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1.
The concept of student engagement is receiving increased attention from researchers, higher education leaders, and the general public in recent years. This increased attention represents a shift from the more traditional resource and reputation model of academic quality to a model that emphasizes institutional best practices and student experiences that enhance student learning and development. At the same time, institutions face rising operating costs and the public faces rising costs of attendance. However, relatively little effort has been made to explore the potential relationship between these two important research and policy areas. This study examined the relationship between institutional expenditures and student engagement based on data from 142 colleges and universities. The results of an OLS multiple regression model, including a factor for student engagement as the dependent variable, suggest that administrative expenditures are negatively related to student engagement. These results support further exploration of potential complex causal links between expenditures and engagement and may provide support for initiatives to reverse historical trends and adjust institutional spending.I would like to thank Ms. Cathy Statham for assistance in obtaining data for this study.  相似文献   

2.
Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The organisational cultures of two universities are mapped against a typology developed by McNay, which was extended by the author to include aspects of institutional engagement with students. It appears that corporate and bureaucratic institutional cultures that may respond well to external pressures on institutions (regulation, performance indicators, audits and policy pressure) are not conducive to engagement with student opinion. The stronger preference of students remains a collegial, partnership‐based approach for enhancement of the student experience. This study will be of interest to institutional managers, student (union) leaders, academics and practitioners who seek to improve the student experience through effective engagement with student views.  相似文献   

3.
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   

4.
Disengagement and a lack of motivation have been found to be the major reasons for student drop out from higher education. In order to broaden our understanding of institutional and personal factors associated with intention to complete a college degree, this investigation examined the relationship between students’ perceptions of classroom climate and institutional goal structures and their motivational orientation, engagement and intention to persist in college. Data was collected from first-year students (N = 1778) enrolled in an institution of higher education near Bangkok, Thailand. The results indicate that perceptions of classroom climate and institutional goal structures have significant associations with students’ motivational orientations and levels of engagement and contribute to intention to persist in college.  相似文献   

5.
黄庆双 《教育技术导刊》2021,19(12):247-251
为全面系统分析在线学习投入度影响因素,提升学习者在线学习质量,从学习生态观视角出发,使用系统动力学方法,构建学习者在线学习投入度影响因素系统动力学模型。采用层次分析法对模型进行仿真分析,结果显示：教学环境、社会交互环境、情感心理环境对学习者在线学习投入影响较强,物理环境和制度规范环境影响较弱。进一步分析表明,教学活动设计、与教师交互和情感体验是影响在线学习投入的高杠杆因素。从精心设计教学活动,优化教学环境;发挥教师主导作用,构造多边良性循环的社会交互环境;增强学习者情感体验,构建各子系统协同共建的情感心理环境等方面着手,致力于提升学习者在线学习质量,能促进在线学习系统平衡、协调和可持续发展。  相似文献   

6.
The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The present research examined the relationships between higher education expenditures and students’ engagement in educationally purposeful activities, after controlling for a variety of student and institutional characteristics. Using data from a nationally representative sample of colleges and universities, the findings indicated that the relationships between expenditures and student engagement are very complex. Relationships differed by institutional control, students’ year in school, and the type of engagement measure included in the analysis.  相似文献   

7.
Our research addressed two aims: to develop a systematic way to evaluate institutional engagement with graduate outcomes and to explore such engagement in higher education institutions in Aotearoa/New Zealand. An online survey was completed by 14/29 institutions with nine follow-up interviews to gather information on institutional engagement with graduate outcomes. Using a Maturity Modelling approach with indicators of planning, systems, delivery, assessment, evaluation and professional development support for graduate outcomes, we assessed the level of engagement in each institution. Results revealed patchy engagement across the polytechnic and university sectors. There was strong engagement with the planning, systems and delivery of graduate outcomes, particularly in the polytechnic sector, but much lower engagement with their assessment and evaluation, and overall, weak engagement with professional development support for graduate outcomes. Some mechanisms for promoting engagement with graduate outcomes were external drivers, a teaching-focused culture, strong leadership from the top and enabling structures. Our findings can inform institutional policies and practices in order to support not only compliance, but more importantly engagement with the graduate outcome agenda to improve the student learning experience.  相似文献   

8.
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   

9.
Calls for accountability in higher education are prompted in part by questions concerning whether colleges and universities use their resources effectively to promote student learning. Unfortunately, too little is known about whether money matters to desired outcomes of college. Using students?? responses to the 2004 administration of the National Survey of Student Engagement (NSSE) in concert with institutional data from the Integrated Postsecondary Education Data System (IPEDS) and the College Board, this study examined the relationships between educational expenditures, student engagement and selected student self-reported learning outcomes, controlling for student and institutional characteristics. Results indicated that expenditures were modestly related to student engagement and learning outcomes. However, the nature of these relationships differed, depending on the engagement/outcome measure and student year in school.  相似文献   

10.
院校影响理论的基本模型发展经历了I-E-O模型到学生融合模型阶段,以及学生融合模型的深化发展两个阶段。学生融合模型的深化发展,主要体现在两方面：一是横向扩增考虑院校结构特征和非院校因素的影响,二是纵向考虑学生的整个学习过程,发展到学生参与模型和院校行动模型。未来研究中,需要开发适用于我国的院校影响理论,并深入分析学生参与行为的性质及参与行为与个体认知、情感的相互作用。  相似文献   

