Fostering engagement in higher education of all stakeholders in the delivery of a high quality student experience.

Abstract

This thesis provides critical investigation, independent and original contribution to knowledge and an understanding of appropriate research methodology in relation to a range of interlinking original work that adds value to the student experience through a holistic work experience and study approach. Specifically, I have investigated ways of: 1. Fostering and deepening student engagement within higher education learning in, through and out of the undergraduate (UG and postgraduate taught (PGT) study lifecycle; 2. Fostering and enhancing inter-professional engagement among HE staff in diverse roles working together to provide a supportive, holistic and coherent environment for student learning; 3. Supporting effective and longstanding student engagement with learning through a variety of interventions at both levels of study; 4. Encouraging staff engagement with continuous and meaningful personal and professional practice. The originality of my work lies in providing a thorough and evidence informed analysis of how a variety of structured activities, many of which I pioneered) can radically improve student progression, retention, engagement and success. While much is written (and referenced here) about these matters at UG level, a strong element of the originality of this work lies in its dual focus on the UG and PGT student experience with the PGT work built on a significant national project underpinned by a substantial dataset. In presenting my case, I will be providing evidence of scholarship and impact of my two edited books, five journal articles which form the substantive base of my case together with the ground-breaking report from a HEFCE funded research projects (£2.7m including matched funding). In my supporting synthesis, I will demonstrate: i) Intensive and thoughtful analysis of my personal experience moving from an administrator role dealing with pragmatic operational issues to becoming a recognised expert in my domain which is the student experience with a particular focus on the student lifecycle; ii) The lack of practical and theoretical knowledge regarding the student lifecycle and my unique scholarly contribution to this field.