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dc.contributor.authorKrause, Kerri-Leeen_US
dc.contributor.authorCoates, Hamishen_US
dc.contributor.editorDr. Susan Martin, William Scotten_US
dc.date.accessioned2017-05-03T14:24:29Z
dc.date.available2017-05-03T14:24:29Z
dc.date.issued2008en_US
dc.date.modified2010-03-31T07:36:17Z
dc.identifier.issn02602938en_US
dc.identifier.doi10.1080/02602930701698892en_AU
dc.identifier.urihttp://hdl.handle.net/10072/26304
dc.description.abstractThis paper reports on seven calibrated scales of student engagement emerging from a large-scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self-managed, peer and student-staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent94103 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeOnlineen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom493en_US
dc.relation.ispartofpageto505en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalAssessment and Evaluation in Higher Educationen_US
dc.relation.ispartofvolume33en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleStudents’ engagement in first-year universityen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.rights.copyrightCopyright 2008 Taylor & Francis. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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