ORCID
- Harriet Dismore: 0000-0002-2525-0589
- Rebecca Turner: 0000-0003-3953-618X
- Rong Huang: 0000-0002-6061-9329
Abstract
Over the last few years, student engagement has become a commonly used term in Higher Education across the United Kingdom, American and Australasian higher education systems. This article presents research on an area of student engagement absent from the literature, that of new lecturers’ practices. Following detailed analyses of interview data after one year of teaching, the findings reveal a range of perceptions, pressures and tensions relating to student engagement which influence practice. Most lecturers described engagement as an emotional construct (the need for students to ‘like’ learning) as well as a cognitive construct (what they learn). However, there were tensions between the two and a need to overcome perceived barriers. We argue that lecturers can best be supported by acknowledging the time it takes to gain confidence, experiment and take risks, and appreciating their need to respond to different expectations.
DOI Link
Publication Date
2019-02-23
Publication Title
Higher Education Research and Development
Volume
38
Issue
2
ISSN
0729-4360
Acceptance Date
2018-08-08
Deposit Date
2024-06-04
Embargo Period
2020-04-15
Keywords
Academic development, higher education, interactive, student engagement, teaching
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.
First Page
235
Last Page
249
Recommended Citation
Dismore, H., Turner, R., & Huang, R. (2019) 'Let me edutain you! Practices of student engagement employed by new lecturers', Higher Education Research and Development, 38(2), pp. 235-249. Available at: 10.1080/07294360.2018.1532984
