Adapt and thrive: student engagement on a Business and Economics Foundation Year programme during Covid-19

Authors

  • Gerald Dampier University of Surrey

DOI:

https://doi.org/10.47408/jldhe.vi22.757

Keywords:

student engagement, Covid 19, Foundation Year, learning development

References

Briggs, A. R. J., Clark, J. and Hall, I. (2012) ‘Building bridges: understanding student transition to university’, Quality in Higher Education, 18(1), pp.3-21. https://doi.org/10.1080/13538322.2011.614468.

Eberly Centre (2021) What are the benefits of group work? Available at: https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html (Accessed: 24 May 2021).

Grey, D. and Osborne, C. (2018) ‘Perceptions and principles of personal tutoring’, Journal of Further and Higher Education. Available at: http://ray.yorksj.ac.uk/id/eprint/3417/ (Accessed: 24 May 2021).

Halpern, N. (2007) ‘The impact of attendance and student characteristics on academic achievement: findings from an undergraduate business management module’, Journal of Further and Higher Education, 31(4), pp.335-349. https://doi.org/10.1080/03098770701626017.

Krause, K. and Coates, C. (2008) ‘Students’ engagement in first‐year university’, Assessment & Evaluation in Higher Education, 33(5), pp.493-505. https://doi.org/10.1080/02602930701698892.

Newman‐Ford, L., Fitzgibbon, K., Lloyd, S. and Thomas, S. (2008) ‘A large‐scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system’, Studies in Higher Education, 33(6), pp.699-717. https://doi.org/10.1080/03075070802457066.

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Published

14-10-2021

How to Cite

Dampier, G. (2021) “Adapt and thrive: student engagement on a Business and Economics Foundation Year programme during Covid-19”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.757.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Fostering student engagement

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