Student engagement for retention in Hospitality Management– A digital approach.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

It is well known that a significant number of students consider withdrawing from their initial course of study and therefore institutions, departments and academic teams need to have a focus on improving academic and social interventions. There are multiple factors that can influence entry, transition and retention of students in higher education. Among the salient factors noted in the literature which can promote student success and retention in Higher Education are the importance of pre-entry information and transitional support. A recurring retention challenge on the BSc International Hospitality Management Course at Ulster University initiated the design and implementation of an award winning innovative creative media project to seamlessly engage students at pre-entry and post entry into University. Early indications are presenting some encouraging outcomes in student success at course level, however more widely in Ulster University the project has also had significant impact. This paper considers the complexity of factors related to student engagement. It also demonstrates the positive impact that one specific digital resource has had on student engagement. It further explores pedagogy regarding technology enhanced digital learning for Hospitality Management students to affirm course choice and generate a feeling of belonging in unfamiliar social learning spaces during transition to Higher Education.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages0
Publication statusPublished - 22 May 2015
EventCouncil for Hospitality Management Educators Annual Research Conference - Manchester Metroplitan University
Duration: 22 May 2015 → …

Conference

ConferenceCouncil for Hospitality Management Educators Annual Research Conference
Period22/05/15 → …

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management
student
social intervention
education
social learning
indication
resources
learning

Keywords

  • student engagement
  • student success
  • enhancing student learning experience
  • digital learning environment
  • simulation.

