University Engagement Research Articles

The future energy leader: a millennial dilemma

Undoubtedly, there is an industry-wide urgent need to build a strong talent pipeline for the future, especially in the face of climate change. The future energy leader must be multi-faceted and exceptionally skilled, with the further challenge to be able to humanise the industry. They must balance the need for energy affordability and security alongside climate neutrality and articulate this complex industry to those outside of it. While there is a general industry consensus that finding appropriate talent to plug these gaps is becoming increasingly difficult, little work has been done in the space of practical, implementable solutions to solve this issue. With current data suggesting an aging workforce and high percentage of industry retirements at our doorstep, the time is appropriate for research into the problem at hand. This paper methodically outlines the current dilemma being faced in the recruitment and retention of young professionals, with particular emphasis on the data trends and higher education statistics as relevant to the local demographic of Perth, Western Australia. The paper will also suggest what future skills should be prioritised in order to progress industry goals. This paper outlines the strategies that Chevron Australia has leveraged in order to tackle this issue including, but not limited to, industry engagement, university engagement, human capital trends and predictive analytics. This paper includes example case studies from within Chevron Australia used to tackle this issue with an aim to apply the strategies on an industry-wide scale to come to a collective resolution.

Nuancing the roles of entrepreneurial universities in regional economic development

ABSTRACT This paper explores the idea of the entrepreneurial university and how it differs in diverse regional and institutional settings. From the analysis of university engagement in a regional economic development programme in fifteen city-regions in England (UK), this study identifies three roles that entrepreneurial universities play in regional economic development as growth supporter, steerer, and driver. The roles vary depending on regional characteristics, the university’s motivation and its capability to engage in third mission activities and the constellation of active stakeholders working towards regional development. In addition to advancing the concept of entrepreneurial universities, this paper explores the contemporary policy trend towards placing a stronger emphasis on universities as drivers of regional economic development.

البناء العاملی للاندماج الجامعی فی ضوء بعض المتغیرات الدیموجرافیة The Factororial Structure of the Scale of University Engagement in Light of Some Demographic Variables

هدف الباحث في البحث الحالي إلى التعرف علي دلالة الفروق في الاندماج الجامعي لدى طلاب كلية التربية جامعة حلوان وفق متغيرات النوع الاجتماعي (ذكور، إناث) و الفرقة الدراسية (الأولي، الرابعة) ومحل الإقامة (ريف، حضر)، ولتحقيق أهداف الدراسة قام الباحث ببناء مقياس الاندماج الجامعي وتطبيقه علي عينة مكونة من (461) طالباً وطالبة، تراوحت أعمارهم الزمنية ما بين (17-23) سنة، بمتوسط عمري

Investigating students’ satisfaction in online learning: the role of students’ interaction and engagement in universities

ABSTRACT The study aims to examine the role of course evaluation and digital platforms in students’ online learning and satisfaction. The target population was students from public and private educational institutes in Pakistan. Data were gathered through an e-questionnaire and 652 responses were analysed using the partial least squares structural equation modelling (PLS-SEM). Resultantly, online learning significantly influenced students’ satisfaction while interaction demonstrated students’ positive engagement. Furthermore, the study highlighted the course evaluation and digital platforms in creating an eco-friendly environment that enhances satisfaction. The study extends online learning by incorporating predictors, such as course evaluation and digital platforms to operate higher educational institutes efficiently. The study is unique due to technology use in students’ e-learning that ultimately forms satisfaction.

Exploring Sustainable E-Learning Platforms for Improved Universities’ Faculty Engagement in the New World of Work

The familiar places where faculty and students engage, collaborate, debate, interact and exchange viewpoints appear to have been improved by introducing digital technology. This study investigates the influence of e-learning opportunities on faculty engagement in Nigerian universities. Five hundred faculty members were surveyed across eight private universities in Nigeria using purposive and convenient sampling techniques. Only 431 copies of the questionnaire, representing 86.2% response rate, were analysed with Smart PLS 3.0. The results show that virtual learning platforms, digital databases, online short courses and webinar learning platforms significantly influenced teaching, research, administrative and community engagements. The study concludes that the faculty of various universities should leverage e-learning platforms to be more engaged. The study recommends the machinery needed by the faculty members of Nigerian universities during the COVID-19 lockdown that challenged the conventional practice. The study empirically contributes to strengthening the current teaching, research, partnership and collaboration trends for improved faculty engagement in the new-normal world of work.

