Projects per year
Abstract
Student volunteering in the higher education context has been studied vastly over the last years. Kahu provided three valuable perspectives on student engagement including the behavioural, the psychological, and the sociocultural perspective on why and how students engage. This study adds a recognition perspective to student engagement, which has so far remained an under-researched topic. In this study, we apply a recognition-sensitive social theory and symbolic interactionist perspective on the topic of student engagement. Empirically, we explore the perspectives of engaged students and lecturers at the largest Austrian university, using semi-structured interviews with N = 18 participants in two fields of practice: student unions and peer mentoring. In the findings, the study identified six categories of student engagement recognition: (1) general expectations relating to recognition, (2) recognition through formal validation in the curriculum, (3) recognition through valorisation using awards, certificates, and confirmations, (4) recognition through bonus points, (5) recognition through institutional support, and (6) the process of recognition. The findings give a differentiated insight into an important and unsolved policy issue in higher education using interview data to show how student volunteering can be recognised in higher education. We conclude the article with recommendations for higher education policy and future research.
Original language | English |
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Pages (from-to) | 194-210 |
Number of pages | 17 |
Journal | European Journal of Higher Education |
Volume | 12 |
Issue number | 2 |
Early online date | 3 May 2021 |
DOIs | |
Publication status | Published - 2022 |
Austrian Fields of Science 2012
- 503018 University didactics
Keywords
- student engagement
- recognition
- Higher Education Research
- Student engagement
- formal recognition
- civic education
- student volunteering
- social recognition
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- 1 Finished
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European STudent Engagement Project
Schrittesser, I., Resch, K., Knapp, M. & Hoyer-Neuhold, A.
1/09/18 → 28/02/21
Project: Educational funding