11.
Philanthropists, researchers, policymakers, and practitioners are increasingly focused on a college completion crisis in the United States. Collectively and independently, they have called for increasing the number of adults with postsecondary certificates and degrees as a national imperative. Using the 2007 administration of the Community College Survey of Student Engagement (CCSSE), this article explores the statistical relationships between student engagement, as measured by the CCSSE, and institutional graduation rates reported to the Integrated Postsecondary Education Data System (IPEDS). Both bivariate correlations and hierarchical multiple regression analyses yielded results that reinforce the salience of student engagement as an important predictor of college completion. Specifically, the CCSSE student engagement benchmarks of active and collaborative learning and support for learners are positive predictors of institutional graduation rates. The article concludes with suggestions around instructional practices and institutional policies to consider for community college leaders committed to the completion agenda.  相似文献   

12.
Students’ engagement in first‐year university   总被引：1，自引：0，他引：1  
This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.  相似文献   

13.
This study addresses the departure intentions of an Australian university business student cohort that is characterised by high levels of diversity in pre-entry attributes. The study investigates the level of student engagement using the academic and social integration components of the Student Engagement Questionnaire (SEQ) based on Tinto’s model of institutional departure. The results showed that the pre-entry attributes of students such as gender and low socio-economic status, together with first year of study, were not significant in determining student engagement. There were, however, significant differences in departure intention based on student engagement, particularly in terms of interaction with administrative support services and satisfaction with the educational experience. Overall, the findings support the view that institutional efforts to engage business students in the early stages of their studies minimise the risk of departure.  相似文献   

14.
The self-reported experiences of 50,883 undergraduates at 123 institutions were analyzed using a multinomial hierarchical model to identify individual and institutional characteristics associated with varying levels of student engagement in educationally purposeful activities. Parental education and student academic preparation were positively associated with higher levels of engagement. White students were generally less engaged than students from other racial and ethnic groups whereas men were more likely to be either disengaged or highly engaged compared with women. Students at public institutions and research universities were less engaged than their counterparts at private colleges and other institutional types. Individual student perceptions of certain aspects of the institutional environment affected engagement in complicated ways.  相似文献   

15.
The generational approach to conceptualising first-year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a Capability Maturity Model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model is discussed along with its application in an Australian higher education institution. In this case study, the model identified first-, second- and third-generation approaches and, in addition, achieved a ‘complementary extension’ of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.  相似文献   

16.
Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead, we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging and well-being, which, we contend, are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps to explain why some students with demographic characteristics associated with lower completion rates are retained and do go on to successfully complete their studies, while similar others do not. These three contributions, the interface, the key constructs within it being mediating mechanisms and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions.  相似文献   

17.
Policy changes in the higher education landscape have given way to increased interest in the way students perceive engagement in UK higher education. This paper examines whether we can reliably distinguish between institutions and disciplines, and what key student and institutional variables are a predictor of engagement of undergraduate students. Using data from two waves of the United Kingdom Engagement Survey (UKES), a national survey of undergraduate student engagement, we constructed multilevel models for different aspects of student engagement. The results show that the vast majority of the variance of the models is at the student level, indicating that demographic characteristics seem to contribute most to differential aspects of engagement. Some variance at student level could be explained: females, distance learners, part-time students, and disabled student indicators were negative predictors of engagement, while indicators for Black and minority ethnic (BME) students and for students from Africa and Asia were positive predictors of engagement.  相似文献   

18.
While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways.  相似文献   

19.
We know various factors can influence how teaching staff engage with student evaluation, such as institutional policies or staff beliefs. However, little research has investigated the influence of the technical processes of an evaluation system. In this article, we present a case study of the effects of changing the technical system for administering student evaluations at one New Zealand university. We develop a socio-technical model of the institutional evaluation system, and use this model to examine whether introducing an online system for ordering student feedback questionnaires and reducing processing time influenced academic staff engagement with evaluation. Survey responses, interview comments and data about ordering trends suggest the change did increase staff engagement by: (1) improving staff perceptions of evaluation and (2) increasing engaged behaviour, such as voluntarily ordering more evaluations. The outcomes of this study imply that the ‘practical implementation’ of an evaluation system is an important factor in influencing engagement with evaluation. We conclude that we can increase teacher engagement with evaluation simply by improving the ‘practical implementation’ of the evaluation system.  相似文献   

20.
This article is a contribution to the sociology of an expanded and newly diversified UK higher education system. How differentiated is the student experience? How sharply is the system polarised? Drawing on interviews and questionnaires conducted in five sociology departments in a variety of pre‐1992 and post‐1992 universities, it examines students' views on ‘what they learn’ and their orientations to study. It explores differences in curriculum content and organisation and the extent to which student narratives and identities vary with differences in institutional context. A typology of student experiences and subject engagement is advanced that as well as capturing institutional differences also locates a range of student orientations – and worthwhile student experiences – in all five departments that suggests a somewhat greater commonality of experience and outcome across institutions than the extreme polarisation of institutional experiences and outcomes sometimes suggest.  相似文献   

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