Student Engagement Research in Higher Education: Questioning an Academic Orthodoxy

Autor/in	Zepke, Nick
Titel	Student Engagement Research in Higher Education: Questioning an Academic Orthodoxy
Quelle	In: Teaching in Higher Education, 19 (2014) 6, S.697-708 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.901956
Schlagwörter	Learner Engagement; Educational Research; Higher Education; Educational Philosophy; Context Effect; Instruction; Values; Neoliberalism; Accountability; College Students; Academic Achievement; Academic Discourse; Political Issues; Researchers; College Curriculum; Student Diversity + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Teaching process; Unterrichtsprozess; Wertbegriff; Neo-liberalism; Neoliberalismus; Verantwortung; Collegestudent; Schulleistung; Discourse; Diskurs; Politischer Faktor; Researcher; Forscher
Abstract	This article suggests that student engagement research is not often investigated critically. It attempts to change this. After briefly outlining a conceptual framework for student engagement, it explores three critical questions about it. First, it asks whether in trying to be all things in teaching and learning, student engagement focuses too much on an engaged generic learner that neglects the impact of specific contexts. Second, it asks whether engagement research, with its focus on identifying engaging classroom practices, has come to emphasise pedagogy at the expense of curriculum, which is a more philosophical and political understanding of purposes, knowledge and values in higher education. It asks, third, whether student engagement has gained its high profile because it aligns with and supports a neoliberal ideology that has an instrumental view of knowledge and emphasises performativity and accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10