For the understanding of institutional practices, students involvement and their perceptions of development in the context of higher education: The complementarity of different research designs
DOI:
https://doi.org/10.30827/dreh.v0i8.6912Keywords:
higher education, engagement, students’ global development, research, educational policies and practicesAbstract
Institutions of higher education have been showing a growing interest at improving its educational policies and practices, due in part to the considerable number of research being developed, which reveals that what institutions do present the most important impact on students’ development.
Thus, investigation not only has become a privileged way to understand the dynamic' specificities between institutional practices and students’ global development, but has also been assumed, for policy makers and educators, as a cornerstone for planning good educational policies and practices.
It is intended, in this paper, through the example of a study about the dynamics between students’ engagement and development during higher education, in the context of a Portuguese institution, to explore the complementarity of different research approaches not only for the understanding of the phenomenon under study, but also for the designing of enriching and engaging educational activities.
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