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Geoff Payne

For many undergraduates, direct practical experience of ‘student engagement’ in higher education, has been, and continues to be, limited. Nielsen (2015: 3–4 ) has drawn attention to the evolution of ideas about engagement from first an emphasis on

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Barbara Robertson and Mark J. Flowers

Use of online courses in bricks-and-mortar colleges and universities has increased substantially, as have the number of traditional and non-traditional students seeking to take courses online. 1 The course materials online students are expected

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Unreasonable rage, disobedient dissent

The social construction of student activists and the limits of student engagement

Jessica Gagnon

events, providing the context for my discussion on the media construction of student activists and the limits of student engagement in the United Kingdom. Within this political climate, it seems especially important to consider whose voices are heard and

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Jacqui Close

Much has been written about ‘student engagement’, what it means, how it is practiced and whether it provides the key to unlocking student potential ( Kuh et al. 2006 ) and improving student ‘success’ ( Bryson 2014 ). These are important debates that

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Invisible labour

Do we need to reoccupy student engagement policy?

Sarah Hayes

The Zepke-Trowler debate Zepke draws attention to literature that suggests that student engagement is a ‘hot topic’ and a ‘buzz phrase’ in higher education (2014: 697) because it focuses on those aspects of student success and performativity that

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Paula Booke and Todd J. Wiebe

Politicking in the digital age The study of elections is a core element of the discipline of political science and an important component of introductory courses. This course content provides students with opportunities to encounter and discuss core

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Student engagement in the management of accelerated change

Anthropological reflections on ‘Project 2012’ and The Offer

Anselma Gallinat

increased market competition for high-achieving students, both to secure financial viability and to safeguard league table positions seen as the backbone of successful recruitment. Considerable attention was paid to the more consumerist model of the student

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How Movements Are Mediated

The Case of the Hungarian Student Network in 2012–2013

Bálint Takács, Sára Bigazzi, Ferenc Arató, and Sára Serdült

the reduction of the admission quotas of state-funded students. Additionally, the measures established an obligatory contract for these students, binding them to the Hungarian labor market for double the time of their tuition (in an attempt to resist

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Higher education in the paradigm of speed

Student perspectives on the risks of fast-track degree completion

Laura Louise Sarauw and Simon Ryberg Madsen

image of the unforeseen and yet underexposed implications of the recent Danish Study Progress Reform (2014) and the economic incentives that were expected to provide a ‘tailwind’ for the process of completing university students’ degrees. According to

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Kirsten Jæger and Malene Gram

This article investigates the views of quality in higher education held by two groups of international students: Chinese students at a Danish university and Danish students at Chinese universities. Given that there are no agreed international 'quality standards' in higher education, we analysed the students' understanding of the 'quality values' of their host institution and their own preferences and priorities. Representatives of the two groups participated in an interview study addressing the experience of academic quality at their study-abroad university. An intriguing trend was identified in the data. Danish students felt confident that they themselves were able to judge the academic quality of programmes, classes and lecturers both at home and abroad. The participating Chinese students tended to express themselves in slightly depreciatory terms regarding the academic quality values of their home universities. Regarding research methods and theoretical knowledge, they adopted the quality values of the Danish host university and referred to these values when evaluating their home universities.