ABSTRACT

Across higher education, increasing regulation and a focus on student satisfaction and experience have stimulated a proliferation of student engagement activities aimed at driving positive change. Nevertheless, we are not seeing the transformative changes we seek. We position this as a dual problem of focus and organisational learning. In examining focus, we draw on two-factor theory as a lens through which to interrogate and prioritise the many actionable findings that can result from student engagement practice. We further demonstrate the power of action research approach to student engagement in driving double-loop learning in educators – a deeper, more transformative, mechanism for organisational learning. This work contributes to an area of student engagement that is considered by many to be under-theorised – the lack of clear understanding and agreement as to the processes and conditions under which student engagement can achieve the transformative effect we pursue.

摘要

在整个高等教育领域，不断加强的监管以及对学生满意度和体验的关注刺激了旨在推动积极变革的学生参与活动的激增。然而，我们并没有看到我们所寻求的变革。我们将其定位为焦点和组织学习的双重问题。在检查焦点时，我们利用双因素理论作为一个镜头，通过它来询问和优先考虑学生参与实践中可能产生的许多可行的发现。我们进一步展示了行动研究方法对学生参与推动教育工作者双环学习的力量——一种更深入、更具变革性的组织学习机制。