What’s driving post-pandemic university student engagement? Findings from a design faculty

Abstract Situated within the many post-pandemic questions around patterns of student engagement and student choice, this paper explores the topic of why university students choose to attend campus on a day-to-day basis. This work builds on recent inquiry into the purpose of campus within broader narratives of university life, including notions of being a student and belonging to one’s institution. It is also positioned within student experience scholarship, which broadly engages with the complexities of delivering high-quality tertiary education to diverse student cohorts. Using student engagement as a conceptual lens, this paper reports on a study of twenty students within an Australia-based faculty of design. Semi-structured interviews explored how students engage with their studies and the faculty, including the factors influencing their ongoing decisions around when and why to come to campus, stay and leave. Findings underscore the importance of environmental quality and atmosphere, as well as meaningful social connections, for driving on-campus engagement. The study also suggests that, whilst the push towards flexibility has granted students the ability to manage how, where and when they engage, this may also come with risks like feelings of disconnection. In addition to making an empirical contribution to student experience and student engagement scholarship, the focus on a single, multi-disciplinary faculty is meant to prompt reflection on the relative benefits for approaching student experience at this particular scale.