Student Engagement in Higher Education Journal 2022-01-04T13:26:08+00:00 SEHEJ Editorial team Open Journal Systems <p>SEHEJ is an international peer-reviewed journal supporting the work of the <a href="">RAISE network</a>. Thus the focus is on student engagement, the active participation of students and staff and students working in partnership. You can sign up as a reviewer, reader, or author on this site by creating an account, and contact the editorial board on </p> <p> </p> <p> </p> Editorial 2021-12-12T16:47:15+00:00 Rachel Forsyth 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Finding the right fit: Enhancing the academic-industry link in the sector for Nutrition undergraduates – a pilot study 2021-04-17T09:12:11+00:00 Kiu Sum Labros Dimitropoulos Grete Kurik Ihab Tewfik <p class="Default"><span style="color: windowtext;">Academic learning experience prepares students for professional life, enriches their scientific-evidence knowledge, whereas laboratory practicals upskill their experiences applying theory into “real world” scenarios. As most undergraduate programmes are not offering placement year, students rely heavily on their initiatives and networking to maximise their continuous professional development (CPD). This study evaluated the supporting mechanisms between academia and industry/ sector and examined staff and students’ perceptions of existing academia-industry collaborations. An online survey was designed to record perceptions of undergraduate’s nutrition students. This was followed by focus groups to establish students’ perceptions of the relevant professional organisations and their related experiences outside academia. Captured students’ feedback together with the nutrition teaching academics responses in individual semi-structured interviews have portrayed the current academic-industry links, the perceived challenges/barriers and probed sensible roadmap. Six themes uncovered the need for extra nutrition-related work experiences, while the students’ perceptions reflected their learning through course progression, awareness of external opportunities and underpinned that graduate readiness improved progressively with years spent in study. The Academics’ interviews recognized the limited academic-industry collaborations and underpinned many barriers faced; more “top-down” support was identified as a strategy to enhance external links. The study provides a clear lens into the present academic-industry links within the nutrition programmes and ascertained the perceived challenges experienced by students and academics. Collaborations and centralised university communications shall promote a better university experience. Equally, staff-student partnerships will facilitate a new approach to understand both staff and students’ perspectives and enhance learning experiences within the sector.</span></p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Perceptions of stakeholders on the problems facing higher education 2021-04-30T11:03:30+00:00 Maria Eliophotou Menon <p>Stakeholder theory analysis and research on the participation of stakeholders in university governance point to differences in the salience of different stakeholders in institutional planning and decision making. Despite their importance as the key public of higher education, students have been reported to be less influential in university governance in comparison to other groups. In this context, the paper investigates whether perceptions of problems facing higher education differ between two stakeholder groups, namely, students and high-ranking administrators. Qualitative research was used to collect information from 20 graduate students and four high-ranking government officials and/or administrators. The analysis of the data points to important differences in the perceptions of the two groups both in terms of the identified problems and the proposed solutions to these problems. This suggests that one reason for the limited and/or more passive role of students in university governance may relate to the fact that they have different views regarding the nature and/or importance of problems facing higher education. The findings of the study are used as the basis for suggestions that can enhance student engagement in higher education, especially in relation to strategic planning, university governance and the formulation of higher education policy objectives.</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Andragogy of the Oppressed: Action Research as Student Engagement Practice 2021-06-28T10:24:23+00:00 Lucy Joy Krebs <p>This action research was conducted in response to National Student Survey (NSS) comments that suggested 12 out of 87 students did not feel their voice was represented in feedback. The research used focus groups, online polls and email correspondence to establish how best to ensure that all voices were reflected in feedback and the institutions response to it. The ethics of power and collaboration are explored, as well as the issues regarding the capture of representative views. The findings suggested that students wanted explanations for when feedback was not actioned, opportunity to feedback on potential solutions and greater collaboration with staff. It was also found that in participating in the action research, students gained research skills as well as improvement of their student engagement processes.</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal In pursuit of a healthy academic status and student experience: An approach to supporting academically fragile students in higher education 2021-05-18T10:07:16+00:00 Casey Mainsbridge Tracey Muir Si Fan Tracy Douglas <p>Student engagement in higher education institutions is a critical constituent that underpins organisational retention and the student experience. This study investigates the effectiveness of a four-step initiative designed to support academically fragile teacher education students at a regional Australian university. The initiative was framed upon behaviour change and goal setting frameworks designed to facilitate academic re-engagement at an individual level, guided by academic teacher education staff. Descriptions of four teacher education students and their re-engagement experiences during exposure to the initiative for a semester period are provided. Findings indicate that the elements of a structured and personalised approach, mutual agreement between academic staff and students towards study commitment, and regular communication with the students were fundamental in maintaining engagement. Three of the four students highlighted in this study completed the semester and experienced academic success that they had not achieved previously, suggesting that the initiative may hold value as an approach towards students academically vulnerable. The researchers discuss the multidimensionality of challenges associated with student engagement, identify possible implications of these, and make recommendations for strategies to address such challenges.