Abstract

This presentation focuses on the University of Lincoln as a case study and explores learning gain in the context of meaningful student engagement. Initially giving contextual information about the Lincoln/Huddersfield learning gain project, and how it aligns with the culture, ethos and approaches to student engagement at Lincoln. The presentation then looks at ways in which student engagement may impact on student wider learning (learning gain).

HEFCE define learning gain as ‘the difference in student performance between two stages of their studies’ (Hoareau McGrath 2015: xi). In the TEF technical consultation (May 2016) the term learning gain is used alongside student outcomes and defined as relating ‘to the educational and employment outcomes of graduates and the gains made by students from a range of different backgrounds’ – that learning is influenced by the student’s whole experience at University – and in keeping with this, we define the term student engagement, holistically – being both within the curriculum, ‘in learning itself’ (through for example personal tutoring) and beyond the curriculum (in the wider University, in enhancing learning and teaching and so forth).

Finally the presentation considers the challenges of measuring and evidencing this impact.