Vol 3, No 1 (2017)

This special issue of The Journal of Educational Innovation, Partnership and Change is slightly different from previous issues in that it focuses on a particular programme, known as REACT, funded by the Higher Education Funding Council for England (HEFCE). Realising Engagement Through Active Culture Transformation, or REACT, looks closely at the engagement of so-called hard-to-reach students in Higher Education (HE), and this issue of the journal provides a kaleidoscope of views and standpoints, starting points and conclusions, through both qualitative descriptions and reporting of quantitative data. It is not a recipe book for student engagement. There is no clear-cut, neat picture of what student engagement is, nor of what characterises a hard-to-reach student. However, overall, it gives a rich picture of the many complexities of engaging with students who are less likely to engage, and of the many ways in which universities are working to understand the issues and consequences and to engage all students more effectively.

In all, forty-four contributions make up this issue, in the form of research articles, case studies and opinion pieces. Much has already been written on the topic of student engagement, but the importance of this particular set of pieces is that they narrow the focus of student engagement by concentrating specifically on hard-to-reach students. This does not mean narrowing or closing down any aspect of discussion on the topic, but it provides a particular lens with the potential to inform wider debates.

Given the large number of contributions, this issue of JEIPC has also been set out slightly differently from usual, making use of thematic headings to organise the papers. Although the nature of students engagement means there is considerable cross-over between themes (and, indeed, some papers could fit under several themes), it is hoped that this organisational framework will make the content more coherent and accessible for the reader. Each of the themes is highlighted below.

Full Issue

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Table of Contents

Foreword

Foreword
Elizabeth Stuart
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5

Editorial Team

Editorial
Elisabeth Dunne, Tom Lowe, Stuart Sims, Cassie Shaw, Wilko Luebsen, Chris Guggiari-Peel, Owen Humphrey
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6-13

Preface

Maintaining criticality: attempts to stop an unacceptable proportion of students from feeling alienated
Catherine Bovill
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14-17

Introductory articles

Elisabeth Dunne, Tom Lowe, Stuart Sims, Wilko Luebsen, Chris Guggiari-Peel
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18-23
Tom Lowe, Elisabeth Dunne
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24-39
Elisabeth Dunne, Tom Lowe
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40-5
Cassie Shaw, Owen Humphrey, Tali Atvars, Stuart Sims
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51-64
Samuel Peter Chivers
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65-67

The Shifting Context of Higher Education

Hannah Goddard
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68-70
Corony Edwards
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71-73
Phil Mooney
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74-75
Sue Milward
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76-77
Jack Rhys Hancock
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78-80
Alexander Thomas George Bols
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81-89
Yaz El Hakim
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90-92

Retention and Attainment

Stuart Sims, Wilko Luebsen, Chris Guggiari-Peel
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93-109
Chris Guggiari-Peel
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110-121
Simon Walker, Duncan McKenna, Abdillahi Abdillahi, Catherine Molesworth
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122-134
Jane Beniston, Deborah Harris
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135-146
Liz Austen, Caroline Heaton, Stella Jones-Devitt, Nathaniel Pickering
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147-158

Engagement, Belonging and Identity

Claire Alison
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159-161
Tom Burns, Orion Griffiths, Maja Myhre, Sandra Sinfield
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162-171
Owen Humphrey, Tom Lowe
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172-188
Peter Felten
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189-191
Eleanor Quince, Charlotte Medland, Ellen Blacow, Kirstie Guildford, Ursula Grover, Florence Angelo
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192-197
Julie Irwin, John Knight
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198-203

Partnership Approaches

Julia Smith, William Carey, Paul Chapman
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204-217
Colin Bryson
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218-228
Catherine McConnell
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229-233
Fiona Harvey
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234-242
Matt Elphick, Stuart Sims
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243-250
Sandra Abegglen, Sandra Sinfield, Tom Burns
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251-255
Julie Wintrup
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256-258

Peer Learning Communities

Patrick Blessinger
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259-261
Digby Warren, Wilko Luebsen
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262-269
Steven John Northam
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270-273
Rosey Davies, Amanda Pocklington, Simon Allington
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274-277

Reaching - Whose Responsibility?

Stella Jones-Devitt, Liz Austen, Liz Chitwood, Alan Donnelly, Carolyn Fearn, Caroline Heaton, Gabrielle Latham, Jill LeBihan, Andrew Middleton, Matt Morgan, Helen Parkin, Nathaniel Pickering
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278-285
Jenny Marie, Sally MacKenzie, Steve Rowett, Moira Wright
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286-292
Matthew Newcombe
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293-295
Stella Jones-Devitt, Liz Austen, Brian Irwin, Kieran McDonald, Helen J. Parkin
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296-298
Alison Cook-Sather, Olivia Porte
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299-302
Jenny Marie, Steve Rowett, Sally MacKenzie, Moira Wright, Sandra Lusk
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303-305
Dani Glazzard
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306-319

Some Conclusions, and Where Next?

Elisabeth Dunne
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320-329