Engagement in higher education. Who’s not engaging?
Just as undergraduates need to develop critical capacities, so as to scrutinise and justify beliefs, decisions and actions (Barnett, 1997), higher education teachers need to consider critically their own assumptions about and orientations towards teaching (Gow and Kember, 1993). These are often unexamined and unchallenged, so teachers can remain unaware of implications for students’ learning (Mezirow, 1990; Larrivee, 2000). Regarding subject disciplinary literacy development, relevant assumptions concern several important challenges: the complexity and opaqueness of disciplinary reading and writing practices (Lea and Street, 1998; Meyer and Land, 2003; Haggis, 2003; Gourlay, 2009); issues concerning engagement and assumed student deficits (Mann, 2001; Haggis, 2003; 2006); and the potentially alienating environment, norms, values and practices of higher education (Mann, 2001; Haggis, 2006; Bryson and Hand, 2007).
This paper discusses these challenges and reports on a small-scale study investigating the context of students’ reading and writing difficulties at a London-based, Russell Group university. Methods included analysis of data from interviews with academics and student discussion groups, and from teaching observations. The findings suggest that the teaching orientations of learning facilitation and knowledge transmission, and their links to different learning approaches and outcomes, continue to shape many undergraduates’ experience, for better or worse.
The paper contributes to understanding these links using Self-Determination Theory (Ryan and Deci, 2000). Accordingly, teaching oriented towards learning facilitation, but not knowledge transmission, fosters students’ feelings of competence, autonomy and relatedness, assisting internalisation of externally regulated behaviours, and increasing preparedness for engaged, self-directed learning (Niemiec and Ryan, 2009).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).