Abstract
In the description of the complex relationship between individual students and their education context, as well as understanding of questions related to progression, retention or dropouts in higher education, student engagement is considered the primary construct. In particular, the significance of the first year of higher education in terms of engagement is decisive. We aim at developing a multidimensional conceptualization of engagement and utilized network analysis. Data were collected as part of the annual Student Barometer survey in Finland during the 2012–2013 academic year, and we gathered a nationally representative sample (n = 2422) of first-year students in different disciplines at 13 Finnish universities. Network analysis confirmed the multidimensional process model of engagement and its six dimensions. The central dimensions of engagement are identity and sense of belonging, which develop in the interplay between individual and collective dimensions as a long-term process. Additional network analyses with covariates identified positive and negative factors that affect engagement. The study adds new perspectives to existing knowledge of engagement. It is important to understand the process-like nature of engagement and make visible factors affecting the process. Based on these findings, we provide novel practical recommendations for interventions for university students who struggle with engagement during their first year.
Highlights
In the focus on the interaction between university students and their education environment, as well as development of ways of conceptualizing and measuring this process in different disciplinary contexts, student engagement has become an important perspective (Koljatic and Kuh, 2001; Handelsman et al, 2005; Langley, 2006; Leach and Zepke, 2011; Kahu, 2013)
Descriptive statistics related to the engagement items on the Engagement Evaluation Questionnaire (EEQ) are displayed in Table 2, which shows that network analysis is a feasible option for these data: The item means are not extremely high or extremely low, and all variables exhibit roughly similar amounts of variability
The engagement items and dimensions were operationalized into six subscales on the EEQ, including two items in each subscale: meaning (M), academic skills (Sk), participation (Pa), social practices (Pr), sense of belonging (B), and identity (I)
Summary
In the focus on the interaction between university students and their education environment, as well as development of ways of conceptualizing and measuring this process in different disciplinary contexts, student engagement has become an important perspective (Koljatic and Kuh, 2001; Handelsman et al, 2005; Langley, 2006; Leach and Zepke, 2011; Kahu, 2013). Attrition rates are significantly higher during the first year of higher education, and student engagement with the scholarly learning community is necessary (Krause et al, 2005). Such understandings respond to the multifaceted and complex needs of diversifying student populations in present-day universities (Harper and Quaye, 2009)
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