Student Engagement in Higher Education Journal <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. We have just moved to a new hosting service and haven't got everything in place yet, but you can sign up as a reviewer, reader, or author and contact the editorial board on;</p> <p>&nbsp;</p> <p>&nbsp;</p> RAISE en-US Student Engagement in Higher Education Journal 2399-1836 Authors who publish with this journal agree to the following terms:<br /><p>a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p><p>b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</p><p>c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="" target="_new">The Effect of Open Access</a>).</p> Editorial Rachel Forsyth Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 1 1 Data Analytics – A critique of the appropriatisation of a new measure of ‘Student Engagement’. Tom Lowe Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 2 6 Growing From A Seed Kiu Sum Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 7 11 The ‘Partnership Identity’ in Higher Education: Moving From ‘Us’ and ‘Them’ to ‘We’ in Student-Staff Partnership <p>Student-staff partnerships in higher education re-frame the ways that students and staff work together as active collaborators in teaching and learning. Such a radical re-visioning of the relationships between students, staff, and the institutions within which they function is both potentially transformational and a significant challenge given the deeply entrenched identities, and attached norms, that form a part of the institutional culture. Explicit examination of the ways in which identity formation and navigation influences, and is influenced by, student-staff partnership is an important but under-explored area in the partnership literature. Drawing on structured reflective narratives focused on our own partnership experiences, we employ collaborative autoethnographic methods to explore this nexus through a social identity lens. Results highlight the need to move away from the labelling of dichotomous student/staff roles and identities in the context of partnership to a more nuanced conception that embraces the multiplicity of identity and diverse dimensions of meaning. We highlight the power of the normative conceptions that we attach to different identities, particularly where dissonance arises should those norms conflict. We discuss how this dissonance was particularly salient for us as we crossed the partnership threshold, only to find that the ethos underlying our new partnership identities contradicted the traditional hierarchical structure of the institutions within which we continued to function. Finally, we highlight the implications of these results for those engaging in student-staff partnerships in higher education and point the way toward potentially fruitful avenues of future research.</p> Lucy Diana Mercer-Mapstone Elizabeth Marquis Catherine McConnell Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 12 29 Field trips, friendships and societies: Exploring student engagement in the School of Earth and Environment, University of Leeds <p>Student engagement in Higher Education is increasingly seen as having a critical influence on achievement and overall university experience. However, engagement is predominantly evaluated through survey instruments, and in-depth studies of small student populations that explore the dynamics of the construct, and diversity of student experiences are currently lacking. This paper addresses this gap by exploring student perspectives of the factors impacting student engagement in the School of Earth and Environment, [University]. Focus groups were held with students across six degree programmes and four years of study and data were analysed using Kahu’s (2013) conceptual framework of engagement, antecedents and consequences. Findings emphasise prominent feedback loops between and within the various elements of the framework. In the School of Earth and Environment, key enablers of positive feedback loops are field trips, friendships and societies, which interact dynamically with <em>inter alia</em> increased sense of belonging and community. These, in turn, lead to motivation, confidence, deeper learning, further positive relationships and further engagement. Future student engagement initiatives should therefore seek to nurture and develop community to promote positive engagement feedback loops.<strong> </strong></p> Jen Dyer Andrea Jackson Katie Livesey Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 30 54 ‘The SLL Resilience Programme: The Route to Success’: Implementing Wellbeing Skills at the University of Reading. <p>This Case Study outlines the way in which a Resilience Programme was designed and implemented at the University of Reading in 2016, and it contains the results of the initiative. The Case Study discusses the motivation for the new Programme and explains some of the problems faced by my School, these informing the need to evolve a new student support resource.</p><p>The Case Study presents the content of the Resilience Programme and offers advice about avoiding 'rookie' errors in devising a similar Programme. The Case Study makes a strong argument for involving 'experienced' students to help deliver the Programme and for constructing student/staff partnerships.</p><p>The Case Study lists resources to guide readers in their development of a similar Programme, and it provides the results of our own initiative using available measurables (levels of suspension requests, levels of 'Extenuating Circumstances' requests, and so on).