{"id":{"repo_id":"bournemouth","oai_identifier":"oai:eprints.bournemouth.ac.uk:31718"},"canonical_url":"https://search.dev.ndltd.org/etd/bournemouth/oai:eprints.bournemouth.ac.uk:31718","repository":{"repo_id":"bournemouth","name":"University of Bournemouth","base_url":"http://eprints.bournemouth.ac.uk/cgi/oai2"},"display":{"title":"Fostering engagement in higher education of all stakeholders in the delivery of a high quality student experience.","abstract":"This thesis provides critical investigation, independent and original contribution to knowledge and an understanding of appropriate research methodology in relation to a range of interlinking original work that adds value to the student experience through a holistic work experience and study approach. Specifically, I have investigated ways of: 1. Fostering and deepening student engagement within higher education learning in, through and out of the undergraduate (UG and postgraduate taught (PGT) study lifecycle; 2. Fostering and enhancing inter-professional engagement among HE staff in diverse roles working together to provide a supportive, holistic and coherent environment for student learning; 3. Supporting effective and longstanding student engagement with learning through a variety of interventions at both levels of study; 4. Encouraging staff engagement with continuous and meaningful personal and professional practice. The originality of my work lies in providing a thorough and evidence informed analysis of how a variety of structured activities, many of which I pioneered) can radically improve student progression, retention, engagement and success. While much is written (and referenced here) about these matters at UG level, a strong element of the originality of this work lies in its dual focus on the UG and PGT student experience with the PGT work built on a significant national project underpinned by a substantial dataset. In presenting my case, I will be providing evidence of scholarship and impact of my two edited books, five journal articles which form the substantive base of my case together with the ground-breaking report from a HEFCE funded research projects (£2.7m including matched funding). In my supporting synthesis, I will demonstrate: i) Intensive and thoughtful analysis of my personal experience moving from an administrator role dealing with pragmatic operational issues to becoming a recognised expert in my domain which is the student experience with a particular focus on the student lifecycle; ii) The lack of practical and theoretical knowledge regarding the student lifecycle and my unique scholarly contribution to this field.","abstract_html":"This thesis provides critical investigation, independent and original contribution to knowledge and an understanding of appropriate research methodology in relation to a range of interlinking original work that adds value to the student experience through a holistic work experience and study approach. Specifically, I have investigated ways of: 1. Fostering and deepening student engagement within higher education learning in, through and out of the undergraduate (UG and postgraduate taught (PGT) study lifecycle; 2. Fostering and enhancing inter-professional engagement among HE staff in diverse roles working together to provide a supportive, holistic and coherent environment for student learning; 3. Supporting effective and longstanding student engagement with learning through a variety of interventions at both levels of study; 4. Encouraging staff engagement with continuous and meaningful personal and professional practice. The originality of my work lies in providing a thorough and evidence informed analysis of how a variety of structured activities, many of which I pioneered) can radically improve student progression, retention, engagement and success. While much is written (and referenced here) about these matters at UG level, a strong element of the originality of this work lies in its dual focus on the UG and PGT student experience with the PGT work built on a significant national project underpinned by a substantial dataset. In presenting my case, I will be providing evidence of scholarship and impact of my two edited books, five journal articles which form the substantive base of my case together with the ground-breaking report from a HEFCE funded research projects (£2.7m including matched funding). In my supporting synthesis, I will demonstrate: i) Intensive and thoughtful analysis of my personal experience moving from an administrator role dealing with pragmatic operational issues to becoming a recognised expert in my domain which is the student experience with a particular focus on the student lifecycle; ii) The lack of practical and theoretical knowledge regarding the student lifecycle and my unique scholarly contribution to this field.","abstract_has_math":false,"creators":["Morgan, Michelle"],"institution":"Bournemouth University","degree_name":null,"degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01","date_published":"2019-01","updated_at":"2026-07-24T01:12:41Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Morgan, Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-01-31"]},{"key":"dc:date.issued","label":"Date","values":["2019-01"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Media and Communication"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Bournemouth University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://eprints.bournemouth.ac.uk/31718/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://eprints.bournemouth.ac.uk/31718/1/MORGAN%2C%20Michelle_Ph.D._2018.