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Can we reliably compare student engagement between universities?: evidence from the United Kingdom Engagement Survey

Can we reliably compare student engagement between universities?: evidence from the United Kingdom Engagement Survey
Can we reliably compare student engagement between universities?: evidence from the United Kingdom Engagement Survey
Policy changes in the Higher Education landscape have given way to increased interest in the way students perceive engagement in UK higher education. The paper aims to see if we can reliably distinguish between institutions and disciplines, and what key student and institutional variables are a predictor of engagement of undergraduate students. Using data from two waves of the United Kingdom Engagement Survey (UKES), a national survey of undergraduate student engagement, we constructed multilevel models for different aspects of student engagement. The results show that the vast majority of the variance of the models is at the student level, indicating that demographic characteristics seem to contribute most to differential aspects of engagement. Some variance at student level could be explained: females, distance learners, part-time students and disabled student indicators were negative predictors of engagement, while indicators for BME and for students from Africa and Asia were positive predictors of engagement.
0305-4985
1-18
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e

Bokhove, Christian and Muijs, Daniel (2019) Can we reliably compare student engagement between universities?: evidence from the United Kingdom Engagement Survey. Oxford Review of Education, 1-18. (doi:10.1080/03054985.2018.1554530).

Record type: Article

Abstract

Policy changes in the Higher Education landscape have given way to increased interest in the way students perceive engagement in UK higher education. The paper aims to see if we can reliably distinguish between institutions and disciplines, and what key student and institutional variables are a predictor of engagement of undergraduate students. Using data from two waves of the United Kingdom Engagement Survey (UKES), a national survey of undergraduate student engagement, we constructed multilevel models for different aspects of student engagement. The results show that the vast majority of the variance of the models is at the student level, indicating that demographic characteristics seem to contribute most to differential aspects of engagement. Some variance at student level could be explained: females, distance learners, part-time students and disabled student indicators were negative predictors of engagement, while indicators for BME and for students from Africa and Asia were positive predictors of engagement.

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Accepted/In Press date: 21 November 2018
e-pub ahead of print date: 24 January 2019

Identifiers

Local EPrints ID: 426423
URI: https://eprints.soton.ac.uk/id/eprint/426423
ISSN: 0305-4985
PURE UUID: 652233de-a21a-4894-8ba9-99d900857b9e
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

Catalogue record

Date deposited: 27 Nov 2018 17:30
Last modified: 20 Jul 2019 00:46

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