From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

Ann M. Rogerson,Rabindra Nepal

doi:10.3390/educsci10080205

Abstract

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

Highlights

The complexity of content, involvement of mathematical concepts, and the necessity to improve subject understanding by linking economic theories to economic realities have meant that effective learning and teaching of economics is inherently challenging
The empirical evidences clearly suggest that behavioral disengagement such as absenteeism has a negative impact on student experience and academic performance in economics
We propose the following three key recommendations for business school economics educators and higher education policy makers to promote student engagement in economics education based on the evidence presented here

Summary

Introduction

The complexity of content, involvement of mathematical concepts, and the necessity to improve subject understanding by linking economic theories to economic realities have meant that effective learning and teaching of economics is inherently challenging. In the context of online learning, student engagement rather than the course content is the root solution to the problems of learner isolation, dropout, retention, and graduation rate [5] Against this backdrop, the broader question that emerges in line with the capability of a semi-systematic review to answer is as follows: ‘What are the existing empirical evidences and related existing knowledge on promoting student engagement in undergraduate economics education’? We answered the above raised questions by reviewing the existing literature and findings on the importance of the student engagement in economics learning across both face-to-face and online settings.

Student Engagement

Existing Studies

Use of Technology

Active Learning Strategies

Discussion and Implications for Policies and Guidelines

Student Factors

Teacher Factors

Curriculum and Resources Factors

Findings

University Factors

Conclusions and Future Research