Interpretation of the «Student Engagement» paradigm in Spain (a bibliometric review)

Authors

  • Elena Catalán Martínez Assistant Professor of the Department of History and Economic Institutions, University of the Basque Country (España)
  • Gloria Aparicio de Castro Professor of the Department of Financial Economy II (Economy of the Company and Commercialization), University of the Basque Country (España)

DOI:

https://doi.org/10.51302/tce.2017.114

Keywords:

Student Engagement, Spanish university system, bibliometric review

Abstract

In this paper, we aim to evaluate the impact and the interpretation that has been made of the concept of «Student Engagement» in the Spanish university system. For this purpose, we have reviewed the contributions made in the last five years to the main international congresses on university teaching innovation held in Spain and the national-level publications on this topic that are registered in the Scopus and Web of Science databases. Through this review, we can determine not only the impact of Student Engagement among national and international teachers that participate in these forums, but also the interpretation they make of the concept.

The review of the documents, and our own position as teachers, makes us reflect on a proposal that could guide future lines of research on the issue. In this regard, we consider that the management of the university, especially in the Spanish system, still does not take a holistic perspective of the university student's experience into account. In order to fully develop the three dimensions of action to improve Student Engagement, we need a multidisciplinary approach that would take into consideration the purest contributions from management, from university experiential marketing, and from the educational sciences with their knowledge of teaching methodologies.

Downloads

Download data is not yet available.

References

Aparicio, G.; Ruiz-Roqueñi, M. and Catalán, E. [2014a]: «Desarrollo e implantación de un siste­ma de coordinación en los centros universitarios: el caso de la Facultad de CC. EE. y Empresariales (UPV-EHU)», in J. L. Coca (coord.), Retos actuales, la conquista de los nuevos mercados, Madrid: ESIC, pp. 1.255-1.272.

[2014b]: «A model for implementing non-specific com­petencies (NSCs) in degree studies, defined using a Delphi study in Spanish universities», in M. Peris-Ortiz and J. M.ª Merigó (eds.), Sustainable learning in higher education: developing competences for the global marketplace, London: Springer, chap. 4, pp. 47-61.

Aparicio, G.; Forcada, J.; Lafuente, A. and Zorrilla; P. [2015]: «Management challenges in higher educa­tion: new proposals from experiential marketing litera­ture review», INTED 2015: 9th International Technolo­gy, Education and Development Conference, Madrid.

Astin, A. W. [1984]: «Student involvement: a develop­mental theory for higher education», Journal of Colle­ge Student Development, 25, pp. 297-308.

Barnett, B. E. and Whitford, E. V. [2013]: «Developing a four-year model of student engagement: collabo­ration between academic and student affairs to pro­mote student success», Proceedings of EDULEARN 2013, Barcelona (Spain), pp. 1.512-1.517.

Clemes, M.; Gan, C. and Kao, T.-H. [2008]: «University student satisfaction: an empirical analysis», Journal of Marketing for Higher Education, 8 (3), pp. 1-14.

Coates, H. [2007]: «A model of on line and general cam­pus-based student engagement», Assessment and Evaluation in Higher Education, 32 (2), pp. 121-141.

[2010]: «Development of the Australian Survey of Student Engagement (AUSSE)», Higher Education, 60 (1), pp. 121-141.

Elsharnouby, T. H. [2015]: «Student co-creation behavior in higher education: the role of satisfaction with the uni­versity experience», Journal of Marketing for Higher Education, 25 (2), pp. 238-262.

Flecha, R. and Puigvert, L. [2002]: «Las comunidades de aprendizaje: una apuesta por la igualdad educa­tiva», Rexe: Revista de Estudios y Experiencias en Educación, 1, pp. 11-20.

Fredricks, J. A.; Blumenfeld, P.; Friedel, J. and Paris, A. H. [2005]: «School engagement», in K. A. Moore and L. H. Lippman (eds.), What do children need to flourish? Conceptualizating and measuring indi­cators of positive development, New York: Springer, pp. 305-321.

García-Estévez, J. and Duch-Brown, N. [2014]: «Stu­dent graduation in Spain: to what extent does uni­versity expenditure matter?», Springer: Research in Higher Education, 55, pp. 308-328. doi: https://doi.org/10.1007/s11162-013-9312-9

HEFCE [2008]: Tender for a study into student enga­gement, Bristol: Higher Education Funding Council for England.

Hemsley-Brown, J. and Oplatka, I. [2014]: «Universi­ties in a competitive global marketplace: a syste­matic review of the literature on higher education marketing», International Journal of Public Sector Management, 19 (4), pp. 316-338.

Hu, S. and Kuh, G. D. [10-14 April 2001]: «Being (dis) engaged in educationally purposeful activities. The in­fluences of student and institutional characteristics», paper presented at the American Educational Re­search Association Annual Conference, Seattle (WA).

