Teaching mandated learners to work with involuntary clients? Learner engagement and motivation on the PQiP academic programme

Motivation towards academic study typically includes a combination of intrinsic factors, for example personal development, interest/enjoyment of the subject and extrinsic reasons, for example employability or status. This article explores issues in supporting learners on the Professional Qualification in Probation (PQiP) who may lack intrinsic motivation towards the academic degree due to its ‘mandated’ nature. Drawing on Trotter’s concept of ‘involuntary clients’ and experience of working with PQiP learners, a tentative typology of engagement is proposed and reflection is encouraged on how Trotter's principles may be applied to maximise engagement in an educational setting.