re-engage students cannot be successful until a ‘whole-of-university’ approach is adopted. 相似文献
7.
Katy Pilcher 《Teaching in Higher Education》2017,22(8):975-990
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university. 相似文献
8.
Sarah J. Stein Dorothy Spiller Stuart Terry Trudy Harris Lynley Deaker Jo Kennedy 《Assessment & Evaluation in Higher Education》2013,38(7):892-904
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students’ learning experiences. 相似文献
9.
Paul T. Balwant 《Journal of Further & Higher Education》2018,42(3):389-401
Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom context. To develop these conceptualisations, the present review draws upon organisational behaviour theory on work engagement and disengagement because the literature in this discipline is notably more refined than in educational research. Using an organisational behaviour backdrop, student engagement and disengagement are defined by the degree of students’ activation and pleasure. In order to operationalise student engagement, measures that are aligned with the proposed conceptualisation are recommended. Recommendations are also suggested for the development of a measure of student disengagement. The proposed measurement of student engagement and disengagement should provide a unified direction for future empirical research on these topics. 相似文献
10.
The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning. 相似文献
11.
Samuel Asare Helen Nicholson Sarah Stein 《Journal of Higher Education Policy & Management》2017,39(6):593-606
Much of the existing literature on student engagement focuses on what happens within the higher education environment or what the institution has direct control over, restricting understanding of how issues outside of the institution affect engagement. This paper argues that efforts to improve student engagement should be broadened to incorporate issues relating to the family. It employed a case study design in order to develop a broad and more in-depth understanding of how family influences the amount of time and effort students invest in their learning in a large public university in Ghana. It was established that engagement is influenced by family expectation, financial and social support, as well as monitoring of students’ academic performance. The unique contribution of the study is that it broadens current understandings of engagement because it adds an aspect that has not been highlighted in current work on engagement, making a case for institutions to work more with families to get a broader understanding of challenges students face in order to provide comprehensive support. 相似文献
12.
ABSTRACTOver the last few years, student engagement has become a commonly used term in Higher Education across the United Kingdom, American and Australasian higher education systems. This article presents research on an area of student engagement absent from the literature, that of new lecturers’ practices. Following detailed analyses of interview data after one year of teaching, the findings reveal a range of perceptions, pressures and tensions relating to student engagement which influence practice. Most lecturers described engagement as an emotional construct (the need for students to ‘like’ learning) as well as a cognitive construct (what they learn). However, there were tensions between the two and a need to overcome perceived barriers. We argue that lecturers can best be supported by acknowledging the time it takes to gain confidence, experiment and take risks, and appreciating their need to respond to different expectations. 相似文献
13.
Ines Dužević 《Tertiary Education and Management》2013,19(1):66-79
The notion that ‘customer satisfaction’ should be the ultimate measure of quality provision of any service organization is often accepted in the higher education context. However, measuring the quality of an educational institution based on students’ satisfaction is insufficient as it diverts the focus from student development, advancement and growth to an affective evaluation of the service. More appropriate measures of quality of higher education institutions are student engagement and learning. This study describes the likely impact of perceived overall quality of higher education institutions on student engagement. The contribution of this study is twofold. First, it draws attention to the importance of higher education institution quality as the main institutional-level determinant of student engagement and, second, it suggests a comprehensive multilevel conceptual framework for its empirical testing. 相似文献
14.
This research explores student voice and student perceptions of teaching excellence in higher education, and authors suggest implications for student engagement and student/staff partnerships in teaching and learning. Edinburgh University Students’ Association facilitates the longest-running student-led teaching awards in the UK, receiving 2000–3000 open-ended student nominations annually which raise the profile of teaching and reward strong teachers. These extensive qualitative data were analysed using aspects of a grounded theory approach to investigate student perceptions of teaching excellence. This research identified four key themes of teaching excellence: (1) concerted, visible effort; (2) commitment to engaging students; (3) breaking down student-teacher barriers; (4) stability of support. This paper explores these themes with respect to theoretical work on teaching excellence and suggests that students’ perceptions of excellence in teaching and student support advance notions of ‘critical excellence’ and ‘moral excellence’. 相似文献
15.
16.
This paper draws on research conducted across an English higher education partnership to investigate the ways in which student voice was engaged in further education colleges offering university awards through partnership arrangements. Such collaborations are characterised by the marginal presence of higher education students in an environment that is dominated by further education structures, culture and practice. This provides challenges for both colleges and universities in developing higher education student identity and appropriate mechanisms of student engagement that comply with expectations within the higher education sector but also recognise the contextual situation of students within the college environment. It is argued that student partnership collaboration can be a positive driver in an increasingly marketised global environment, where student voice and feedback mechanisms are at the forefront of quality assessments and institutional reputation. An ideal types framework is suggested as a heuristic device for the evaluation of college strategies of engagement. 相似文献
17.
John Ellsworth Winter 《College Teaching》2013,61(3):101-103
ABSTRACTThe role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered. 相似文献
18.
Shulin Yu Yiran Zhang Yao Zheng Kaihao Yuan 《Assessment & Evaluation in Higher Education》2019,44(1):50-65
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master’s theses, peer written feedback, audio-recordings of oral peer feedback conferences and the finalised master’s theses, this case study examines how three master’s students affectively, behaviourally and cognitively engaged with peer feedback on drafts of their thesis in a Master of Education programme at a Macau university. The findings show that the relationship between sub-constructs within each dimension and the relationships between the three dimensions of student engagement were interconnected in a dynamic and complex way. While there were individual differences among the three students’ engagement, their affective engagement could promote or negatively influence their behavioural and cognitive engagement. This study builds our understanding of the multifaceted nature of master’s students’ engagement with peer feedback. It provides pedagogical implications about how peer feedback can enhance the quality of master’s students’ academic writing and sheds light on how to guide students to establish scholarly learning communities in higher education. 相似文献
19.
Eman M. Almarghani 《Teaching in Higher Education》2017,22(8):940-956
The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in the situational frame where student engagement and active learning and teaching do not have a long tradition. To answer our research questions, we conducted a survey with 279 undergraduate students from four universities in Libya. Our findings show that the availability and active usage of the university’s ICTs resources, the university’s reputation and teachers’ activating influence on students most efficiently predict student engagement in HEIs. The role of teachers and their competencies to use active learning techniques are perceived to be very influential in promoting student engagement. 相似文献
20.
Jasvir Kaur Nachatar Singh 《高等教育研究与发展》2019,38(7):1475-1488
ABSTRACTThe student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed. 相似文献