Digging beneath NSS data: what shapes student engagement? Paul Richter (and Sarah Walsh ) email@example.com 1 December 2011. NSS 2010 at NU. 100 % to 48 % (Q22) . Student ‘engagement’ – part of the explanation?
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I think it's really important on our course to do more hands on stuff to do with building, actually with our hands instead of just drawing details etc.
They sort of make your degree seem more worthwhile…Obviously I'm learning [in lectures] but what am I actually paying for?
It's great to see the lecturers having fun as well and they really get into it and you can tell it's what they love to do. And I think it's when you've got enthusiastic lecturers, you start getting really enthusiastic about it too.
how more relaxed we'd like it to be between the students and the tutors …and not having this formal thing. I think it's really important for your education because you can learn so much from them…and having discussions everyday…makes the School a happier place. (Agreement)
engaging with staff research
socialising with staff
They look like us, they think like us and they're not that much older than us and they appreciate what you need to know…
it doesn't really directly affect us…only subsequent years so…you just think, 'Well why should we even bother complaining cos it’s not gonna change our experience…?'
even if they can't do it immediately…you know that it might occur a couple of years down the line and help the year below
findings question ‘myths’ about satisfaction factors
(high contact hours; small cohort size; strong identity)