From ecosystem to community. Combining entrepreneurship and university engagement in an open innovation perspective

From ecosystem to community. Combining entrepreneurship and university engagement in an open innovation perspective

An Exploration of the Transformational Factors Affecting the Performance of Intercollegiate Extension Programs

University engagement in community settings is increasingly valued and expected. Extension efforts vary slightly from community engagement conducted at private institutions but the ultimate goal has been focused on a stronger level of societal relevance that improves both society and the overarching goals of higher education. The Organizational Change model helped frame the discussion of external or internal forces that would create opportunities or barriers for intercollegiate Extension programs. The research question was developed to explore how transformational factors influence the success or failure of intercollegiate Extension programs. A qualitative, phenomenological approach was used, and eight interview transcripts were analyzed. Participants were required to be Extension employees who had experience with an intercollegiate Extension program. Data were analyzed using the template analysis and the constant comparative method. Findings reported that transformational factors were: (a) Financial Needs of Intercollegiate Programs Exceed What Is Commonly Available Through Internal Funding, (b) Promoting Access to Higher Education and Serving the Public, (c) Leaders Recognizing the Potential of Intercollegiate Extension Programs to Help Improve the Reputation and Visibility of the University as a Whole, and (d) Changing Culture to Integrate Intercollegiate Extension Programs. Nevertheless, more research is needed to better understand these non-traditional programs.

From ecosystem to community. Combining entrepreneurship and university engagement in an open innovation perspective

From ecosystem to community. Combining entrepreneurship and university engagement in an open innovation perspective

Implementing Age-Friendly University Principles: Institutional Supports, Barriers, and Outcomes

The University of Utah Gerontology Interdisciplinary Program received an Age-Friendly University (AFU) seed grant through GSA’s Academy of Gerontology in Higher Education, funded by AARP, to develop a model for promoting lifelong learning in partnership with university and community stakeholders. We designed and instituted a targeting marketing campaign that supported our goals: 1) to implement AFU principles; 2) to promote awareness of HB60, a legislative bill allowing people 62+ to audit courses at public universities for a minimal cost; 3) to enhance HB 60 enrollment through increased communication of online course options and tuition waiver support; and 4) to improve university and community stakeholder engagement. This presentation describes project benefits, including increased awareness of AFU initiatives, promoting age diversity, safe participation through online coursework, and enhanced community partnerships. The initiative garnered strong departmental support for marketing, communications, and structure for the post-award process. Barriers occurred due to a lack of HB60 infrastructure at the university level, which inadvertently obstructs organizational engagement. This initiative targeted AFU principles while supporting the university’s strategic goal of engaging communities and preparing to pursue membership in the AFU Global Network. Future AFU goals include developing advocacy channels within the university to improve organizational support.

Assessing University and Programme Experiences: Towards an Integrated Asia Pacific Approach

Effective assessment of university experiences is critical for quality assurance/enhancement but fragmented across the Pacific-Asian universities. A shared conceptual and measurement foundation for understanding student experiences is a necessary first step for inter-institutional communication across the region. The current study is a first step toward such a foundation, uniting two of the most internationally and locally prominent instruments: Chinese College Student Survey (university engagement; Mainland China) and Student Learning Experience Questionnaire (programme engagement; Hong Kong). The survey was completed by students from one research-intensive Hong Kong university (n = 539). Random, split-half CFA, latent-reliability, pair-wise correlations, ANOVA (gender) and MANOVA (faculty) were conducted. Factor-structure (good CFA fit for the test/retest) and scale reliability (0.07 > Raykov’s Rho) suggested a robust, short (63-items) survey resulted. Intra-/inter-survey relationships were consistent with the existing Student Engagement and Student Approaches to Learning theory. ANOVA indicated small differences for gender for a few latent constructs, but MANOVA revealed substantial differences across the 10 faculties. This study resulted in a robust Pacific-Asian intra-/inter-institutional student experience instrument which brings together two equally important perspectives on the student experience. This comprehensive student engagement instrument stands ready for cross-national and longitudinal tests. The new instrument’s benefits extend to theoretical connections to student experience assessment in the United States, Australia, and the United Kingdom enabling international connections to be made.