</p><p>The key insight of this Case Study involves the argument that HE institutions can and should be focusing on student resilience in order to enhance student attainment, wellbeing, and employability. It also suggests that the most effective way of approaching this issue is proactive (rather than reactive) and collaborative.</p> Madeleine Kathryn Davies Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 55 60 Reflections on the development of a model of partnership designed to enhance the ‘digital curriculum’ of Sociological Studies programmes As this journal demonstrates, there are a growing number of accounts describing how student partnerships can be achieved in practice. However - and as some of this literature highlights - student partnerships are not merely technical impositions that can be simply implemented from ‘there’ to ‘here’ (Healey et al, 2016). They are instead reflexively experienced as processes of engagement by those who are working together within situated environments. Partnerships are not only directed by particular people toward particular ends, they are also relative to the contexts they variously exist within (see Elphick and Sims, 2017, for example). Drawing on our experiences of working together on a project designed to enhance the ‘digital curriculum’ within an undergraduate sociology programme, this casestudy reflects on a model of partnership that emerged from the situating determinants within which our relationship was based - and how these conditions subsequently impacted on assessments concerning the ‘success’ of the project. These determinants include the aims of the initiative that the project was a part, the substantive arena within which the project was focussed, and our own competencies, experiences, and networks. The role of the institution in enabling and constraining the project is also explored. In examining the values that underpinned the model of partnership that we developed, the paper follows Healey et al’s (2014, p 7) contention that student partnerships are a process of engagement, not merely a product that can be measured by outcomes. More specifically, it highlights the importance of reflecting on the interdependencies that exist between people, process, and purpose when doing partnership work, and how these connections influence judgements about effectiveness. Clarissa Simpson Tom Clark Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 61 69 Partnership support for departments with low student satisfaction <p>UCL ChangeMakers’s support for departments with poor student satisfaction ties student partnership work for educational enhancement into institutional quality assurance mechanisms. It began in 2015, with students collaborating with the 20 departments with the lowest overall student satisfaction scores in the National Student Survey (NSS)<a title="" href="#_edn1">[i]</a> to enhance their assessment and feedback practices. It resulted in an increase of 5.2% in the NSS scores for assessment and feedback in those departments, compared to 3% for UCL as a whole. Students who participated had a positive experience, despite working in an environment where departments were required to participate.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ednref1">[i]</a> The National Student Survey (NSS) is completed by final year undergraduates at all publicly funded Higher Education Institutions in the United Kingdom about their experience of their course. Results are publicly available; they influence league tables and may in the future influence the level of fees an institution can charge its students.</p></div></div> Jenny Marie Fumika Azuma Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 70 77 How to help engage students in flipped learning: a flipping eventful journey <p>This case study example focuses on the use of flipped learning as a teaching method in Higher Education. The term flipped learning can be described as follows:</p><p> </p><p>“In the flipped classroom, instructors prerecord lectures and post them online for students to watch on their own so that class time can be dedicated to student-centred learning activities, like problem based learning and inquiry oriented strategies” (McLaughlin J et al 2014).</p><p> </p><p>Flipped learning allows for the in-class time to focus on higher order cognitive skills (Little, C 2015) i.e. it allows students to apply the higher levels of Blooms Taxonomy (Bloom 1956), such as the skills of analysis and evaluation, rather than not progressing beyond comprehension and knowledge. Therefore, the supporting literature suggests that deeper learning is achieved as a result (Orsmond 2004), and the ability of students to achieve a wider range of learning skills is encouraged (Bergmann and Sams 2012).<strong></strong></p><p> </p><p>A flipped learning model of teaching was applied within the context of a final year undergraduate module, entitled Sale of Goods, on the law degree programme at the University of Sheffield. The module has been run as an elective module for a number of years, but since September 2015 the module ran using a flipped learning model.</p><p> </p><p>In the 2015/2016 academic year, ‘traditional’ tutor led lectures were replaced with online screencasts (audio over PowerPoint slides) and lecture time was adapted to become student-centred large group interactive sessions. The primary motivation for introducing a flipped model of delivery was to encourage greater engagement from the students in their learning experience, in particular increased active learning rather than passive learning. Following this, in 2016/2017 continued work and development of the module was undertaken, including better scaffolding and signposting of the flipped learning resources, development of screencast content and length, and increased interactivity built into lecture time.