![]() ![]() Understanding the importance of the criteria used by students to define their success in Canadian undergraduate engineering programs, as well as the degree to which students are motivated to engage in each criterion with a mastery-based approach, could be useful for reconciling the differences between the student group and the other stakeholders in the academic environment and assist in designing teaching strategies that align with these criteria and thus promote a masterybased view of success. ![]() The remainder of the definitions are inconsistent among the various stakeholders in the academic environment. The most common measure of student success employed by researchers and institutions is performance-based measures such as grades and graduation rates. The term “success” has many different meanings for students and stakeholders in the academic environment. Higher education as the engine of the national economy,implies Three broad areas of governmental interest (whose salience will vary according to the way in which state and higher education system are related) are as follows. Policy drivers Governments around the world have taken a ‘human capital’ approach (Becker, 1975) to the relationship between higher education and the state, the underlying presumption being that, if the working population is as highly educated as possible, then the national economy should show the benefit. This paper places student engagement in a broad socio-cultural context discusses, with reference to studies of the first year experience in Australia and the UK, howpolicy and practice at various levels can influence students’ achievement and offers some suggestions which may help to increase the level of engagement, and hence students’ success. The engagement of students in higher education is influenced by a number of factors – for example, how they finance their studies how they balance studies and part-time employment and what they see as their aims in undertaking a programme of study. The first year experience in higher education isa period of transition – from school or from a background of broader experience of life. The challenges are made more severe when policy drivers include the widening of participation a desire for high levels of course completion expectations that students will demonstrate their ‘employability’ and the espousal of lifelong learning. Abstract Institutions, educators and students are increasingly being challenged by governmental expectations that higher education should contribute to economic success. ![]()
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