Institutional Research and Improving the Quality of Student Engagement

Autor/inn/en	Zepke, Nick; Butler, Philippa; Leach, Linda
Titel	Institutional Research and Improving the Quality of Student Engagement
Quelle	In: Quality in Higher Education, 18 (2012) 3, S.329-347 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2012.730338
Schlagwörter	Higher Education; Learner Engagement; Foreign Countries; Institutional Research; Educational Quality; Educational Improvement; Improvement Programs; Student Surveys; Interviews; Questionnaires; Likert Scales; Educational Indicators; Educational Assessment; Student Improvement; Change Strategies; Educational Change; New Zealand + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Institutionelle Forschung; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Schülerbefragung; Interviewing; Interviewtechnik; Fragebogen; Likert-Skala; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Lösungsstrategie; Bildungsreform; Neuseeland
Abstract	This article asks whether institutional research could help improve the quality of student engagement by researching at sub-institutional levels such as in courses bridging students from school into higher education. In answer it argues two interacting propositions: one, that student engagement provides useful indicators of quality in higher education; and, two, that research into student engagement is best conducted at a sub-institutional level. The authors use evidence obtained from a funded Teaching and Learning Research Initiative project in New Zealand to support these propositions. The project gauged the perceptions of first-time students in four different bridging (access) courses in one higher education institution. Results showed significant differences in the way they perceived the efforts of teachers and the institution to support their engagement. Not only did course results differ from institutional scores, courses also differed significantly from each other. These results suggest that the quality of student engagement could be enhanced if institutional research focused closely on engagement at sub-institutional levels such as courses. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10