Johnson, M. K. and Dean, M. [2001]: «Student enga­gement and International Baccalaureate: measuring the social, emotional and academic engagement of IB students», paper presented at the Annual Mee­ting of the American Educational Research Associa­tion, New Orleans (LA).

Johnson, D. W.; Johnson, R. T. and Smith, K. A. [July- August 1998]: «Cooperative learning returns to co­llege: what evidence is there that it works?», Chan­ge, pp. 27-35.

Johnson, D. W.; Johnson, R. T. and Stanne, M. B. [2000]: Cooperative learning methods: a meta-analy­sis. Retrieved from: https://www.researchgate.net/profile/David_Johnson50/publication/220040324_Cooperative_Learning_Methods_A_Meta-Analysis/links/00b4952b39d258145c000000.pdf [Search: April 2016].

Kahu, E. R. [2013]: «Framing student engagement in Higher Education», Studies in Higher Education, 38 (5), pp. 758-773.

Kember, D. [1997]: «A reconceptualisation of the re­search into the university academics´ conceptions of teaching», Learning and Instruction, 7 (3), pp. 255-275.

Kember, D. and Hong, C. [2008]: «The importance of stablishing relevance in motivating student lear­ning», Active Learning in Higher Education, 9 (3), pp. 249-263.

Keyser, M. W. [2000]: «Active learning and cooperati­ve learning: understanding the difference and using both styles effectively», Research Strategies, 17, pp. 35-44.

Krause, K. and Coates, H. [2008]: «Student´s enga­gement in first-year university», Assessment and Evaluation in Higher Education, 33 (5), pp. 493-505.

Kuh, G. D. [2001]: «The national survey of student en­gagement: conceptual framework and overview of psychometric properties», Framework & Psychome­tric Properties, Bloomington (IN): Indiana Universi­ty Center for Postsecondary Research and Planing. Retrieved from: http://nsse.indiana.edu/pdf/concep­tual_framework_2003.pdf [Search: January 2016].

[2003]: The national survey of student engagement: conceptual framework and overview of psicometric properties, Bloomington (IN): Center for Postsecon­dary Research.

[2009]: «What student affairs professional need to know about student engagement», Journal of Colle­ge Student Development, 50 (6), pp. 683-706.

Kuh, G. D.; Kinzie, J.; Buckley, J. A.; Bridges, B. K. and Haiek, J. C. [2007]: «Piecing together the student success puzzle: research propositions, and recom­mendations», ASHE Higher Education Report, 32 (5), San Francisco: Jossey-Bass.

McCrindle, M. [2014]: The ABC of XYZ. Understanding the global generations, McCrindle Research. Retrie­ved from: http://mccrindle.com.au/resources/The-ABC-of-XYZ_Chapter-1.pdf [Search: June 2016].

Ministerio de Educación, Cultura y Deporte [2015]: Datos y cifras del Sistema Universitario Español. Curso 2014-15. Retrieved from: http://www.mecd.gob.es/dms/mecd/educacion-mecd/areas-educa­cion/universidades/estadisticas-informes/datos-ci­fras/Datos-y-Cifras-del-SUE-Curso-2014-2015.pdf [Search: June 2016].

Parahoo, S.; Harvey, H. and Tamim, R. [2013]: «Fac­tors influencing student satisfaction in universities in the gulf region: does gender of students matter?», Journal of Marketing for Higher Education, 23 (2), pp. 135-154.

Ramsden, P. [1992]: Learning to teach in higher edu­cation, London and New York: Rotledge, pp. 40-46.

Romero, A; Pascual, M. and Fernández, M. [2015]: «Research comparing university Teaching withing the EHEA between the University CEU Cardenal Herrera in Spain and the University of Bedfordshire in England», Open Journal of Social Sciences, 3, pp. 250-261.

Salanova, M. and Schaufeli, W. [2009]: «¿Qué es el engagement en el trabajo? Concepto y medida», in M. Salanova and W. Schaufeli, El engagement en el trabajo: cuando el trabajo se convierte en pasión, Madrid: Alianza Editorial, Madrid, cap. 3, pp. 93-125.

Trowler, V. and Trowler, P. [2010]: Student engage­ment evidence summary, York (UK): Higher Educa­tion Academy.

Vallés Acosta, Y. [2014]: «Generaciones hoy. De baby boomers a millennials, la necesaria evolución de las estructuras sociales», Revista del Tecnológico de Monterrey, 9.

Yazzie-Mintz, E. and McCormick, K. [2013]: «Finding the humanity in the data: understanding, measu­ring, and strengthening student engagement», in S. Christenson; A. L. Reschly and C. Wylie (eds.), Hand­book of research on student engagement, London: Springer, pp. 743-761.

Published

2017-01-10

How to Cite

Catalán Martínez, E., & Aparicio de Castro, G. (2017). Interpretation of the «Student Engagement» paradigm in Spain (a bibliometric review). Technology, Science and Education Journal, (6), 49–60. https://doi.org/10.51302/tce.2017.114