| Description |
1 online resource |
| Contents |
Intro; Foreword; Contents; 1 Context Setting; Abstract; 1.1 Introduction; 1.1.1 The General Background; 1.1.2 About This Book; 1.2 The Higher Education Systems in China and the UK; 1.2.1 China; 1.2.2 The UK; 1.3 The Empirical Basis of the Book; 1.3.1 Methodology and Methods; 1.3.2 Engagement and Experiences on the Three Courses; 1.4 Structure of the Book; References; 2 Unpacking the Concept of Student Engagement; Abstract; 2.1 Introduction; 2.2 The Evolution of Student Engagement; 2.2.1 The Dominant Paradigm; 2.2.2 An Alternative Paradigm: The UK; 2.3 Framing Student Engagement Conceptually |
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2.3.1 The NSSE and AUSSE Model2.3.2 Fredricks et al.'s Three-Dimensional Framework; 2.3.3 Coates' Two-Dimensional Framework; 2.3.4 Solomonides' Relational Model; 2.3.5 Leach and Zepke's Conceptual Organiser; 2.3.6 Kahu's Integrative Framework; 2.4 Indicators of Successful Engagement; 2.4.1 Student Level; 2.4.2 Staff Level; 2.4.3 Course and Institutional Level; 2.5 Engagement Across Cultures, Disciplines and Genders; References; 3 A Socio-ecological Perspective on Student Engagement; Abstract; 3.1 Introduction; 3.2 Bronfenbrenner's Bioecological Model; 3.2.1 Process; 3.2.2 Person |
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3.2.3 Context3.2.4 Time; 3.3 The Figured Worlds Theory; 3.3.1 Positionality; 3.3.2 Self-authoring; 3.4 A Synthesised Theoretical Framework; References; 4 Key Indicators of Student Engagement; Abstract; 4.1 Introduction; 4.2 History-in-Person; 4.2.1 Relevant Past Experience; 4.2.2 Character Traits; 4.2.3 Motivation; 4.2.4 Goals and Plans; 4.2.5 Ethnic Group; 4.3 Personal Development; 4.3.1 Independence; 4.3.2 High-Order Thinking Skills; 4.3.3 Self-discipline; 4.3.4 Time Management; 4.3.5 Confidence; 4.3.6 Interpersonal Communication; 4.4 Learning Styles; 4.4.1 Shock Study |
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4.4.2 Collaborative Learning4.5 Effectiveness of Teaching Practices; 4.5.1 Style of Lecturing; 4.5.2 Attitude of the Lecturer; 4.5.3 Persona of the Lecturer; 4.5.4 Advice and Guidance; 4.6 Quality of Interactions; 4.6.1 Peer-Peer Interaction; 4.6.2 Student-Course Tutor Interaction; 4.6.3 Student-Instructor/Academic Advisor Interaction; 4.7 Campus Environment; 4.7.1 Course/University Support and Facilities; 4.7.2 Course Assessment; 4.7.3 Course/University Ethos; 4.7.4 Level of Challenge on the Course; 4.7.5 Course Management; 4.7.6 Subject Area; 4.7.7 Campus Location and Management |
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4.7.8 Independent ProjectReference; 5 Narratives of Engagement and Experiences; Abstract; 5.1 Lu Kai; 5.2 Sarah; 5.3 Tang Ning; 5.4 Kate; 5.5 Mark; 5.6 Wang Bo; 5.7 Ren Feng; 5.8 Comparing and Contrasting the Pen Portraits; 6 Conceptualising Student Types and Engagement; Abstract; 6.1 Student Types; 6.1.1 Strategic-Studious; 6.1.2 Intrinsic-Extrinsic; 6.1.3 Introverted-Extroverted; 6.1.4 Identifying Student Types; 6.2 Conceptualisations of Student Engagement; 6.2.1 Student Conceptualisations; 6.2.2 Staff Conceptualisations; 7 Theorising Student Engagement; Abstract; 7.1 Introduction |
| Summary |
This book focuses on undergraduate student engagement in China and the UK. It offers an innovative perspective on this aspect, which, although pervasive, is not always acknowledged by its users to be complex and multidimensional in nature, firmly rooted in cultural, social and disciplinary norms, and difficult to measure. Competition within the global higher education market has become increasingly intense amongst universities; and the higher education sector in China, currently the largest source of international students, is beginning to compete strongly for its home market. Against this consumerist background, student engagement, with its close relation to positive learning outcomes, is increasingly receiving attention from higher education managers and researchers who seek to improve the quality of their 'products'. The research study on which the book is based draws on three courses, two in China and one in the UK. It offers a binary perspective across two very different cultures (Western and Confucian) and two very different subject areas (Chinese language and mathematics). The study employs a mixed-methods design and develops a conceptual framework derived from statistical and thematic analysis. An original theoretical lens, combining a bioecological perspective (Bronfenbrenner) and a sociocultural one (Holland et al.'s Figured Worlds), adds further interpretive power to help understand the construct of student engagement |
| Notes |
Online resource; title from digital title page (viewed on August 07, 2018) |
| Subject |
Motivation in education.
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Active learning.
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Undergraduates.
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Active learning
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Motivation in education
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Undergraduates
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| Form |
Electronic book
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| ISBN |
9789811317217 |
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9811317216 |
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