Psychosocial safety climate, work engagement and organizational commitment in Malaysian research universities: the mediating role of job resources

PurposeThe current study is an examination of the effects of psychosocial safety climate on work engagement, organisational commitment and to mediate job resources in Malaysian research universities (RUs) during pandemic.Design/methodology/approachThe population of this study consisted of full-time lecturers who work in Malaysian RUs at least a year. A sampling technique was used to select the respondents for this study. A total of 1,000 questionnaires were administered to respondents from 5 Malaysian RUs with 484 usable questionnaires were returned, giving a response rate of 48.4%.FindingsThe present study’s objective is to examine psychosocial safety climate’s (PSC) effect, job resources on work engagement and organizational commitment. The study also aims to test the mediating roles of job resources on PSC’s relationship, work engagement and organizational commitment. It is interesting to note that the relationship between PSC and work engagement was not significant.Research limitations/implicationsAlthough the present study had contributed to the existing literature, the present study’s result cannot be generalized. Suggestions for future research include an attempt to conduct a study over three-time points that looks at both the employee’s perspective, managerial perspective and organizational perspective within the workplace. All correlation and cross-sectional studies identified the need for a comprehensive three-wave study to examine the model’s longitudinal effects accurately.Practical implicationsThe finding shown that university is suggested to apply higher PSC to allow their management discover more ways to increase the adequate job resources to support lecturers in RUs and in improving their work engagement and organizational commitment.Originality/valueThe integration of PSC in academicians of Malaysian RUs provides a novel perspective.

University engagement of dental students related to educational environment: A transnational study.

ObjectivesTo investigate the validity and reliability of the University Student Engagement Inventory (USEI) in its complete and reduced versions with Brazilian and USA students, and to evaluate the influence of gender and academic level on students’ university engagement in both countries.MethodsA cross-sectional observational study with a non-probability sample was conducted. The sample comprised dental students of both genders, 154 from a university in New York, USA (response rate 91.1%) and 459 from two universities in Brazil (response rate 79.1%). University engagement was measured using the USEI. The samples were characterized by gender and academic level.ResultsThe refined reduced version of the USEI presented adequate fit to the samples from both countries. Gender was associated with the behavioral engagement factor of the USEI in Brazilian students. In the USA sample, gender was associated with the behavioral and cognitive engagement factors. There was a significant effect of academic level on behavioral and emotional engagement for the Brazilian and USA samples, respectively.ConclusionThe refined reduced USEI presented adequate psychometric qualities for the study samples.

Understanding the Regional Engagement of Universities from a Stakeholders’ Perspective: The Case of the University of Thessaly, Greece

International literature pays vast attention to the role and the regional engagement of universities as a facilitator of sustainable regional development. Most papers use top-down approaches by looking at how well conceptual models of a university’s role fit any case study considered or by measuring predefined dimensions of university engagement. The present paper prioritizes the stakeholder views and provides a framework for revealing the critical dimensions of the university’s regional engagement from a bottom-up perspective. The region of Thessaly is selected as a case study, and the university’s engagement is conceptualized by a four-dimensional framework that considers the university’s contributions, student roles, beneficiaries, and barriers. Then, through a survey, relevant items are provided to stakeholders to formulate any potential engagement factors. The factors are extracted using the principal component analysis, and then the consensus of different stakeholders on their response patterns is then also evaluated with relevant statistical tests. In practical terms, the analysis shows that a capable number of factors could be formulated under each dimension of the framework and that there are not many significant differences in stakeholder perceptions, regardless of their institutional role. In theoretical terms, the identified factors may act as a baseline for any future relevant evaluation.

