Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/53532
Title: | Academics' perspectives on a student engagement and retention program: dilemmas and deficit discourses | Contributor(s): | Coleman, Bianca (author); Beasy, Kim (author); Morrison, Renee (author); Mainsbridge, Casey (author) | Early Online Version: | 2021-11-10 | DOI: | 10.1080/13562517.2021.2000387 | Handle Link: | https://hdl.handle.net/1959.11/53532 | Abstract: | Within the contemporary higher education landscape, maintaining student engagement and retention has become of critical concern to universities. Universities have mostly responded to this concern by implementing institutional engagement and retention initiatives by professional university staff. Thus far, however, the role that teaching academics can play in student engagement and retention programs has been largely unexplored within institutional settings and within the higher education literature. In this paper, we reflect on our experiences as teaching academics involved in a student engagement and retention program at our university. Through a series of individual reflections and collaborative conversations, we problematise common approaches to student engagement and retention and question the role of teaching academics in these programs within neoliberal university settings. We bring to light troubling ethical dilemmas we faced during our participation in the program and our concerns about the deficit framing of students within institutionally driven engagement and retention initiatives. | Publication Type: | Journal Article | Source of Publication: | Teaching in Higher Education, p. 1-18 | Publisher: | Routledge | Place of Publication: | United Kingdom | ISSN: | 1470-1294 1356-2517 |
Fields of Research (FoR) 2020: | 390303 Higher education 390412 Teacher and student wellbeing 420602 Health equity |
Socio-Economic Objective (SEO) 2020: | 160102 Higher education 160299 Schools and learning environments not elsewhere classified |
Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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