The document discusses student engagement in higher education. It defines engagement as a holistic and socially constructed concept that encompasses students' perceptions, expectations, and experience of being a student. Strong engagement is important for deep and transformative learning. Key influences on engagement include matching student expectations to their interests, providing appropriate challenges and support, fostering a sense of belonging, and giving students opportunities to participate. While student engagement is important, some argue it has been co-opted by neoliberalism to measure institutions and encourage student performativity and surveillance. The document advocates for partnership with students based on respect, reciprocity and responsibility. It also discusses challenges, ethics, inclusivity and principles for co-developing engagement

1. The value of student
engagement
COLIN BRYSON
C O L I N . B RY S O N @ N C L . A C . U K

2. The nature of student engagement
Holistic and socially constructed
Every student is an individual and different (Haggis, 2004)
Engagement is a concept which encompasses the perceptions,
expectations and experience of being a student and the construction of
being a student in HE (Bryson and Hand, 2007).
Engagement underpins learning and is the glue that binds it together –
both located in being and becoming. (Fromm, 1977)
Powerful and deep learning requires strong engagement
Salience of transformative learning
Becoming – self-authorship (Baxter Magolda), self efficacy (Tinto), critical being
(Barnett), graduate identity (Holmes)
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3.  To involve and work with students in partnership
 To establish an annual conference drawing together leading edge
work on SE - and to feed into publication through journals and books.
To create a bank of useful resources for us to share.
 To disseminate good ideas and practice via our journal and other
methods – Student Engagement in Higher Education Journal
 Develop and support themes and interests through SIGS
 To facilitate communication between us (web, email network etc)
http://www.raise-network.com
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4. 1. Student expectations and perceptions – match to the
‘personal project’ and interest in subject
2. Sufficient challenge and appropriate workload
3. Degrees of choice, autonomy, risk, and opportunities for
growth and enjoyment
4. Trust relationships
5. Communication and discourse
6. A sense of belonging and community
7. Supportive social networks
8. Opportunities for, and participation in activities and
roles – to enable ownership, self-assurance and self-
efficacy
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Key influences on engagement – engaging
students (process)

5. The critique of student
engagement
That is too vague and essentially meaningless
‘Doing’ student engagement
Arguments that student engagement has been
appropriated by neo-liberalism – the changing context of
higher education
◦ Macfarlane and Tomlinson (2017) - marketisation of higher
education, measuring institutions’ effectiveness
◦ Performativity – students altering behaviour to conform to desired expectations
◦ Surveillance – monitoring engagement and learning
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6. The ethos of
partnership
Principles of respect, repricocity and responsibility (Cook
Sather et al, 2014)
The participant must perceive (Bryson, Furlonger and Rinaldo,
2015):
That their participation and contribution is valued and valuable;
A sense of co-ownership, inclusion, and equalising of power relations between
students and staff;
A sense of democracy, with an emphasis on participative democracy;
Membership of a community related to learning and educational context
And this needs to be realised in practice – a virtuous circle
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7. Challenges and barriers
Getting started! (too busy, gatekeepers, confidence
etc)
Resources?
Getting staff colleagues on board…
Will (all) the students take part?
Will students be too radical? Can I say no?
Vulnerability and risk to students and staff
(Teaching and Learning Together in HE, 2018)
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8. Problematic considerations
Power (sharing) and ethics – phronesis (Taylor and
Robinson, 2014)
Inclusivity: selective vs universal (Bryson et al, 2018 inter
alia)
Reward –wrong incentive (transactional) vs no
incentive (exploitative)
 Lack of predictability (and limits)
Consent, apathy and opposition
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9. Key principles in co-developing
Involve everyone not just a few
The legitimate student voice – student
representation
The difference between co-creation and
‘consultation’
Design together from the beginning
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10. Final advice – context is important
Start small, in the spaces that you can find
Start early in the student journey
Be patient
Form alliances
Don’t coerce or rush in – induct and nurture (staff too!)
Be conscious of your behaviour and how it is perceived
Seek advice and listen to it
Learn from mistakes
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