{"id":9035,"date":"2020-05-14T11:59:20","date_gmt":"2020-05-14T10:59:20","guid":{"rendered":"https:\/\/blogs.tees.ac.uk\/lteonline\/?p=9035"},"modified":"2020-05-14T14:03:39","modified_gmt":"2020-05-14T13:03:39","slug":"engagmentretention","status":"publish","type":"post","link":"https:\/\/blogs.tees.ac.uk\/lteonline\/2020\/05\/14\/engagmentretention\/","title":{"rendered":"Student Engagement, Retention and Success"},"content":{"rendered":"
Overview of Literature<\/span><\/h5>\n

Student engagement and student retention have been well documented and literature around student retention has been prevalent for many decades dating back to the sixties. The extent of research around student engagement lagged behind for many decades but since 2008 there has been a surge in interest around student engagement and during the last 5 years (2014-2018) there have been a reported 1747 articles with the words \u2018student engagement\u2019 in their titles compared to 470 with the words \u2018student retention\u2019 in their titles (Tight, 2019).<\/p>\n

Commenting on the attention that student engagement has received over the past few decades Balwant coined it a \u2018buzzword\u2019 but continued: \u201c\u2026 despite the popularity of student engagement, there is often little regard for the meaning of engagement\u2026\u201d (2018, p. 389). The increase in literature has done little to help arrive at a consensus around the meaning of student engagement though the positive impact that effective engagement can have on retaining students and their success is undisputed.<\/p>\n

An Institutional Approach<\/span><\/h5>\n

There is much literature around student engagement that focusses around partnerships with students and pedagogic practices that help to \u2018engage\u2019 students. These provide valuable contributions to the field of student engagement and subsequent successes that students enjoy; however, taking a step back and thinking about \u2018student engagement\u2019 more holistically in the context of the whole student journey can help to promote a shared understanding and appreciation that effective student engagement requires an integrated institutional approach.<\/p>\n

It is perhaps useful to think about student engagement in its simplest form; if our students are engaged, they participate, they actively get involved contributing to, and helping shape, their whole university student learning experience. In understanding engagement, studies have identified and categorised engagement into three different dimensions: behavioural, emotional and cognitive (Balwant, 2018; Trowler, 2010). These dimensions provide a useful framework to think about student engagement beyond the confines of a module and help us to understand how the wider university can support effective student engagement.<\/p>\n

A Model of Student Success and Retention <\/span><\/h5>\n

What Works?\u00a0 Model of Student Success and Retention <\/strong><\/p>\n