“There are limits to being helpful”: student engagement from the perspectives of Social Scientists at a post-92 university in the UK

Dhillon, S. and Rawdin, C. (2026) “There are limits to being helpful”: student engagement from the perspectives of Social Scientists at a post-92 university in the UK. Student Engagement in Higher Education Journal., 7 (3). ISSN 2399-1866 (In Press)

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Abstract

This primary research paper synthesises responses from lecturers at a post-92 university in the Midlands, UK, with existing literature on the contested concept of ‘student engagement’. Through thematic analysis, key themes include conceptualising student engagement, perceived barriers to such readings of student engagement, and potential strategies to improve it. Key findings are that the dialectical relationship between academics (providers) and student (receivers) under neoliberal conditions of Higher Education (HE) provision in the UK highly compromises enacting progressive readings of student engagement. Strategies to address this range from pedagogies of care to punitive measures, with the impact of dwindling student participation upon academics’ self-concept made apparent. This paper will be of interest to academic staff working within the Social Sciences (and wider disciplines) in the marketised context of UK HE. The paper concludes by calling for further research into academics’ self-concept and self-efficacy.

Item Type:	Article
Divisions:	School of Social Science
Depositing User:	Sunny Dhillon
Date Deposited:	17 Feb 2026 12:16
Last Modified:	17 Feb 2026 12:16
URI:	https://lbro.repository.guildhe.ac.uk/id/eprint/1296

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