Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.806925
Title: Improving student engagement : fostering partnership between student and teacher
Author: Ebaid, Gihan
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2020
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
The importance of student success, commonly measured as course completion, is vital for all educational institutions. However, if students are not engaged in their learning or do not have a supported experience, they will not be able to successfully complete their studies. Literature in the field indicates that educational institutions around the world are confronted with increased economic pressure which increases the importance of learners' attraction and retention. Research also points out that there is a correlation between student engagement and student retention. The purpose of this research is to investigate ways to improve student engagement, which can act as the foundation for a Students as Partners approach in their learning journey in the context of Vocational Education and Training in Australia. I utilised the pre-existing 'individual learning plans' and tutorial meetings to develop a personal support framework that improved learner engagement and empowered students to be active participants in their learning. The study used several conceptual frameworks and models including Kahu and Nelson's framework on engagement and the Higher Education Academy's model on values of partnership. The study applies an interpretivist-constructivist paradigm of research and a qualitative method of inquiry, namely qualitative interviews, as the primary method of data collection through 15 interviews and an online survey which were carried out with teachers and students. A thematic analysis was conducted, and the data was interpreted which identified six factors for engagement; communication, responsibility, motivation, adaptive support, trust, and reflection. These 'triggers' played a role in engagement, and subsequently in developing partnership between student and teacher. The study concludes with recommendations to educational institutions on how to enhance engagement through partnership. Additional research into student engagement and Students as Partners in a wider context is also recommended.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.806925  DOI:
Share: