Intro; Foreword; Contents; 1 Context Setting; Abstract; 1.1 Introduction; 1.1.1 The General Background; 1.1.2 About This Book; 1.2 The Higher Education Systems in China and the UK; 1.2.1 China; 1.2.2 The UK; 1.3 The Empirical Basis of the Book; 1.3.1 Methodology and Methods; 1.3.2 Engagement and Experiences on the Three Courses; 1.4 Structure of the Book; References; 2 Unpacking the Concept of Student Engagement; Abstract; 2.1 Introduction; 2.2 The Evolution of Student Engagement; 2.2.1 The Dominant Paradigm; 2.2.2 An Alternative Paradigm: The UK; 2.3 Framing Student Engagement Conceptually

2.3.1 The NSSE and AUSSE Model2.3.2 Fredricks et al.'s Three-Dimensional Framework; 2.3.3 Coates' Two-Dimensional Framework; 2.3.4 Solomonides' Relational Model; 2.3.5 Leach and Zepke's Conceptual Organiser; 2.3.6 Kahu's Integrative Framework; 2.4 Indicators of Successful Engagement; 2.4.1 Student Level; 2.4.2 Staff Level; 2.4.3 Course and Institutional Level; 2.5 Engagement Across Cultures, Disciplines and Genders; References; 3 A Socio-ecological Perspective on Student Engagement; Abstract; 3.1 Introduction; 3.2 Bronfenbrenner's Bioecological Model; 3.2.1 Process; 3.2.2 Person

3.2.3 Context3.2.4 Time; 3.3 The Figured Worlds Theory; 3.3.1 Positionality; 3.3.2 Self-authoring; 3.4 A Synthesised Theoretical Framework; References; 4 Key Indicators of Student Engagement; Abstract; 4.1 Introduction; 4.2 History-in-Person; 4.2.1 Relevant Past Experience; 4.2.2 Character Traits; 4.2.3 Motivation; 4.2.4 Goals and Plans; 4.2.5 Ethnic Group; 4.3 Personal Development; 4.3.1 Independence; 4.3.2 High-Order Thinking Skills; 4.3.3 Self-discipline; 4.3.4 Time Management; 4.3.5 Confidence; 4.3.6 Interpersonal Communication; 4.4 Learning Styles; 4.4.1 Shock Study

4.4.2 Collaborative Learning4.5 Effectiveness of Teaching Practices; 4.5.1 Style of Lecturing; 4.5.2 Attitude of the Lecturer; 4.5.3 Persona of the Lecturer; 4.5.4 Advice and Guidance; 4.6 Quality of Interactions; 4.6.1 Peer-Peer Interaction; 4.6.2 Student-Course Tutor Interaction; 4.6.3 Student-Instructor/Academic Advisor Interaction; 4.7 Campus Environment; 4.7.1 Course/University Support and Facilities; 4.7.2 Course Assessment; 4.7.3 Course/University Ethos; 4.7.4 Level of Challenge on the Course; 4.7.5 Course Management; 4.7.6 Subject Area; 4.7.7 Campus Location and Management

4.7.8 Independent ProjectReference; 5 Narratives of Engagement and Experiences; Abstract; 5.1 Lu Kai; 5.2 Sarah; 5.3 Tang Ning; 5.4 Kate; 5.5 Mark; 5.6 Wang Bo; 5.7 Ren Feng; 5.8 Comparing and Contrasting the Pen Portraits; 6 Conceptualising Student Types and Engagement; Abstract; 6.1 Student Types; 6.1.1 Strategic-Studious; 6.1.2 Intrinsic-Extrinsic; 6.1.3 Introverted-Extroverted; 6.1.4 Identifying Student Types; 6.2 Conceptualisations of Student Engagement; 6.2.1 Student Conceptualisations; 6.2.2 Staff Conceptualisations; 7 Theorising Student Engagement; Abstract; 7.1 Introduction