Investigating the relationship between leadership style of nursing department managers and work engagement in faculty members of Iranian universities of medical sciences

Introduction: The success of an organization is determined by its human ‎resources. Work engagement leads to higher productivity and performance of the organization. Leaders seek to understand the impact of ‎their leadership style on work engagement. This is even more important in educational organizations but research in this area is insufficient. This study aimed to investigate the relationship between department ‎manager’s leadership styles and faculty member’s work engagement in some Iranian universities of medical ‎sciences‎. Methods: This was a descriptive-analytical correlational study. 149 people including faculty members and department managers with at least 6 months of work experience were selected through the convenience sampling method. Data collection tools included ‎a demographic questionnaire, a multi-factor leadership questionnaire, and a Schaufeli & Bakker work engagement questionnaire whose validity and reliability were examined. ‎Data were analyzed using SPSS software version 16. Result: A total of 114 faculty members with 13.42 ± 9.75 and 35 department managers with 19.91 ± 8.67 work experience participated in this study. Faculty members reported high work engagement. There was a positive and significant relationship between work engagement and interactional (P = 0.010) and transformational leadership (P = 0.001). ‎There was a significant difference between manager’s and employee’s views on the interactional ‎and transformational leadership (P < 0.001). Conclusion: Managers can promote job engagement by selecting the proper leadership style, and the advantages can be leveraged to boost organizational productivity.

A new measure for the assessment of the university engagement: The SInAPSi academic engagement scale (SAES)

Despite the growing interest on the notion of academic engagement (AE) and its relevance for students’ success, a few valid and reliable instruments on AE have been developed. Moreover, most of the available measures consider AE as a student’s trait rather than a relational and situated dynamic process. This study presents the development and validation of a new instrument, the SInAPSi Academic Engagement Scale (SAES), which was developed within a project coordinated by the SInAPSi center of the Authors’ University and it aims to measure AE. The main sample was constituted by 680 students and a convenience sample of 312 biology and biotechnologies students was also involved to perform the confirmatory factor analysis of the initial factor structure of the SAES. Construct validity was assessed using the University Student Engagement Inventory (USEI), while criterion-related validity was established with the Academic Motivation Scale (AMS), the students’ confidence in one’s own preparation for academic studies and their academic performance. Results show that the SAES presents a robust factor structure, a good convergent and discriminant validity, and satisfactory psychometric properties. Furthermore, the SAES shows a positive correlation with the USEI and the AMS, the students’ confidence in their preparation for academic studies and their academic performance. The results indicate that the SAES can produce valid and reliable data on AE and it may have strong implications for assessing AE and implementing intervention programs for university students.

The mobility of experiential learning pedagogy: transferring ideas and practices from a large- to a small-campus setting

ABSTRACT In this article, we examine the development of a new, experiential learning human geography and planning course at a smaller campus in Newfoundland, Canada. Our interest is twofold: to consider how pedagogical approaches can be transferred between a large urban campus and a small-town location; and to examine the benefits and complications of such transfers through a reflective examination of the resulting experiential learning program. The article captures the experiences of students, faculty, and university engagement staff in the deployment of the course. From these perspectives, we situate the decision to transfer an existing program across universities, the nuances of adapting such programs to the local context, and the challenge of meeting student desires for experiential learning amidst experimental pedagogical approaches. The paper concludes by suggesting that transferring pedagogical models across locations requires flexibility in terms of ensuring that new modules fit existing program constraints, and that such transfers have the potential to both challenge and positively transform experiential learning processes.

Community engagement, extending higher education student learning and raising aspirations of primary school children: initial reflections

This innovative practice paper reflects on how a university community engagement (CE) project, run at a higher education (HE) institution in the south of England and established in 2014 as a series of community sport type initiatives, has had two elements related to widening participation emerge. Firstly, the CE has played a role in extending the learning of over 100 students enrolled on sports coaching degrees. This is demonstrated through some of them explicitly stating that their experience of the CE has informed their decisions to continue their education and enter Initial Teacher Training (ITT) programmes. The second element relates to the specific experiences of a local primary school that visits the HE to participate in the CE programme. Here, by linking community needs and resources, some of the key personnel from the school have explained how the visits have contributed to the schoolchildren's educational aspirations. Whilst this element is not necessarily certain in its eventual outcome, given the young age of the participants, this innovative practice paper does extol the benefits of community collaborations and uniting efforts; it shares some of the key principles necessary for others to replicate the CE programme in order to support widening participation and lifelong learning.

