Framing student engagement in higher education

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dc.citation.issue5
dc.citation.volume38
dc.contributor.authorKahu ER
dc.date.available1/06/2013
dc.date.issued1/06/2013
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 2011, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2011.598505
dc.description.abstractStudent engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.
dc.description.publication-statusPublished
dc.format.extent758 - 773 (16)
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000319378900008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fef
dc.identifier.citationSTUDIES IN HIGHER EDUCATION, 2013, 38 (5), pp. 758 - 773 (16)
dc.identifier.doi10.1080/03075079.2011.598505
dc.identifier.elements-id192965
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0307-5079
dc.identifier.urihttps://hdl.handle.net/10179/15152
dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.isPartOfSTUDIES IN HIGHER EDUCATION
dc.relation.replaceshttp://hdl.handle.net/123456789/6844
dc.relation.replaces123456789/6844
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectEDUCATION & EDUCATIONAL RESEARCH
dc.subjectstudent engagement
dc.subjectcritique
dc.subjectsociocultural perspectives
dc.subjecttheoretical framework
dc.subjectteaching and learning
dc.subjectSCHOOL
dc.subjectPERCEPTIONS
dc.subjectOUTCOMES
dc.subjectACHIEVEMENT
dc.subjectMOTIVATION
dc.subject1ST-YEAR
dc.subjectVALIDITY
dc.subjectSUCCESS
dc.subjectDROPOUT
dc.subjectNSSE
dc.subject.anzsrc1301 Education Systems
dc.subject.anzsrc1303 Specialist Studies in Education
dc.titleFraming student engagement in higher education
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/School of Psychology
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