Coates / McCormick Engaging University Students

International Insights from System-Wide Studies
2014
ISBN: 978-981-4585-63-7
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 166 Seiten

This book provides university teachers, leaders and policymakers with evidence on how researchers in several countries are monitoring and improving student engagement-the extent to which students are exposed to and participate in effective educational practices. It captures insights from international implementations of the National Survey of Student Engagement (NSSE), developed in the United States. In the last half decade NSSE has been adapted and used in several other countries, producing the largest international collaboration yet involving educationally relevant data on students' engagement in higher education. Leaders of established national collaborations draw on their experiences with hundreds of institutions to contribute their insights. Framed by their cultural and educational contexts, they discuss issues concerning first-year learners, international students, part-time and distance learners, as well as teaching and leadership in support of student learning. Each chapter outlines strategies based on national case studies and presents perspectives supported by concrete examples of how these have played out in diverse settings. The book suggests mechanisms that can be used by institutions, ministries and quality agencies around the world.

Hamish Coates is the Founding Director of Higher Education Research at the Australian Council for Educational Research (ACER) and a Program Director with the LH Martin Institute for Tertiary Education Leadership and Management, based at the University of Melbourne. He conducts research and development across many areas of higher education, nationally and internationally. Over the last decade, he has led a large number of projects that have influenced research, policy and practice, including the OECD's 17-country Assessment of Higher Education Learning Outcomes Feasibility Study (AHELO) and the Australasian Survey of Student Engagement (AUSSE). His research and publications focus on the measurement and evaluation of tertiary education inputs, processes, contexts and outcomes. Active interests include large-scale evaluation, tertiary education policy, institutional strategy, outcomes assessment, learner engagement, academic work and leadership, quality assurance, tertiary admissions, and assessment methodology.Alexander C. McCormick holds a faculty appointment in the Indiana University School of Education's Educational Leadership and Policy Studies department, where he teaches the Higher Education and Student Affairs program. He also directs the National Survey of Student Engagement (NSSE), housed in the Indiana University Center for Postsecondary Research. Through his work with NSSE, he aims to enrich the United States discourse about quality in higher education, while also providing institutions with tools they can use to diagnose and improve undergraduate teaching and learning. His research interests centre on assessment and accountability in higher education, and also organizational change and improvement in higher education. Prior to joining Indiana University, he served as Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, where he directed a major overhaul of the Foundation's widely-used Classification of Institutions of Higher Education and also served as director of survey research.

Autoren/Hrsg.

Coates, Hamish

McCormick, Alexander C.