Multidimensional research on university engagement using a mixed method approach

The commitment or academic implication (engagement) of universitystudents has become a fundamental element for their welfare and academicperformance and, furthermore, it is also related to their professional futureand social commitment. For this reason, the definition of the concept and theprovision of assessment strategies and tools are essential to know the learningexperiences that lead to enhancing the academic involvement of the students.To develop our research, we have used a mixed quantitative and qualitativemethodology: exploratory and confirmatory factor analysis on the one hand,and discussion groups using the nominal groups technique on the other hand.We have set three different objectives: first, to delve into the multidimensionalmodel of the construct; second, to validate a questionnaire that allows forevaluation of the students’ perception of the learning methodologies used inthe classroom; and third, to check the manageability of the nominal groupsas a qualitative method of analysis. The results demonstrate that our newproposal provides a statistically valid instrument aimed at determining theperceptions of own engagement and an effective, efficient and motivatingqualitative method for students. However, regarding the multidimensionalityof the construct, contrary to the more accepted theoretical point of view thatconsiders three dimensions of engagement (behaviour, cognition and emotion),our results only reveal two dimensions (cognitive-emotional and behavioural).In the discussion and comments section we give possible explanations for thiscontradiction.

Higher education in an era of complexity: "The tributaries project" as a higher education heterotopia

Widespread calls to develop modes of teaching and learning in higher education for a paradigm of complexity recognize higher education’s double task; namely, to graduate students not only with technical/theoretical expertise, but also the capacity for responsible citizenship. In this article we offer retrospective, philosophical reflections on a South African university engagement project, “The Tributaries Project” (2019). These reflections aim to show that such academic engagement projects, formed as “higher education heterotopia” (a concept co-opted from a 1967 lecture by Michel Foucault) are favourable sites for the second aspect of higher education’s task; that is, to foster responsible citizenship among university staff, students and graduates in an era of complexity. Further, Edgar Morin’s “seven complex lessons” detail the essential elements of this task, and by extension heterotopic spaces, such as those configured by The Tributaries Project offer ideal conditions for the implementation of Morin’s insights. In Part One, we reflect on key theoretical assumptions underlying “The Tributaries Project”, via the lens of the concept “heterotopia”. Part Two is organised by Edgar Morin’s “seven complex lessons”, with brief indications of how these lessons were implemented via the project’s diverse activities. We hope that sharing insights gained from theorizing, creating and implementing this project may inspire similar projects.

Mediating role of employee engagement on the relationship between succession planning practice and employee performance in academic institutions: PLS-SEM approach

PurposeThe purpose of this study is to examine the effect of succession planning practice (SPP) on employee engagement (EE) and employee performance (EP) in Malaysian private universities (MPU).Design/methodology/approachThis paper used a survey research design, and the study unit of the analysis consists of the academic staff of MPU. In the selection of the sample from the focused respondents (10,473) of the study, a stratified and simple random sampling method was used, and the study sample consists of 314 MPU academic staff. A questionnaire was used to collect data from the focused respondents while partial least square–structural equation modeling (PLS-SEM) was used to test the study hypotheses.FindingsThe findings revealed that SPP has a significant effect on EP, and the relationship between SPP and EP is partially mediated by EE.Practical implicationsSound succession systems for achieving academic staff performance should be put in place by the university management. Furthermore, the outcome of this research urges the policymaker to come up with a sound policy that can allow internal talents of the university to hold key leadership positions of any nature when the need arises before considering external talents, with that the talents will be satisfied and put decisive effort to achieve a positive result.Originality/valueThis paper has made a significant contribution to the knowledge and operationalization of the EE, EP and SPP literature. The research also assists the university management to mobilize qualified and talented staff for an unexpected and sudden resignation of staff which saves the university the cost of hiring and development, and at the same time, it encourages internal hiring.