CAPÍTULO II. ESTADO DE LA CUESTIÓN
2.2. Obras que examinan la figura de Felipe VI
Students were asked to identify how often they have undertaken activities related to academic and non-academic engagement during the current academic year from a scale of 1 (never) to 5 (very often). Table 15 reveals that with regards academic engagement, ‘being
challenged to do their best work’ ranked the highest (73% often or very often), other highly
Table 15. Participation in Academic Engagement
In your experience at your institution during the current academic year, about how often have you done each of the following: Never (%) Rarely (%) Sometimes (%) Often (%) Very Often (%)
Discussed ideas from your course with others outside of taught sessions (students, family, co-workers etc.), including by email/online
5 15 29 35 16
Worked with other students on course projects or assignments
9 14 31 31 15
Explained course material to one or more students
9 13 36 30 12
Worked harder than you thought you could to meet a tutor’s/lecturer’s standards or expectation
8 18 33 30 11
Asked questions or contributed to course discussions in other ways
6 24 34 27 9
Discussed your academic performance and/or feedback with teaching staff
11 25 33 23 8
Come to taught sessions unprepared (e.g. not completed assignments, reading, reports etc.)
11 31 32 19 7
Talked about your career plans with teaching staff or advisors
30 30 25 12 3
During the current academic year, how much had your coursework emphasized the following mental activities:
Never (%) Rarely (%) Sometimes (%) Often (%) Very Often (%) Applying facts, theories or methods to
practical problems or new situations
2 9 23 36 30
Evaluating a point of view, decision or information source
3 9 22 37 29
Analysing in depth an idea, experience or line of reasoning
2 8 28 41 21
Forming a new idea or understanding from various pieces of information
3 11 31 38 17
During the current academic year, to what extent has your course challenged you to do your best work
1 5 21 46 27
ranked items related to undertaking mental activities of ‘applying facts, theories or methods
to practical problems or new situations’ (66% often or very often); ‘evaluating a point of view, decision or information source’ (66% often or very often) and ‘analysing in depth an idea,
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experience or line of reasoning’ (63% often or very often). Interestingly, the item that
students engaged in the least related to employability, ‘talked about your career plans with
teaching staff or advisors’ (15% often or very often).
Table 16 highlights that non-academic engagement was undertaken less frequently than academic engagement, with the majority of students stating that they never participated in such activities. ‘Taken part in a university campaign’ (83% never or rarely) scored the highest, followed by ‘acted as a student rep or university ambassador’ (82% never or rarely). ‘Volunteered in a club or society’ scored the lowest (66% never or rarely).
Table 16. Participation in Non-Academic Engagement
In your experience at your institution during the current academic year, about how often have you done each of the following: Never (%) Rarely (%) Sometimes (%) Often (%) Very Often (%)
Volunteered in a club or society 53 13 15 11 8
Participated in sport at my university 62 12 9 7 10
Involvement with the Student Union 59 18 13 7 3
Taken part in fundraising activities 56 22 15 5 2
Acted as a student rep or university ambassador
74 8 7 7 4
Taken part in a university campaign 66 17 10 5 2
When asked if students planned or have taken part in external engagement opportunities (refer to Table 17), nearly half of the students (42%) identified that they will participate in a placement during the course of their studies at university. 35% will undertake a fieldtrip as part of their programme and only 16% planned to participate in a study abroad programme whilst at university.
Table 17. External Engagement Opportunities
Have you or do you plan to take part in any of the following opportunities:
Yes (%)
No (%)
I have or will participate in an external placement organised by the university
42 58
I have or will undertake a fieldtrip as part of my course
35 65
I have or will participate in a study abroad programme whilst at university
16 84
Students were also asked to state in a typical week, what time they spent on a series of activities (refer to Table 18). ‘Relaxing and socializing (time with friends, video games, TV or
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week), followed by ‘preparing and studying in class’ (29% spent 16+ hours per week). ‘Doing
community service or volunteer work’ was rated the lowest (2% spent 16+ hours per week).
Table 18. Time Spent on Activities in a Typical Week
About how many hours do you spend in a typical 7-day week doing the following?
1-5 hours (%) 6-10 hours (%) 11-15 hours (%) 16-20 hours (%) 21-25 hours (%) 25+ hours (%)
Relaxing and socializing (time with friends, video games, TV or videos, keeping up with friends online etc.)
6 19 26 24 10 15
Preparing and studying in class 22 26 23 15 7 7
Working for pay 52 14 11 11 3 9
Participating in extra-curricular activities
70 19 6 3 1 1
Providing care for dependents (children, parents, etc.)
86 4 3 1 1 5
Doing community service or volunteer work
90 7 1 1 0 1
Explorative factor analysis was undertaken to analyse the data investigating the engagement activity of students with regards academic and non-academic action. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy = 0.833, which is an extremely high measurement of appropriateness for the factor analysis. Bartlett’s test of sphericity reveals a significance value of 0.000, with initial eigenvalues of 49.98%. The factor loadings were calculated with a varimax rotation of the components. Table 19 highlights that 4 factors resulted from the analysis: non-academic engagement; cognitive engagement; engagement in academic communication; and student team engagement. Non-academic engagement involved students who participated in extra-curricular activities outside of a classroom setting including work with the student union, university campaigns and participation in sport. Cognitive engagement included students who participated in logical reasoning and analysis, who challenged themselves academically. Engagement in academic communication included students participating in various forms of questioning and debate, mainly with university staff but also with other students and family. Student team engagement involved students who discussed university work with their peers and undertook academic group work.
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Table 19. Factor Analysis for Academic and Non-Academic Engagement Activity (Rotated Component Matrix Scores)
Non-Academic Engagement
Involvement with the Student Union .782
Volunteered in a club or society .767
Taken part in fundraising activities .766 Taken part in a university campaign .729 Acted as a student rep or university ambassador .602 Participated in sport at my university .575
Cognitive Engagement
Analysing in depth an idea, experience or line of reasoning .791 Evaluating a point of view, decision or information source .726 Forming a new idea or understanding from various pieces of
information
.691 Applying facts, theories or methods to practical problems or
new situations
.543 During the current academic year, to what extent has your
course challenged you to do your best work
.486
Engagement in Academic Communication
Discussed your academic performance and/or feedback with teaching staff
.746 Talked about your career plans with teaching staff or
advisors
.711 Worked harder than you thought you could to meet a
tutor’s/lecturer’s standards or expectation
.590 Asked questions or contributed to course discussions in
other ways
.535 Discussed ideas from your course with others outside of
taught sessions (students, family, co-workers etc.), including by email/online
.468
Student Team Engagement
Worked with other students on course projects or assignments
.845
Explained course material to one or more students .734