The Student Engagement Enigma – The Psychosocial and Academic Trust Alienation Theory: A new theoretical lens to investigate Higher Education student phenomena

Authors

Abstract

Currently, Higher Education (HE) is experiencing post-pandemic challenges which have increased pressure on HE students in multifaceted and interconnecting ways. Existing HE research suggests that post-pandemic, students’ mental health and wellbeing has been significantly impacted, thus indicating that proactive research into the field of HE students is needed now more than ever before. This article presents the new concept of the Psychosocial and Academic Trust Alienation (PATA) theory as a lens through which HE student behaviours, characteristics, and demographics can be researched. It begins with an explanation of the PATA theory with links to student engagement enigmas, and then explores how this theory can be applied to researching the complexities of student demographics, with the aim being to develop knowledge and understanding of issues affecting students such as post-pandemic engagement. Furthermore, an analysis into the potential range of research methods that can be employed and utilised in HE practice is also presented, supported by three case vignette examples with key reflection points.  A critical analysis and debate of this emerging educational theoretical perspective is presented with a concluding statement on the impact of how this theory can support researchers examining the complexities of the HE student community, the HE Institutional and HE political landscapes, on a national and international level.

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Author Biography

Caroline Sarah Jones, Manchester Metropolitan University

Caroline S. Jones, MA in HE, PGCHE, BA (Hons), SFHEA, Dip Ed, Associate CIPD, Member of the Society for Research in Higher Education (SRHE) is An APPLIED SOCIAL SCIENCES teaching professional with extensive experience working in the children and young people field and lecturing/programme leading in Higher Education. Currently employed as a Tutor based within the Education Faculty at Manchester Metropolitan University, having previously been a Lecturer at the University Campus Oldham and at Stockport University Centre. Also an External Examiner for Derby University and a Peer Reviewer for IETI. Other roles include working for; Stockport Local Authority Schools as a Governor Support Officer, a Children Centre Development Worker, Sure Start Adviser and Childcare Support Officer working across Stockport LA and Dorset LA. Research interests include; Leadership and management, Social mobility and social policy, Risk, resilience and adolescent mental health, Young care leavers, Widening participation and disadvantage, Psychosocial and academic trust alienation theory. Author: Mrs Caroline S Jones, Tutor, Education Faculty, Manchester Metropolitan University, Brooks Building, Birley Fields Campus, 53 Bonsall Street, Manchester, M15 6GX Qualifications: MA in HE, BA (Hons), SFHEA, PGCHE, Dip Ed, Associate CIPD Contact Details: c.jones@mmu.ac.uk mobile: 07557 442287 Academia: 2014 Research – Interpretivist, Qualitative Methodology ‘What are practitioner perceptions of the impact of the Pupil Premium Funding for disadvantaged children’s educational outcomes and achievements?’ 2016 Blog, ‘Research and Teaching in British Universities is of equal importance, Solving the Conundrum’. 2017 Newsletter and Blog, SRHE,’ Exploring a ‘Sense of Belonging’ and Why It Matters in Higher Education’ Conference review. 2018 Newsletter and Blog, SRHE, ‘Preventing Plagiarism’ Conference review. Jones., C., S. (2017) Barriers to Student Engagement; Exploring the concept of alienation. CELT:LTiA Online;http://www.celt.mmu.ac.uk/ltia/Vol12Iss2/2_Jones_barriers_to_student_engagement_in_HE_revisiting_concepts_of_alienation.pdf Jones, C, S., and Nangah, Z. (2020) Higher Education Students: Barriers to Engagement; Psychological Alienation Theory, Trauma and Trust; a Systematic Review. Perspectives: Policy and Practice in Higher Education. DOI 10.1080/13603108.2020.1792572.

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Published

2025-04-03

How to Cite

Caroline Sarah Jones, & Sweeney, L. (2025). The Student Engagement Enigma – The Psychosocial and Academic Trust Alienation Theory: A new theoretical lens to investigate Higher Education student phenomena. Student Engagement in Higher Education Journal, 6(1), 79–110. Retrieved from https://sehej.raise-network.com/raise/article/view/1240