Cite this

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title = "Student engagement for retention in Hospitality Management– A digital approach.",
abstract = "It is well known that a significant number of students consider withdrawing from their initial course of study and therefore institutions, departments and academic teams need to have a focus on improving academic and social interventions. There are multiple factors that can influence entry, transition and retention of students in higher education. Among the salient factors noted in the literature which can promote student success and retention in Higher Education are the importance of pre-entry information and transitional support. A recurring retention challenge on the BSc International Hospitality Management Course at Ulster University initiated the design and implementation of an award winning innovative creative media project to seamlessly engage students at pre-entry and post entry into University. Early indications are presenting some encouraging outcomes in student success at course level, however more widely in Ulster University the project has also had significant impact. This paper considers the complexity of factors related to student engagement. It also demonstrates the positive impact that one specific digital resource has had on student engagement. It further explores pedagogy regarding technology enhanced digital learning for Hospitality Management students to affirm course choice and generate a feeling of belonging in unfamiliar social learning spaces during transition to Higher Education.",
keywords = "student engagement, student success, enhancing student learning experience, digital learning environment, simulation.",
author = "Nikki McQuillan and Richard Beggs, and Ursula Quinn",
note = "Reference text: References Andrews, A., Clark, R. and Thomas, L. (2012), Compendium of effective practice in higher education retention and success. Available from: http://www.heacademy.ac.uk/assets/documents/what-works-studentretention/What_Works_Compendium_Effective_Practice.pdf. Accessed 19 February 2015. Bryson, C., & Hardy, C. (2012), The nature of academic engagement: What the students tell us. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (pp. 25-46). Oxfordshire, UK: Libri Publishers Coates, H. (2007), A model of online and general campus-based student engagement. Assessment and Evaluation in Higher Education, 32(2), pp.121-141. Collins, A. (1988), Cognitive apprenticeship and instructional technology. Technical report 6899 BBN labs Inc. Cambridge. MA. Davis, B., & Sumara D. (2008), Complexity as a theory of education. TCI: Transnational Curriculum Inquiry, 5 (2), pp. 33-44. Forbes AH. (2008), Retention of first year undergraduate students in the context of mass higher education: a new longitudinal interactionist model. Journal of Hospitality and Tourism Education, 21(3), pp. 25–33. Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004), School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, pp.59 – 109. http://www.jstor.org/stable/351606 Accessed 15 February 2015. Gerdes H, Mallinckrodt B. (1994), Emotional, social and academic adjustment of college students: a longitudinal study of retention. Journal of Counseling and Development. 72(3), pp. 281–288. Gregory, G, & Chapman, C. (2012), Differentiated Instructional Strategies: One Size Doesn't Fit All [online], USA, Corwin Press. https://books.google.co.uk/books?id=Uzx6ZmBz7UAC&pg=PA31&dq=tactile/kinesthetic+learner&hl=en&sa=X&ei=ZLLlVMuGG8G1Uc_bg9AJ&ved=0CD4Q6AEwBQ#v=onepage&q=tactile{\%}2Fkinesthetic{\%}20learner&f=false Accessed 19 February 2015. Harvey, L. & Drew, S. (2006), The first year experience: a literature review for the Higher Education Academy. York. HEA Academy: London. http://www.improvingthestudentexperience.com/essential-information/undergraduate-literature/first-year-experience/ Accessed 19 February 2015. Kift, S., Nelson, K., & Clarke, J. (2010), Transition pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), pp. 1-20. Heylighen, F. (1999), The evolution of complexity. Dordrecht, The Netherlands: Kluwer. Lassibille G. (2011), Student progress in higher education: what we have learned from large-scale studies. The Open Education Journal 4: pp. 1–8. McConatha, D. (2013), Mobile Pedagogy and Perspectives on Teaching and Learning [online] USA, IGI Global. https://books.google.co.uk/books?id=utyWBQAAQBAJ&dq=constructivist+theory+definition+higher+education+academy&source=gbs_navlinks_s 13 February 2015 Pachler, N., Cook, J. and Bachmair, B. (2010), Appropriation of mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2 (1), pp.1-21. Roberts J, McNeese M. (2010), Student involvement and engagement in higher education based on student origin. Research in Higher Education Journal 7(1), pp.1–11. Schlossberg, N. (1989), Marginality and mattering: Key issues in building community. New Directions for Student Services, 48, pp. 5-15. Sharples, M., Taylor, J., & Vavoula, G. (2007), A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.) The Sage Handbook of e-learning Research. London: Sage, pp. 221-47. Solomonides, I. Reid, A., & Petocz, P. (2012), A relational model of student engagement. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education, pp. 11-24. Oxfordshire, UK: Libri Publishers. Thomas L. (2002), Student retention in higher education; the role of institutional habitus. Journal of Educational Policy 17(4), pp. 423–432. Thomas, L (2012), Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme. http://www.heacademy.ac.uk/assets/documents/what-works-student retention/What_works_final_report.pdf . Accessed 19 February 2015. Tinto, V. (1975), Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research 45, pp. 89–125. Tinto, V. (1997), Classrooms as communities: exploring the educational character of student persistence. Journal of Higher Education 68(6), pp. 599–623. Trowler, V. (2010), Student engagement literature review. York, UK: Lifelong Education Academy. http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf Accessed 13 February 2015. University of Ulster (2013) Learning and teaching strategy (2014-18). Belfast: University of Ulster. Vygotsky, L. S. (1978), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wilcox P, Winn S, Fyvie-Gauld M. (2005), ‘It was nothing to do with the university, it was just the people’: the role of social support in the first-year experience of higher education. Studies in Higher Education 30 (6), pp.707–722. Wimpenny, K., & Savin-Baden, M. (2012), Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18 (3), pp. 311-326 Winokur, D. (2011), Flash to focus on PC browsing and Mobile Apps. USA: http://blogs.adobe.com/conversations/2011/11/flash-focus.html. Accessed 18 February 2015 Yorke, M., & Longden, B. (2008), The first year experience of higher education in the UK. Final Report. Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/publications/FYEFinalReport.pdf [Accessed 14 February 2015]. Zepke, N. (2013), Student engagement: a complex business supporting the first year experience in tertiary education. The International Journal of the first year in Higher Education, 4 (2), pp.1-14.",
year = "2015",
month = "5",
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booktitle = "Unknown Host Publication",

}

McQuillan, N, Beggs, R & Quinn, U 2015, Student engagement for retention in Hospitality Management– A digital approach. in Unknown Host Publication. Council for Hospitality Management Educators Annual Research Conference, 22/05/15.

