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The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

Higher & further education, tertiary education --- Academics --- Academic achievement --- Academic advising --- Academic advisors --- Academic challenge --- Academic development --- Academic literacy --- Academic performance --- Academic support --- Access --- Academic staff (also see academics/Lecturers) --- Actionable --- Active learning --- Agency --- Aggregated --- Analyse --- Apply --- Ask questions --- Assessment --- Attitude --- Australasian Survey of Student Engagement (AUSSE) --- Beginning University Survey of Student Engagement (BUSSE) --- Benchmarking --- Bloom’s taxonomy --- Business --- economics and management --- Campus environment --- Capacity --- Career advisors --- Challenges --- Classroom activities --- Classroom Survey of Student Engagement (CLASSE) --- Co-curricular (also see extra-curricular) --- Cognitive --- Cognitive development --- Cognitive educational activities --- Cognitive functions --- Cognitive skills --- Collaborative learning --- Colleges --- Community college --- Comprehensive universities --- Conditional formatting --- Contextual --- Contextual challenges --- Contextualised --- Council on Higher Education (CHE) --- Course (module/subject) --- Critical thinking --- Culture --- Curriculum --- Data --- Data-informed --- Decision-making --- Decolonisation --- Deep learning --- Department chairs (heads of departments) --- Department of Higher Education and Training (DHET) --- Development --- Developmental outcomes --- Diagnostic --- Disaggregating --- Discussions --- Discussion with diverse others --- Dropout --- Education outcomes --- Effective educational behaviours --- Effective educational practices --- Effective leadership --- Effective teaching practices --- Empirical --- Engagement – also see Student Engagement --- Engineering --- Equity --- Equitable outcomes --- Evaluate --- Evidence --- Evidence-based --- Expectations --- Expected academic difficulty --- Expected academic perseverance --- Experiential learning --- Experience with staff --- Extended degree --- Extended curricula --- Extra-curricular (also see co-curricular) --- Financial Stress Scale --- First-generation --- First-year --- Food --- Food insecurity --- Frequency --- Freshman myth --- Gender --- Graduate attributes (Learning outcomes) --- Group work --- Heads of departments --- High-Impact practices --- Higher education outcomes --- Higher-Order Learning --- Holistic --- Humanities --- Incentive --- Indicators --- Innovation --- Innovative --- Instructional paradigm --- Interactions --- Interventions --- Institutional culture --- Institutional performance --- Institutional research --- Institutional researchers --- Institution-wide approaches --- Interpersonal relationships --- Interpersonal skills --- Intersectional --- Intersectionality --- Irish Survey of Student Engagement (ISSE) --- Knowledge --- Knowledge society --- Language --- Law --- Leaders --- Leadership (management/university leadership) --- Learning --- Learning environments --- Learning facilitator --- Learning outcomes --- Learning paradigm --- Learning strategies --- Learning with peers --- Lecturer Survey of Student Engagement (LSSE) --- Lecturers (also see academics/academic staff) --- Librarians --- Management (University leaders and Leadership) --- Mathematics --- Memorisation --- Mentor --- Mentoring --- Mentorship --- Mission --- Module (course/subject) --- Motivation --- National Benchmark Tests (NBT) --- National Benchmark Test Project (NBTP) --- National Development Plan --- National Survey of Student Engagement (NSSE) --- Natural and Agricultural Sciences --- Next Generation of Academics Programme (nGAP) --- Numeracy development --- Off-campus --- On-campus --- Online resources --- Pathways --- Peer learning (also see Tutor) --- Pedagogical approaches --- Pedagogical contexts --- Pedagogical environments --- Pedagogical experiences --- Pedagogical innovation --- Pedagogical practices --- Pedagogical relationship --- Pedagogical responsiveness --- Pedagogies --- Perceived academic preparation --- Perceived preparedness --- Persistence --- Policies --- Policy --- Policy makers --- Practical significance --- Practical work --- Preparing for class --- Professional development --- Professionals --- Professional staff --- Quadrant --- Quality --- Quality assurance --- Quality of interactions --- Quantitative reasoning --- Reflection --- Reflective and integrative learning --- Relationships --- Research --- Responsiveness --- Resources --- Retention --- Science --- engineering and technology --- Self-reflection --- Senior students --- Service learning --- Social sciences --- Socio-economic --- South African Survey(s) of Student Engagement (SASSE) --- Staff development (also academic development and lecturer development) --- Stakeholder --- Strategies --- Statistical --- Student affairs --- Student behaviour --- Student bodies --- Student data --- Student development --- Student engagement --- Student evaluation --- Student financial aid --- Student involvement --- Student learning --- Student life --- Student needs --- Student outcomes --- Student organisations --- Student perspective --- Student participation --- Student performance --- Student persistence --- Student retention --- Student responses --- Student societies --- Student-staff interaction --- Student success --- Student views --- Student voice --- Success rates --- Subject (course/module) --- Support services --- Support staff --- Supportive campus --- Supportive environment --- Synthesise --- Systemic perspective --- Systemic understanding --- Teaching --- Teaching and learning --- Techniques --- Time --- Time management --- Traditional universities --- Transformation --- Transformative --- Transition --- Tutor --- Tutorials --- Undergraduate research --- Underprepared --- United States --- University Capacity Development Grant (University Capacity Development Programme) --- Universities --- Universities of Technology --- University leaders --- Unrealistic --- Well-being