Description
Student engagement plays a central role in teaching, learning and student outcomes. With the emergence of pressure from the Teaching Excellent Framework (TEF) and the Office for Students (OFS) both of the United Kingdom on contemporary higher education, the need to improve student engagement and satisfaction seems pressing. Such need is further compounded within the field of International studies, which seems to lack research that addresses student engagement from the perspective of a pedagogically oriented action research. This study addressed these issues by adopting Jean McNiff action research model as a means of incorporating students in the active action inquiry process. A qualitative method, which draws on four focus groups discussion comprising of eight students per focus group in modules such as Social Research Methods and Explaining Punishments were analysed using thematic analysis from a constructivist theoretical position. Based on the analyses, it was found that active integration of the students in the inquiry process seems integral in improving engagement. It was also found that, whilst external factors such as limited finance, family issues and working whilst schooling might play a role in students’ dis-engagement, designing teaching content that incorporates technology, improve collaboration and active involvement which take into context the students learning needs enhances engagement. The study recommends that incorporating students might be helpful in informing the improvement of teaching and best practice within the discipline.
