Resources

Resources

You want to have further information on the field of student engagement. On this page you can find some ressources.

  • Student engagement is characterised as participation in educationally effective practices, both inside and outside the classroom, which leads to a range of measurable outcomes.
  • Competencies  can be defined as the the applied skills and knowledge that enable people to successfully perform in professional, educational, and other life contexts.
  • Skills refer to previous education, experience and technical or practical skills required to perform a job. 
  • Knowledge is a familiarity, awareness, or understanding of someone or something, such as facts, skills or objects.
  • Technical skills, also known as hard skills, are qualities acquired by using and gaining expertise in performing physical or digital tasks. 
  • Soft skills are character traits and interpersonal skills that characterize a person’s relationships with other people. In the workplace, soft skills are considered to be a complement to technical or hard skills. 

Ash, S.L. & Clayton, P.H. (2009) Generating, deepening, and documenting learning: the power of critical reflection in applied learning.  Journal of Applied Learning in Higher Education, I, 25-48.  

Astin, A.W. (1977) Four Critical Years: Effect of College on Beliefs, Attitudes, and Knowledge, San Francisco: Jossey-Bass.

Bordelon, T. and Phillips, I. (2006) ‘Service-learning: what students have to say’, Active Learning in Higher Education, 7(2), pp. 143–153.

Bringle, R. and Hatcher, J. (1996) ‘Implementing service-learning in higher education’, Journal of Higher Education, 67, pp. 221-239.

Brown, P. and Hesketh, A. (2004) The mismanagement of talent: employability and jobs in the knowledge economy. Oxford: Oxford University Press:

Clark, G., Marsden, R., Whyatt, J., Thompson, L. and Walker, M. (2015) ‘It’s everything else you do: alumni views on extracurricular activities and employability’, Active Learning in Higher Education, 16(2), pp. 133-147.

Department for Education and Skills. (2008) Young People’s Volunteering and

Skills Development. Report no RW103. The National Youth Agency

Furco, A. (1996) ’Service-learning: a balanced approach to experiential education’, Expanding Boundaries Serving and Learning, 1, pp.2-6

Garsten, C. and Jacobsson, K. (2003) ‘Learning to be employable: An introduction’, in Garsten, C. and Jacobsson, K. (eds) Learning to be employable: new agendas on work, responsibility and learning in a globalizing world. London: Palgrave Macmillan, 1-22.   

Greenbank, P. (2015) ‘Still focusing on the ‘essential 2:1’: exploring student attitudes to extracurricular activities’, Education and Training, 57(2), pp. 184– 203.

Harkavy, I. (2006) ‘The role of universities in advancing citizenship and social justice in the 21st century’, Education, Citizenship and Social Justice, 1(1), pp. 5–37.

Helyer, R. and Kay, J. (2015) ‘Building capabilities for your future’, in Helyer, R.

(ed.) The work-based learning student handbook. 2nd edn. London: Palgrave, pp. 31-50.  

Hinchcliffe, G. and Jolly, A. (2011) ‘Graduate identity and employability’, British Educational Research Journal, 37(4), pp. 563-584.

Jackson, N. (2008) ‘A life-wide curriculum: enriching a traditional WIL scheme through new approaches to experience-based learning, proceedings of the WACE Symposium. Sydney 2008. Available at: http://www.acen.edu.au/images/resources/conferences/wace_conference_08 /eproceedings.pdf  

Jacoby, B. (1996) ‘Service-learning in today’s higher education’, in Jacoby, B. and Associates (eds.), Service-learning in higher education: concepts and practices.  San Francisco, CA: Jossey-Bass, pp. 3-25.

Muldoon, R. (2009) ‘Recognizing the enhancement of graduate attributes and employability through part-time work while at university’, Active Learning in Higher Education, 10(3), pp. 237–252

Pascarella, E. and Terenzini, P. (1991) How college affects students: findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass.

Pascarella, E. and Terenzini, P. (2005) How college affects students: a third decade of research. 2ndedn. San Francisco, CA: Jossey- Bass.

Roulin, N. and Bangerter, A. (2013a) ‘Students’ use of extra-curricular activities for positional advantage in competitive job markets’, Journal of Education and Work, 26(1) pp. 21-47.

Thompson, L., Clark, G. Walker, M. and Whyatt, D. (2013) ‘It’s just like an extra string to your bow. Exploring higher students’ perceptions and experiences of extracurricular activity and employability’, Active Learning in Higher Education, 14(2), pp. 135-147.

Toole, J. and Toole, P. (1995) ‘Reflection as a tool of turning service-learning experiences into learning experiences’, in Kinsley, C. and McPherson, K. (eds) Enriching the curriculum through service learning. Alexandria, VA: Association for Supervision and Curriculum Development, pp. 99-114.

Ward, R. (2012) ‘Extra-curricular awards: a centre for recording achievement

(CRA) perspective’ in Lifewide Learning, Education & Personal Development (ebook). Gloucester: Quality Assurance Agency for Higher Education.  Available at:

http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/d1_rob_ward.pd f.  

Roulin, N. and Bangerter, A. (2013b) ‘Extracurricular activities in young applicants’ résumés: what are the motives behind their involvement’, International Journal of Psychology, 48(5) pp. 871-880.

Sealey, P., Stevenson, J. and Clegg, S. (2011) Extracurricular activities: creating graduates with impact in education. Leeds: Leeds Met Press.   

Stevenson, J., Sealey, P. and Clegg, S. (2011) Understanding the value of extracurricular activities in creating graduates with impact in education. Final Project Report. Available at: http://escalate.ac.uk/downloads/8664.pdf