The Intricacies of Student Engagement in Higher Education after the pandemic: Academic and Central Services staff views and experiences

Authors

Abstract

This article reports on research which aimed to capture the voices of central services and academic staff at a UK Higher Education institution on the intricacies of student engagement in the post-pandemic era. Participants (n=23) took part in semi-structured interviews across the academic year 2023-24.  This research contributes to the field of Higher Education by bringing additional insights to the ongoing debate of student engagement, including the tangible and non-tangible aspects. It identifies that students are tactically engaging as they cope with economic, political, and social challenges post pandemic. It found that students can be in attendance but disengaged or not in attendance but engaging online, which directly challenges student engagement monitoring methods. Recommendations are that social and relational teaching practice is embedded into the heart of HE delivery, with academics given time and space to deliver these practices, particularly for those HEIs with students from widening participation, commuter, or first-generation student demographics. Further research is needed to review barriers to student engagement post-pandemic to capture student voice and to examine the conflicts of students not being able to attend despite being committed, and those who do attend and appear to be less committed. 

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Author Biographies

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.

Dr Huw Bell, Manchester Metropolitan University, Health and Education Faculty

Dr Huw Bell, Reader in Teaching and Learning, Faculty of Health and Education, Manchester Metropolitan University. Email: h.bell@mmu.ac.uk. I completed my PhD in Applied Linguistics in 2002 under Paul Meara at University of Swansea. I was part of the Department of Languages, Information and Communication at Manchester Metropolitan University (MMU) from 2006-2017, and currently work at the School of Education at MMU. I have previously worked at other universities in England and Wales, as well as a number of language schools in the UK, France and elsewhere. My roles have included teacher training (CELTA), lecturing in TESOL and applied linguistics, and English language teaching. My research focuses on teaching and learning L1 grammar in primary and secondary schools in the UK, teachers' attitudes to and beliefs about grammar and their impact on teaching, the implementation of the National Curriculum and higher education student experience. I have worked closely with a number of primary and secondary schools across the North West, delivering CPD in language awareness to staff. 

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Published

2025-04-03

How to Cite

Caroline Sarah Jones, & Bell, H. (2025). The Intricacies of Student Engagement in Higher Education after the pandemic: Academic and Central Services staff views and experiences. Student Engagement in Higher Education Journal, 6(1), 111–147. Retrieved from https://sehej.raise-network.com/raise/article/view/1370

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Vol. 6 No. 1 (2025): Building and valuing relationships

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