Students’ engagement in first‐year university
Abstract
This 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.
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Student engagement at university is significantly influenced by sense of belonging.
“Student engagement at university is significantly influenced by sense of belonging.”
From Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program (2017) · cites this paper as Krause & Coates, 2008
Cites
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School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
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“Such collaborative activity is reflected in contemporary anthropological theories of situated or distributed learning which suggest that individuals learn by involving themselves in fields or communities of practice or inquiry (Hutchins, 1995; Lave & Wenger, 1991).”
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Student engagement in the educational interface: Understanding the mechanisms of student success
Kahu, E. R., & Nelson, K. (2018) · Higher Education Research & Development · doi:10.1080/07294360.2017.1344197 · Cited by 1,108 · see citing works
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0176-8 · Cited by 1,097 · see citing works
“Therefore, calls have been made for a greater understanding of the role that educational technology plays in affecting student engagement, in order to strengthen teaching practice and lead to improved outcomes for students (Castañeda & Selwyn, 2018; Krause & Coates, 2008; Nelson Laird & Kuh, 2005).”
BackgroundAn Online Engagement Framework for Higher Education
(2018) · doi:10.24059/olj.v22i1.1175 · Cited by 497 · see citing works
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Effects of teacher role on student engagement in WeChat-Based online discussion learning
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Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence
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Engagement in digital interventions.
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Teachers' Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being
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Analysis of classroom silence behaviors among Chinese and Korean undergraduates
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- Authors
- Krause, K., & Coates, H.
- Affiliations
- Griffith University (AU)
- Australian Council for Educational Research (AU)
- Corresponding author
- Krause, Kerri‐Lee
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2008-09-12
- Volume
- 33
- Issue
- 5
- Pages
- 493-505
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1980247690
- Cited by
- 1,075
- References
- 3
- Citations by year
- 2026: 24 · 2025: 72 · 2024: 90 · 2023: 81 · 2022: 96 · 2021: 105 · 2020: 87 · 2019: 80 · 2018: 64 · 2017: 62 · 2016: 51 · 2015: 56 · 2014: 56 · 2013: 49 · 2012: 39
- FWCI
- 91.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Minerva Access (University of Melbourne) (submittedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- student engagement, first-year students, online engagement, self-directed learning, peer engagement, student experience, university teaching, institutional policy
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