Student engagement: towards a critical policy sociology

Abstract

This paper develops a critical policy analysis of the student engagement agenda, exploring its establishment as a key policy framework in HE and why it has developed such momentum. Based on a critical policy sociology approach, this article analyses the levels through which student engagement can be conceptualised: macro, meso and micro. At the macro level, the concept can be seen as partly aligned to the market-driven and massified institutional context and informed by New Public Management policy levers intended to enhance the performative value of contemporary universities. At the meso level, student engagement has been instituted by policies and practices evaluated by a range of performance measures that purportedly capture the efficacy of engagement practices. At a micro level, it presents issues around students’ relationship with institutions in light of their changing role. If student engagement policy and practice is able to elevate students as active co-producers of self-directed learning, they may also potentially affirm their role as regulatory customers.

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ORCID for Michael Tomlinson: orcid.org/0000-0002-1057-5188

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