Inhaltsverzeichnis

1;Foreword;5
2;Acknowledgements;9
3;Contents;11
4;Contributors;13
5;About the Authors;14
6;About the Editors;19
7;Abbreviations;20
8;List of Figures;22
9;List of Tables;23
10;Chapter 1;24
10.1;Introduction: Student Engagement—A Window into Undergraduate Education;24
10.1.1;A Perspective that Adds Up;24
10.1.2;Networking International Engagements;28
10.1.3;Conceptual Frames;30
10.1.4;Looking Forward;34
10.1.5;References;34
11;Chapter 2;36
11.1;Refocusing the Quality Discourse: The United States National Survey of Student Engagement;36
11.1.1;Introduction;36
11.1.2;NSSE Resources;38
11.1.3;Using NSSE Results to Inform Improvement;40
11.1.4;Selected NSSE Findings;42
11.1.5;The Complications of Public Reporting and Accountability;44
11.1.6;Challenges Going Forward;46
11.1.7;Concluding Comments;48
11.1.8;Appendix A: NSSE Benchmarks of Effective Educational Practice;49
11.1.8.1;Level of Academic Challenge;49
11.1.8.2;Active and Collaborative Learning;49
11.1.8.3;Student-Faculty Interaction;50
11.1.8.4;Enriching Educational Experiences;50
11.1.8.5;Supportive Campus Environment;50
11.1.9;References;51
12;Chapter 3;53
12.1;A Canadian Perspective on Student Engagement;53
12.1.1;Introduction;53
12.1.2;Background on the Canadian Postsecondary Education Sector;54
12.1.3;The Adoption of NSSE in Canada;55
12.1.4;What NSSE Revealed and How It Was Received;56
12.1.4.1;Engagement Patterns;57
12.1.4.2;How the Results Were Received;58
12.1.5;A Canadian NSSE Research Agenda;59
12.1.5.1;Explaining Variations in NSSE Scores;60
12.1.5.2;Investigating Variations in NSSE Benchmarks;60
12.1.5.3;Investigating Engagement Variations in Programme and Student Subgroup Scores;63
12.1.5.4;Investigating Engagement Variations Among Disciplines;65
12.1.5.5;Evaluating Revisions to Programmes, Courses and Service Offerings;68
12.1.5.6;Using Engagement Measures to Inform Academic Management and Planning;70
12.1.6;The Future of NSSE in Canada: Implementation, Accountability and Research;71
12.1.7;References;73
13;Chapter 4;75
13.1;Engaging University Students in Australia;75
13.1.1;Introduction;75
13.1.2;A Cross-Institutional and Evidence-Driven Perspective Takes Shape;76
13.1.3;Shifting the Needle: Beyond Happiness to Engagement;79
13.1.4;Converting Evidence into Change;81
13.1.5;Stimulating Broader Research-Driven Insights;83
13.1.6;Concluding Ideas;85
13.1.7;References;86
14;Chapter 5;87
14.1;The New Zealand Experience;87
14.1.1;National Perspectives on University Student Engagement;87
14.1.2;Development of the Student Engagement Data Collection;89
14.1.3;Contexts and Patterns of Use and Participation;90
14.1.4;Key Findings and Observations;91
14.1.5;How Institutions can Use the Data;93
14.1.6;Next Steps for Assessing and Improving Student Engagement;97
14.1.7;References;98
15;Chapter 6;99
15.1;Student Engagement in South Africa: A Key to Success, Quality and Development;99
15.1.1;Introduction;99
15.1.2;Higher Education in South Africa Pre- and Post-Apartheid;100
15.1.3;A Comparative Perspective;102
15.1.4;Development of Student Engagement Measures in the South African Context;102
15.1.4.1;South African Survey of Student Engagement;103
15.1.4.2;Lecturer Survey of Student Engagement;104
15.1.4.3;Beginning University Survey of Student Engagement;104
15.1.4.4;Classroom Survey of Student Engagement;104
15.1.5;Student Engagement Trends Emerging from National Studies;105
15.1.6;Applications of Student Engagement Data in South Africa;106
15.1.6.1;Institutional Planning and Monitoring;106
15.1.6.2;Capacity Development;107
15.1.7;Improving the Quality of Undergraduate Education;108
15.1.8;Challenges Facing a Systematic, Longitudinal Approach;111
15.1.9;Conclusion;112
15.1.10;References;112
16;Chapter 7;114
16.1;Engaging Students in China;114
16.1.1;Introduction;114
16.1.2;Policy and Project Contexts: From NSSE-China to the Chinese College Student Survey (CCSS);115
16.1.3;Three Case Studies of NSSE-China/CCSS Impact;118
16.1.3.1;Case 1: Chongqing University;119
16.1.3.2;Case 2: Guizhou University;121
16.1.3.3;Case 3: Tsinghua University;124
16.1.4;Concluding Thoughts;126
16.1.5;Appendix A: Sample Interview Questions;126
16.1.6;References;127
17;Chapter 8;129
17.1;The Irish Survey of Student Engagement;129
17.1.1;Introduction: An Overview of the Higher Education System in Ireland;129
17.1.2;Drivers for Change: Institutional, National and International;130
17.1.3;Development of a Measure of Student Engagement in Ireland;132
17.1.3.1;Governance, Management and Stakeholders;134
17.1.3.2;Reporting of the Irish Survey of Student Engagement;135
17.1.4;Improvement and Monitoring: Enhancingthe Student Experience;136
17.1.4.1;Using ISSE to Understand Student Transition, Development and Engagement;136
17.1.4.2;The First Year Experience;137
17.1.4.3;Transition from Secondary Education to Higher Education;138
17.1.4.4;Using the ISSE to Understand Student Retentionand Student Transition;139
17.1.4.5;Understanding Student Needs and Diversity;139
17.1.4.6;Enhancing Postgraduate Students’ Experience;140
17.1.4.7;International Benchmarking;140
17.1.4.8;Inform Research on the Irish Higher Education System;140
17.1.4.9;Enhancement of Collaboration Among Stakeholders;141
17.1.4.10;Implementing and Responding to Policy on Quality;141
17.1.4.11;Provide Students with a Voice;142
17.1.5;Conclusion;143
17.1.6;References;144
18;Chapter 9;146
18.1;Role-Based Insights into Enhancing Student Engagement;146
18.1.1;Using the Role as a Lens;146
18.1.2;University Senior .Leaders.....;147
18.1.3;Quality Assurance Professionals;148
18.1.4;Institutional .Researchers.....;149
18.1.5;Department Chairs;150
18.1.6;.Librarians.....;152
18.1.7;First-Year Advisors;153
18.1.8;Academic Advisors;153
18.1.9;Career Advisors;154
18.1.10;Springboards for Action;157
18.1.11;References;157
19;Chapter 10;158
19.1;Broader Strategies for Developing Student Engagement;158
19.1.1;Introduction;158
19.1.2;Developing Institution-Wide Approaches to Student Engagement;159
19.1.3;Graduate Engagement Statement;161
19.1.4;Benchmarking for Continuous Improvement;162
19.1.5;Broadening Staff Involvement in Student Learning;164
19.1.6;Enhancing Interactions Between Students and Staff;166
19.1.7;Monitoring Quality Data Over Time;168
19.1.8;Leading with Evidence;169
19.1.9;References;169
20;Chapter 11;170
20.1;Emerging Trends and Perspectives;170
20.1.1;A Continuing Impetus for Steering Student Engagement;170
20.1.2;Emerging Directions for Research-Driven Practice;172
20.1.3;Concrete Next Steps;174
20.1.4;References;177
21;Erratum;178
22;Index;179