Student engagement for retention in Hospitality Management– A digital approach. / McQuillan, Nikki; Beggs, Richard; Quinn, Ursula.

Unknown Host Publication. 2015.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Student engagement for retention in Hospitality Management– A digital approach.

AU - McQuillan, Nikki

AU - Beggs,, Richard

AU - Quinn, Ursula

N1 - Reference text: References Andrews, A., Clark, R. and Thomas, L. (2012), Compendium of effective practice in higher education retention and success. Available from: http://www.heacademy.ac.uk/assets/documents/what-works-studentretention/What_Works_Compendium_Effective_Practice.pdf. Accessed 19 February 2015. Bryson, C., & Hardy, C. (2012), The nature of academic engagement: What the students tell us. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education (pp. 25-46). Oxfordshire, UK: Libri Publishers Coates, H. (2007), A model of online and general campus-based student engagement. Assessment and Evaluation in Higher Education, 32(2), pp.121-141. Collins, A. (1988), Cognitive apprenticeship and instructional technology. Technical report 6899 BBN labs Inc. Cambridge. MA. Davis, B., & Sumara D. (2008), Complexity as a theory of education. TCI: Transnational Curriculum Inquiry, 5 (2), pp. 33-44. Forbes AH. (2008), Retention of first year undergraduate students in the context of mass higher education: a new longitudinal interactionist model. Journal of Hospitality and Tourism Education, 21(3), pp. 25–33. Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004), School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, pp.59 – 109. http://www.jstor.org/stable/351606 Accessed 15 February 2015. Gerdes H, Mallinckrodt B. (1994), Emotional, social and academic adjustment of college students: a longitudinal study of retention. Journal of Counseling and Development. 72(3), pp. 281–288. Gregory, G, & Chapman, C. (2012), Differentiated Instructional Strategies: One Size Doesn't Fit All [online], USA, Corwin Press. https://books.google.co.uk/books?id=Uzx6ZmBz7UAC&pg=PA31&dq=tactile/kinesthetic+learner&hl=en&sa=X&ei=ZLLlVMuGG8G1Uc_bg9AJ&ved=0CD4Q6AEwBQ#v=onepage&q=tactile%2Fkinesthetic%20learner&f=false Accessed 19 February 2015. Harvey, L. & Drew, S. (2006), The first year experience: a literature review for the Higher Education Academy. York. HEA Academy: London. http://www.improvingthestudentexperience.com/essential-information/undergraduate-literature/first-year-experience/ Accessed 19 February 2015. Kift, S., Nelson, K., & Clarke, J. (2010), Transition pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), pp. 1-20. Heylighen, F. (1999), The evolution of complexity. Dordrecht, The Netherlands: Kluwer. Lassibille G. (2011), Student progress in higher education: what we have learned from large-scale studies. The Open Education Journal 4: pp. 1–8. McConatha, D. (2013), Mobile Pedagogy and Perspectives on Teaching and Learning [online] USA, IGI Global. https://books.google.co.uk/books?id=utyWBQAAQBAJ&dq=constructivist+theory+definition+higher+education+academy&source=gbs_navlinks_s 13 February 2015 Pachler, N., Cook, J. and Bachmair, B. (2010), Appropriation of mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2 (1), pp.1-21. Roberts J, McNeese M. (2010), Student involvement and engagement in higher education based on student origin. Research in Higher Education Journal 7(1), pp.1–11. Schlossberg, N. (1989), Marginality and mattering: Key issues in building community. New Directions for Student Services, 48, pp. 5-15. Sharples, M., Taylor, J., & Vavoula, G. (2007), A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (eds.) The Sage Handbook of e-learning Research. London: Sage, pp. 221-47. Solomonides, I. Reid, A., & Petocz, P. (2012), A relational model of student engagement. In I. Solomonides, A. Reid, & P. Petocz (Eds.), Engaging with learning in higher education, pp. 11-24. Oxfordshire, UK: Libri Publishers. Thomas L. (2002), Student retention in higher education; the role of institutional habitus. Journal of Educational Policy 17(4), pp. 423–432. Thomas, L (2012), Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme. http://www.heacademy.ac.uk/assets/documents/what-works-student retention/What_works_final_report.pdf . Accessed 19 February 2015. Tinto, V. (1975), Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research 45, pp. 89–125. Tinto, V. (1997), Classrooms as communities: exploring the educational character of student persistence. Journal of Higher Education 68(6), pp. 599–623. Trowler, V. (2010), Student engagement literature review. York, UK: Lifelong Education Academy. http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf Accessed 13 February 2015. University of Ulster (2013) Learning and teaching strategy (2014-18). Belfast: University of Ulster. Vygotsky, L. S. (1978), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wilcox P, Winn S, Fyvie-Gauld M. (2005), ‘It was nothing to do with the university, it was just the people’: the role of social support in the first-year experience of higher education. Studies in Higher Education 30 (6), pp.707–722. Wimpenny, K., & Savin-Baden, M. (2012), Alienation, agency and authenticity: A synthesis of the literature on student engagement. Teaching in Higher Education, 18 (3), pp. 311-326 Winokur, D. (2011), Flash to focus on PC browsing and Mobile Apps. USA: http://blogs.adobe.com/conversations/2011/11/flash-focus.html. Accessed 18 February 2015 Yorke, M., & Longden, B. (2008), The first year experience of higher education in the UK. Final Report. Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/publications/FYEFinalReport.pdf [Accessed 14 February 2015]. Zepke, N. (2013), Student engagement: a complex business supporting the first year experience in tertiary education. The International Journal of the first year in Higher Education, 4 (2), pp.1-14.