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis provides critical investigation, independent and original contribution to knowledge and an understanding of appropriate research methodology in relation to a range of interlinking original work that adds value to the student experience through a holistic work experience and study approach. Specifically, I have investigated ways of: 1. Fostering and deepening student engagement within higher education learning in, through and out of the undergraduate (UG and postgraduate taught (PGT) study lifecycle; 2. Fostering and enhancing inter-professional engagement among HE staff in diverse roles working together to provide a supportive, holistic and coherent environment for student learning; 3. Supporting effective and longstanding student engagement with learning through a variety of interventions at both levels of study; 4. Encouraging staff engagement with continuous and meaningful personal and professional practice. The originality of my work lies in providing a thorough and evidence informed analysis of how a variety of structured activities, many of which I pioneered) can radically improve student progression, retention, engagement and success. While much is written (and referenced here) about these matters at UG level, a strong element of the originality of this work lies in its dual focus on the UG and PGT student experience with the PGT work built on a significant national project underpinned by a substantial dataset. In presenting my case, I will be providing evidence of scholarship and impact of my two edited books, five journal articles which form the substantive base of my case together with the ground-breaking report from a HEFCE funded research projects (£2.7m including matched funding). In my supporting synthesis, I will demonstrate: i) Intensive and thoughtful analysis of my personal experience moving from an administrator role dealing with pragmatic operational issues to becoming a recognised expert in my domain which is the student experience with a particular focus on the student lifecycle; ii) The lack of practical and theoretical knowledge regarding the student lifecycle and my unique scholarly contribution to this field."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Fostering engagement in higher education of all stakeholders in the delivery of a high quality student experience."]}]}],"canonical_facts":{"dc:creator":["Morgan, Michelle"],"dc:date":["2019-01-31"],"dc:date.issued":["2019-01"],"dc:description.abstract":["This thesis provides critical investigation, independent and original contribution to knowledge and an understanding of appropriate research methodology in relation to a range of interlinking original work that adds value to the student experience through a holistic work experience and study approach. Specifically, I have investigated ways of: 1. Fostering and deepening student engagement within higher education learning in, through and out of the undergraduate (UG and postgraduate taught (PGT) study lifecycle; 2. Fostering and enhancing inter-professional engagement among HE staff in diverse roles working together to provide a supportive, holistic and coherent environment for student learning; 3. Supporting effective and longstanding student engagement with learning through a variety of interventions at both levels of study; 4. Encouraging staff engagement with continuous and meaningful personal and professional practice. The originality of my work lies in providing a thorough and evidence informed analysis of how a variety of structured activities, many of which I pioneered) can radically improve student progression, retention, engagement and success. While much is written (and referenced here) about these matters at UG level, a strong element of the originality of this work lies in its dual focus on the UG and PGT student experience with the PGT work built on a significant national project underpinned by a substantial dataset. In presenting my case, I will be providing evidence of scholarship and impact of my two edited books, five journal articles which form the substantive base of my case together with the ground-breaking report from a HEFCE funded research projects (£2.7m including matched funding). In my supporting synthesis, I will demonstrate: i) Intensive and thoughtful analysis of my personal experience moving from an administrator role dealing with pragmatic operational issues to becoming a recognised expert in my domain which is the student experience with a particular focus on the student lifecycle; ii) The lack of practical and theoretical knowledge regarding the student lifecycle and my unique scholarly contribution to this field."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://eprints.bournemouth.ac.uk/31718/1/MORGAN%2C%20Michelle_Ph.D._2018.pdf"],"dc:language":["en"],"dc:publisher.department":["Faculty of Media and Communication"],"dc:publisher.institution":["Bournemouth University"],"dc:relation.isreferencedby":["https://eprints.bournemouth.ac.uk/31718/"],"dc:title":["Fostering engagement in higher education of all stakeholders in the delivery of a high quality student experience."],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"]},"updated_at":"2026-07-24T01:12:41Z"}