Purpose -The purpose of this paper is to introduce a practical, developmental working model of student engagement, presenting results from 16 month's implementation of an experimental project. It identifies key issues and reflects on potential for collaboration with students on cross-institutional issues in learning, teaching, assessment and student experience. It provides an example of seeking to "engage students" in order to foster and enhance "students' engagement". Design/methodology/approach -The paper is a reflective case-study in a key area of innovation in a large London university. It gives a practice-based account of key stages in implementation of the project, identifying aims, objectives and outcomes within the framework of the Educational Development Unit's work, and the university's Graduate Attributes initiative. Briefly describing practical aspects, it reflects on successes and difficulties encountered. It presents some quantitative data related to student participation, and qualitative data including outcomes for students and staff, and locates the work in the context of sector research on student engagement. Findings -Outcomes of this project support and evidence claims made in theoretical literature about the value of student engagement work of this type. Originality/value -This work offers a flexible, scale-able model for collaborative work with students in the area of educational development, with potential for student participation in both practical and strategic work. With elements in common with other examples from the growing field of student engagement projects, this project differs from many of these in its cross-institutional basis and scope.

This case study gives an analytical account of institutional development in induction provision. Driven by student experience concerns, a London post-1992 University set up an 'enhanced induction project' to provide a more integrated, personalised approach through more coordinated processes. In a large, diverse context, university-wide working is problematic; issues about control and autonomy are illustrated by this action research. Significant change has been achieved in a developmental process shaped by and revealing the interplay of differing organisational cultures. Critical reflection on change management, from practice and strategy to policy and embedding, draws on a range of work on organisational cultures.

No abstract

No abstract