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Higher education is experiencing a paradigm shift from passive learning towards activelearning. The COVID-19 pandemic has further presented an opportunity for education providers toenhance teaching that includes non-campus modes. However, concerns regarding student engagementlie at the heart of the transition to active learning environments in the context of the increased demandfor online education. Therefore, promoting student engagement has become an educational prioritysince greater student engagement translates into valued student experiences, higher academicperformance, and increased retention rates. This paper semi-systematically reviews the literatureon student engagement in undergraduate economics education. Close emphasis is also paid tothe relationships between the direct measures of disengagement such as absenteeism on studentperformance in economics. The student engagement framework developed by Frederiks, Blumenfeld,and Paris (2004) is used to classify the dimensions of student engagement and the factors that influencethe different dimensions of engagement. The literature reviewed is predominately occupied withbehavioral aspects of engagement with little attention towards capturing the cognitive and emotionalaspects of student engagement. Three key recommendations are noted from the study in order forbusiness school educators and higher education policy makers to promote student engagement ineconomics education. Future research on student engagement in undergraduate business educationshould focus more on capturing the cognitive and emotional aspects of student engagement to informpolicymaking in promoting student engagement.
From:
Rabindra Nepal
Ann M. Rogerson
Higher education is experiencing a paradigm shift from passive learning towards activelearning. The COVID-19 pandemic has further presented an opportunity for education providers toenhance teaching that includes non-campus modes. However, concerns regarding student engagementlie at the heart of the transition to active learning environments in the context of the increased demandfor online education. Therefore, promoting student engagement has become an educational prioritysince greater student engagement translates into valued student experiences, higher academicperformance, and increased retention rates. This paper semi-systematically reviews the literatureon student engagement in undergraduate economics education. Close emphasis is also paid tothe relationships between the direct measures of disengagement such as absenteeism on studentperformance in economics. The student engagement framework developed by Frederiks, Blumenfeld,and Paris (2004) is used to classify the dimensions of student engagement and the factors that influencethe different dimensions of engagement. The literature reviewed is predominately occupied withbehavioral aspects of engagement with little attention towards capturing the cognitive and emotionalaspects of student engagement. Three key recommendations are noted from the study in order forbusiness school educators and higher education policy makers to promote student engagement ineconomics education. Future research on student engagement in undergraduate business educationshould focus more on capturing the cognitive and emotional aspects of student engagement to informpolicymaking in promoting student engagement.
From:
Rabindra Nepal
Ann M. Rogerson