</p><p> </p><p>Volunteer students from the 2016/2017 cohort undertaking the module were asked to engage in 30 minute one-to-one interviews after undertaking the module, and qualitative comments were collated by the author. Funding was obtained from the University of Sheffield fund for learning and teaching in order to carry out these interviews, transcribe the interviews and analyse the results. These results will be considered in this case study. This case study also draws on academic literature to compare perspectives of incorporating this method of teaching into the HE curriculum. </p><p> </p><p>This case study summarises the reasons for implementing a flipped learning model, together with the key findings from such implementation. The key conclusions focus primarily on the potential benefits of incorporating flipped learning into teaching, with the central benefit being increased engagement from students. There are also comments on some of the challenges of this teaching method – the central challenges being the need for consistency and clear signposting, together with a large investment of time by staff in implementing such a teaching method.</p> Gareth Bramley Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 78 85 Impact of centrally coordinated higher education pre-commencement of teaching student support initiative (FedReady) on student engagement: A regional university case study <p>This case study describes how a dual-sector regional university in Ballarat (Victoria, Australia) developed and implemented a voluntary, no-fee, student academic capability supportive initiative in 2012. The initiative required 4-6 months of planning prior to the first delivery. The FedReady 5-day initiative was purposely designed to provide both domestic and international students from all disciplines, with knowledge, skills and opportunities to apply these skills 2 weeks prior to the commencement of their teaching semester. The initiative complements existing Federation University (FedUni) student academic support initiatives targeted at supporting students from low socioeconomic status backgrounds, first in family student cohorts and those who have minimal engagement experience with higher education. The initiative is co-delivered by both staff and student academic leaders (students employed as staff) and is delivered twice a year. The initiative is comprehensively evaluated using both qualitative and quantitative methods in conjunction with faculty and service centre staff.</p> Nina Fotinatos Ellen Sabo Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 86 92 Launching an Interdisciplinary Network for Understanding Student Engagement (INFUSE) <p>The Interdisciplinary Network for Understanding Student Engagement (INFUSE) began as a request to put together a team of faculty from each department within the College to focus on teaching and learning. Faculty members initially met and brainstormed ideas to pursue. A report of the United States National Survey of Student Engagement data spurred the team in a direction to explore student engagement and create a model for recognition of effective practices that are already occurring within the college and examine ways to increase student engagement throughout the college. A highlight of efforts to highlight effective strategies that can be utilized by faculty across the lifespan of a student were generated, with follow-up activities to engage faculty in prolonged study of student engagement techniques were implemented.</p> Jeff Angera Allison Arnekrans Mark E. Deschaine Kristina Rouech Betsy VanDeusen Tim Otteman Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 93 98 Proceedings of the RAISE International Colloquium on Partnership <p>RAISE convened a major event on June 23<sup>rd</sup> 2017, hosted at Birmingham City University. This was undertaken under the auspices of the RAISE Special Interest Group on Partnership. The event organisers were successful in bringing together leading, international commentators and practitioners to discuss and reflect on developments in partnerships between students and staff in Higher Education. </p><p>We noted that students and staff working in partnership has rapidly become a major feature of the HE landscape around the world. There is much evidence to show that partnership working may be a powerful catalyst to enhance student engagement and enhance student learning. Indubitably there are benefits to staff and institutions too. Developing such an ethos presents an attractive alternative to neo-liberal, transactional and consumer models of HE. We wished to take stock of these developments and explore the opportunities, challenges, and consequences of such approaches. Is partnership truly inclusive and open to all? What are the ethical tensions? Are some of these practices more ‘pseudo-partnership’ then genuine? Is there a danger of appropriation through neo-liberal or managerialist agendas?</p>We asked contributors to summarise the presentations and workshops they gave at the event for these proceedings and we are delighted that so many of them have been able to do so Colin Bryson Abbi Flint Catherine Bovill Georgina Brayshaw Jasmin Brooke Alison Cook-Sather Roisin Curran Peter Felten Sara Foreman Sarah Graham Ruth Healey Saskia Kersten Niamh Moore-Cherry Karen Smith Cherie Woolmer Catherine McConnell Daniel Bishop Copyright (c) 2018 Student Engagement in Higher Education Journal 2018-04-15 2018-04-15 2 1 99 136