{"id":320,"date":"2013-01-23T14:22:52","date_gmt":"2013-01-23T14:22:52","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/teachingandlearning\/?p=320"},"modified":"2013-01-23T14:22:52","modified_gmt":"2013-01-23T14:22:52","slug":"student-engagement-initiatives-well-meaning-but-counterproductive","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/01\/23\/student-engagement-initiatives-well-meaning-but-counterproductive\/","title":{"rendered":"Student Engagement initiatives:  well meaning but counterproductive?"},"content":{"rendered":"<p>&nbsp;<\/p>\n<p>What do we mean by the term \u2018Student Engagement\u2019? How do we measure it? How should be enable it? These are issues reflected on in a recent paper from Australia (Baron and Corbin, 2012).<\/p>\n<p>The authors\u00a0report that student engagement is high on the priorities of some institutions because of a perception, particularly amongst academic staff, that there is a trend towards student disengagement. Increasingly, there are concerns about poor attendance, a lack of preparation for tutorials or seminars, disinterest in active learning and students&#8217; expressed desire to be on campus for very limited periods.<\/p>\n<p>They suggest there is a global consensus on the value of student engagement as a prerequisite for improving student achievement and student experience. However, the term has a multitude of interpretations and, interestingly, a there is a lack of consensus on how to gauge the success of engagement initiatives.<\/p>\n<p>Baron and Corbin suggest that there is much incoherence and fragmentation at the heart of current practice and policy. It is often well-meaning, but in practice is confused or contradictory and in some cases been counterproductive by actively contributing to a culture of disengagement.<\/p>\n<p>They argue for a focused approach to engagement that takes account of:<\/p>\n<ul>\n<li>institutional mission<\/li>\n<li>the campus environment<\/li>\n<li>to diverse student voices<\/li>\n<li>the voices of academic and administrative staff, who are often at the front line of student engagement issues.<\/li>\n<\/ul>\n<p>Most importantly, they argue that student engagement cannot be successfully pursued at the level of the individual academic or Department. It must be pursued holistically in a \u2018whole-of-university\u2019 approach and with a common understanding of what it is the institution seeks to achieve.<\/p>\n<p><em>Paula Baron &amp; Lillian Corbin (2012): Student engagement: rhetoric and reality, Higher Education Research &amp; Development, 31:6, 759-772<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; What do we mean by the term \u2018Student Engagement\u2019? How do we measure it? How should be enable it? These are issues reflected on in a recent paper from Australia (Baron and Corbin, 2012). The authors\u00a0report that student engagement is high on the priorities of some institutions because of a perception, particularly amongst academic<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/01\/23\/student-engagement-initiatives-well-meaning-but-counterproductive\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[14,29],"tags":[],"class_list":["post-320","post","type-post","status-publish","format-standard","hentry","category-he-trends","category-support-for-students"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/320","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=320"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/320\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=320"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=320"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=320"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}