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N2 - It is well known that a significant number of students consider withdrawing from their initial course of study and therefore institutions, departments and academic teams need to have a focus on improving academic and social interventions. There are multiple factors that can influence entry, transition and retention of students in higher education. Among the salient factors noted in the literature which can promote student success and retention in Higher Education are the importance of pre-entry information and transitional support. A recurring retention challenge on the BSc International Hospitality Management Course at Ulster University initiated the design and implementation of an award winning innovative creative media project to seamlessly engage students at pre-entry and post entry into University. Early indications are presenting some encouraging outcomes in student success at course level, however more widely in Ulster University the project has also had significant impact. This paper considers the complexity of factors related to student engagement. It also demonstrates the positive impact that one specific digital resource has had on student engagement. It further explores pedagogy regarding technology enhanced digital learning for Hospitality Management students to affirm course choice and generate a feeling of belonging in unfamiliar social learning spaces during transition to Higher Education.

AB - It is well known that a significant number of students consider withdrawing from their initial course of study and therefore institutions, departments and academic teams need to have a focus on improving academic and social interventions. There are multiple factors that can influence entry, transition and retention of students in higher education. Among the salient factors noted in the literature which can promote student success and retention in Higher Education are the importance of pre-entry information and transitional support. A recurring retention challenge on the BSc International Hospitality Management Course at Ulster University initiated the design and implementation of an award winning innovative creative media project to seamlessly engage students at pre-entry and post entry into University. Early indications are presenting some encouraging outcomes in student success at course level, however more widely in Ulster University the project has also had significant impact. This paper considers the complexity of factors related to student engagement. It also demonstrates the positive impact that one specific digital resource has had on student engagement. It further explores pedagogy regarding technology enhanced digital learning for Hospitality Management students to affirm course choice and generate a feeling of belonging in unfamiliar social learning spaces during transition to Higher Education.

KW - student engagement

KW - student success

KW - enhancing student learning experience

KW - digital learning environment

KW - simulation.

M3 - Conference contribution

BT - Unknown Host Publication

ER -