ABSTRACT
There have been contributions in this volume from a wide range of students and staff studying and working in an equally wide range of contexts within universities in England, and are therefore broadly representative of the Higher Education (HE) sector. They have brought to light a cornucopia of high quality evidence about the nature of student engagement. All the authors have shown a mutual consensus that engagement is located in the being of the student, thus is unique to that individual. This supports and vindicates the position taken in the opening chapter: that student engagement is complex, dynamic, not amenable to measurement and impossible to fully capture or predict in any overarching single model. Nevertheless, some recurrent themes emerge.
