‘The rules of engagement’: Student engagement and motivation to improve the quality of undergraduate learning

Research output: Contribution to journalArticle

View graph of relations Save citation

Open

Authors

Research units

Abstract

Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that both meet the expectations of incoming students and are appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work is to examine the various factors that motivate students to engage in such a fashion. Three focus groups were carried out in a stratified manner to ascertain student motivations and to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged and non-engaged first year undergraduate students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied to the emerging thematic data in each group. Three key motivational themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skillset as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

Documents

  • “The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality

    Rights statement: © 2018 Senior, Bartholomew, Soor, Shepperd, Bartholomew and Senior. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    Final published version, 415 KB, PDF-document

    Licence: CC BY Show licence

Details

Original languageEnglish
Article number32
JournalFrontiers in Educational Psychology
Volume3
DOIs
StatePublished - 30 May 2018

Bibliographic note

© 2018 Senior, Bartholomew, Soor, Shepperd, Bartholomew and Senior. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

DOI

Download statistics

No data available

Employable Graduates; Exploitable Research

Copy the text from this field...