Engaging in First Year: A Mixed-Methods Case Study at a Scottish University

Abstract

This case study presents a pilot study on exploring student engagement and belonging across three first-year cohorts at a Scottish university: traditional business undergraduates, foundation year students and data science graduate apprentices. Engagement is understood through affective, cognitive and behavioural dimensions (Kahu, 2013) and reflects recent complexities in higher education as a result of diverse student demographics and pandemic-driven shifts in learning (Hollister et al., 2022). The research combines survey data and interviews to analyse students' academic and social experiences, emphasising the importance of belonging, teaching quality and flexible learning environments. Findings indicate that, though most students are fully engaged, the rest (a significant proportion) neither integrate well with university nor build supportive social networks for themselves. Students value interactive teaching, institutional understanding of their outside commitments and provision of extra-curricular activities that are accessible and foster community. Recommendations include transitioning to active learning, increased faculty training, promotion of clubs and societies, peer mentoring and personalised support mechanisms for disengaged students. By foregrounding student voice, the study contributes insights into the overlap between engagement, belonging and institutional practice, aiming to inform strategies/frameworks that enhance success for all cohorts in a changing educational context.