Identifying and understanding the drivers of student engagement in a school of politics and international relations

Abstract

During the 2020/2021 academic year, I conducted a mixed quantitative and qualitative analysis of the drivers of student engagement in the School of Politics and International Relations at Queen Mary University of London. My main finding was that students vary widely in their ability to manage the competing demands on their time. Those who are able to avoid scheduling conflicts between taught classes and off-campus commitments engage at higher rates and achieve better marks. Those who struggle – whether due to under-developed time management skills, a lack of confidence in asking for assistance, or both – miss out on vital learning opportunities, and their attainment suffers. While there is little a department can do about the broader socio-economic forces that require students to take on significant responsibilities beyond the classroom, my findings suggest there are things we can do to improve engagement among those who struggle. I conclude by recommending actions to help students resolve clashing commitments, to build their confidence in and ability to seek support from staff, and to develop positive peer networks.