&nbsp;&nbsp;</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Student transition experiences and the agency of supportive campus environment in higher education 2021-06-29T07:52:18+00:00 Yaw Owusu-Agyeman <p>Global shifts in the demography of students as well as competition in meeting the knowledge and skills needs of students have led to emerging discourse on how universities can enhance the transition experiences of first year students. Subsequent to this call, the current study examine the perception of first year students on their transition experiences in a university in South Africa. Data was gathered using a survey from a sample of first year students (n = 1538) and analysed by way of multiple regression analysis. Results revealed that students’ sense of belonging, intellectual engagement, cross-cultural interaction and supportive campus environment serve as strong predictors of the transition experiences of first year students. In particular supportive campus environment served as the strongest predictor of the transition experiences of students. The study further highlights the prominence of enhancing the transition experiences of first year students by means of strong institutional academic and social support systems and the maintenance of institutional culture that builds a sense of belonging among first year students.&nbsp;</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Review of Healey, Matthews and Cook-Sather (2020) ‘Writing About Learning & Teaching in Higher Education, Creating and Contributing to Scholarly Conversations across a Range of Genres’ 2021-04-26T11:55:11+00:00 Harry West 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Using an Extracurricular Interdepartmental Collaborative Water Analysis Project to Promote Student Engagement at a Commuter Community College 2021-04-26T11:58:42+00:00 Yasmin Edwards Diane Banks Dickens St Hilaire Aneska Tejada Grissel Dejesus <p>A culture of student participation at community colleges has been shown to improve retention and graduation rates. At urban commuter community colleges most students work part-time or full-time in addition to the rigors of a full-time course load. Therefore, convincing these students to allocate time for extracurricular activities is an ongoing challenge for faculty.&nbsp; Utilizing the student involvement theory, this study applied interdisciplinary research between three Science, Technology, Engineering, and Math (STEM) programs at Bronx Community College (BCC) to foster extracurricular engagement among participating students majoring in Liberal Arts - Biology option, Chemistry and the Medical Laboratory Technician (MLT) programs. During the fall 2018 semester, students were invited to work closely with three faculty members representing each program to conduct a water analysis project.&nbsp; Each faculty member worked with students on an aspect of the project specific to their discipline. The Chemistry department faculty member worked with students to quantify the anions present in the water samples. The MLT faculty member guided students in the microbiological evaluation of the samples and the Biology faculty member instructed students on the significance of water quality testing and its relevance to public health. This project was not funded therefore students were invited to participate based on their desire to work closely with faculty in a laboratory setting and the participating faculty members volunteered to work with students.</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal ‘It’s like what we have to do at work’ – The student perspective on encouraging part-time students to engage in co-designing academic skills courses 2021-06-28T16:48:11+00:00 Karen Findon Stuart Sims <p>This research explores the student perspective of ways in which one Academic Support Department within a University can encourage part-time working professional students to engage in a ‘Students as Partners’ programme focused on curriculum co-design of an Academic Skills Course.&nbsp; Collecting qualitative data from focus groups we explore the motivations and barriers for engagement in such programmes. Initial findings show a perception that engaging in partnership work will benefit them personally, academically and professionally. Respondents were keen to engage which suggests that less connected does not necessarily mean less engaged than ‘traditional’ students.&nbsp; Students’ made many recommendations for how the University can offer partnership activities to give them and their peers the opportunity to participate.</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Exploring university sustainability practices during a Covid-19 summer 2021-06-22T08:27:41+00:00 Hilda Mulrooney Lisa Chevallereau <p>This paper describes the experience of carrying out an internship project in the summer of 2020, at the height of the Covid-19 pandemic. The internship was a paid placement for eight weeks, offered by X University to second year undergraduate students within the Faculty of Science, Engineering and Computing (SEC), on a competitive basis. The project aimed to explore sustainability practices and policies of the university, using the main campus as an exemplar. The first lockdown necessitated a change of plan; instead, the project was carried out online using the university website as the main source of information. Academic staff in two faculties were invited to complete an online questionnaire to establish their views and practices on including sustainability in their teaching, and a focus group with postgraduate students on a MA in Sustainable Design explored their opinions on sustainability in education and future employment. The perspectives of the staff and student partners are explored, and the main findings of the work as well as potential barriers are discussed.</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal Reflections on the development of a technology enhanced learning App through student–led collaboration 2021-04-26T11:46:26+00:00 Duncan Cross Julie Prescott <p>The University of XX is a Teaching Intensive Research Informed (TIRI) institution that places a strong emphasis on teaching and learning. In 2016 a successful bid was made for Higher Education Funding Council for England (HEFCE) Catalyst funding in Innovation in teaching and learning. The bid written by the principal investigators was based on their mutual interest in students as partners (Healey et al., 2014) and the co-production of technology-based learning interventions and aimed to engage undergraduate students in researching their own student body, to discover the needs of the student community. This paper discusses the process of the technological development and reflects on the project incorporating student and staff voice.</p> 2021-12-15T00:00:00+00:00 Copyright (c) 2021 Student Engagement in Higher Education Journal