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Volume 45, No. 2, 2015, pages 60-80  \nUnderstanding Students’ Experiences in Their Own Words: Moving Beyond a Basic Analysis of Student Engagement  \nArch Chee Keen Wong Ambrose University  \nAbstract  \nThis study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary.  \nIt uses quantitative outcomes-related data from the National Survey of Student Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through student focus groups. The analysis of the qualitative data was conducted using the constant comparative method developed by Glaser and Strauss. The study concludes with recommendations for improving student engagement.  \nRésumé  \nCette étude examine les expériencesvécues par des élèves telles qu’exprimées dans leurs réflexions sur leurs expériences d’apprentissage à l’Université Ambrose, à Calgary. Afin d’éclairer les données qualitatives obtenues par letruchement de groupes de discussion d’étudiants, l’étude utilise les données liées aux résultats quantitatifs de l’Enquête nationale sur la participation étudiante (NSSE) et de l’Enquête de l’école de théologie sur l’engagement des étudiants (TSSSE) . L’analyse des données qualitatives a été réalisée selon laméthode comparative constante développée par Glaser et Strauss. L’étude seconclut par des recommandations afin d’améliorer l’engagement des élèves.  \nCJHE / RCES Volume 45, No. 2, 2015  \nUnderstanding the Student Experience / A. C. K. Wong 61  \nMany institutions of higher learning are under pressure from both internal and external stakeholders to report and clarify student learning outcomes. Faculty members, for example, want to know whether the curriculum is doing what it is supposed to be doing: that is, whether their students are actually learning (Astin & Lee, 2003), and whether they are teaching effectively (Chickering & Gamson, 1999; Scott & Scott, 2011). University administrators and student development personnel see a close relationship between student retention and financial benefit: that is, when students perceive that they have received a good education, the university fulfillsits mission and also acquires tuition income (Seidman, 2005).  \nAt the same time, the standards of outside stakeholders, such as regional and national accrediting bodies, require institutions of higher learning to use both direct and indirect measures to demonstrate learning outcomes (Gordon, Ludlum, & Hoey, 2008) . To provide the evidence that they are meeting their educational goals and fulfilling their mission, many institutions are beginning to analyze student engagement. One of the tools that colleges and universities use to measure student engagement is the National Survey of Student Engagement (NSSE), which has become the industry standard. Indeed, NSSEis a reliable means of both providing evidence of student learning and benchmarking it against that of peer institutions (Axelson & Flick, 2010; Gordon, Ludlum, & Hoey, 2008; Kahu, 2013) . It calls attention to institutional strengths and deficiencies by rating students’ expectations in a certain area—say, the accessibility of faculty—along with their assessment of whether the institution has met their needs in this area. By taking steps to respond to concerns identified by NSSE results, institutions can improve the level of engagement of their students. According to Kuh (2003):  \nThe engagement premise is deceptively simple, even self-evident: The more students study a subject, the more they learn about it. Likewise, the more students practice and get feedback on their writing, analyzing, or problem solving, the more adept they become. The very act of being engaged also adds to the foundation of skills and dispositions that is essential to live a productive, satisfying life after college. (p. 25)  \nN","cbCaijRXLTjBOeR5","https://ap.wps.com/l/cbCaijRXLTjBOeR5","pdf",529161,21,"English","# Introduction\n## Student learning outcomes and engagement pressures\n# Data sources and methodology\n## NSSE and TSSSE quantitative outcomes-related data\n## Student focus groups and constant comparative analysis\n# Purpose and comparative design\n## Comparing Ambrose undergraduate and graduate results\n# Implications\n## Recommendations for improving engagement","[{\"question\":\"What does the study investigate about students?\",\"answer\":\"It investigates students’ lived experiences as expressed in their reflections on learning at Ambrose University in Calgary.\"},{\"question\":\"Which data sources are used to support the analysis?\",\"answer\":\"The study uses outcomes-related quantitative data from NSSE and TSSSE, complemented by qualitative data gathered from student focus groups.\"},{\"question\":\"How are the qualitative data analyzed?\",\"answer\":\"Qualitative data are analyzed using the constant comparative method developed by Glaser and Strauss.\"}]","Understanding Students’ Experiences in Their Own Words - Moving Beyond a Basic Analysis of Student Engagement | PDF",1792083417,53]