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The meanings of student engagement: implications for policies and practices

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

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The meanings of student engagement: implications for policies and practices. / Ashwin, Paul; Mcvitty, Debbie.
The European higher education area: between critical reflections and future policies. ed. / Adrian Curaj; Liviu Matei; Remus Pricopie; Jamil Salmi; Peter Scott. Cham: Springer, 2015. p. 343-359.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Ashwin, P & Mcvitty, D 2015, The meanings of student engagement: implications for policies and practices. in A Curaj, L Matei, R Pricopie, J Salmi & P Scott (eds), The European higher education area: between critical reflections and future policies. Springer, Cham, pp. 343-359. https://doi.org/10.1007/978-3-319-20877-0_23

APA

Ashwin, P., & Mcvitty, D. (2015). The meanings of student engagement: implications for policies and practices. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott (Eds.), The European higher education area: between critical reflections and future policies (pp. 343-359). Springer. https://doi.org/10.1007/978-3-319-20877-0_23

Vancouver

Ashwin P, Mcvitty D. The meanings of student engagement: implications for policies and practices. In Curaj A, Matei L, Pricopie R, Salmi J, Scott P, editors, The European higher education area: between critical reflections and future policies. Cham: Springer. 2015. p. 343-359 doi: 10.1007/978-3-319-20877-0_23

Author

Ashwin, Paul ; Mcvitty, Debbie. / The meanings of student engagement : implications for policies and practices. The European higher education area: between critical reflections and future policies. editor / Adrian Curaj ; Liviu Matei ; Remus Pricopie ; Jamil Salmi ; Peter Scott. Cham : Springer, 2015. pp. 343-359

Bibtex

@inbook{7a2bd691389a4a70b32287554b69eaf9,
title = "The meanings of student engagement: implications for policies and practices",
abstract = "udent engagement has increasingly been positioned as a defining characteristic of high quality teaching and learning in higher education. This is because as a concept it can comfortably serve the purposes of various stakeholders across learning and teaching, institutional management, and national policy contexts. However, as many commentators have pointed out, its meaning is not clear. In this chapter, we argue that this is not, as some suggest, due to a lack of criticality on the part of researchers or because engagement is poorly defined, but rather because student engagement has many meanings. We argue that by analysing the focus and degree of student engagement, it is possible to address the problems associated with the apparent vagueness of student engagement. This conceptual ground clearing allows us to ask more challenging questions about the relations between different foci and degrees of student engagement, and explore the implications of these questions for future research and policy initiatives related to student engagement",
keywords = "Student engagement, Teaching and learning, Higher education, Knowledge",
author = "Paul Ashwin and Debbie Mcvitty",
note = "Date of Acceptance 3/12/2014",
year = "2015",
doi = "10.1007/978-3-319-20877-0_23",
language = "English",
isbn = "9783319187679",
pages = "343--359",
editor = "Adrian Curaj and Liviu Matei and Remus Pricopie and Jamil Salmi and Scott, {Peter }",
booktitle = "The European higher education area",
publisher = "Springer",

}

RIS

TY - CHAP

T1 - The meanings of student engagement

T2 - implications for policies and practices

AU - Ashwin, Paul

AU - Mcvitty, Debbie

N1 - Date of Acceptance 3/12/2014

PY - 2015

Y1 - 2015

N2 - udent engagement has increasingly been positioned as a defining characteristic of high quality teaching and learning in higher education. This is because as a concept it can comfortably serve the purposes of various stakeholders across learning and teaching, institutional management, and national policy contexts. However, as many commentators have pointed out, its meaning is not clear. In this chapter, we argue that this is not, as some suggest, due to a lack of criticality on the part of researchers or because engagement is poorly defined, but rather because student engagement has many meanings. We argue that by analysing the focus and degree of student engagement, it is possible to address the problems associated with the apparent vagueness of student engagement. This conceptual ground clearing allows us to ask more challenging questions about the relations between different foci and degrees of student engagement, and explore the implications of these questions for future research and policy initiatives related to student engagement

AB - udent engagement has increasingly been positioned as a defining characteristic of high quality teaching and learning in higher education. This is because as a concept it can comfortably serve the purposes of various stakeholders across learning and teaching, institutional management, and national policy contexts. However, as many commentators have pointed out, its meaning is not clear. In this chapter, we argue that this is not, as some suggest, due to a lack of criticality on the part of researchers or because engagement is poorly defined, but rather because student engagement has many meanings. We argue that by analysing the focus and degree of student engagement, it is possible to address the problems associated with the apparent vagueness of student engagement. This conceptual ground clearing allows us to ask more challenging questions about the relations between different foci and degrees of student engagement, and explore the implications of these questions for future research and policy initiatives related to student engagement

KW - Student engagement

KW - Teaching and learning

KW - Higher education

KW - Knowledge

U2 - 10.1007/978-3-319-20877-0_23

DO - 10.1007/978-3-319-20877-0_23

M3 - Chapter (peer-reviewed)

SN - 9783319187679

SP - 343

EP - 359

BT - The European higher education area

A2 - Curaj, Adrian

A2 - Matei, Liviu

A2 - Pricopie, Remus

A2 - Salmi, Jamil

A2 - Scott, Peter

PB - Springer

CY - Cham

ER -