Higher education institutions are striving to enhance student engagement in learning (Carini et al, 2006). Increasing the degree of student ownership of the learning process and offering an authentic situated learning experience (Brown et al, 1989) are possible ways to enhance student engagement. In response to this, participants on a postgraduate programme in Professional Education at Queen Margaret University (QMU), Edinburgh, were invited to set up a writing group in partnership with a member of staff from the programme team. Participants on this course were either lecturers at QMU, lecturers at other higher education institutions or health professionals with an educational remit. All participants were under differing degrees of pressure to publish written work related to their practice and only the member of staff from the programme team had published previously. Indeed, consistent with reports by Dixon (2001), many of the participants were not confident in their ability to produce writing for publication.
|Number of pages||4|
|Publication status||Published - 2008|
- student engagement
- Students as partners
- academic development