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Issues relating to student retention and student engagement remain high on the
agendas for higher education (HE) institutions worldwide (Busse, 2013; Zepke, Leach,
& Butler, 2010). According to Zepke and Leach (2010) the way in which students
engage with their studies and what they, their institutions, and their educators can do to
improve this engagement has been a well-researched area since the 1990s

curricular and pedagogical ideas educators might successfully use to better engage
students in learning

Statements of the Problem

Increasing motivation and engagement is unlikely to be accomplished by simple

policy prescriptions, such as raising standards, promoting accountability, or
increasing school fundingalthough these may be helpful in the right set of
circumstances. The fundamental challenge is to create a set of circumstances in
which students take pleasure in learning and come to believe that the information
and skills they are being asked to learn are important or meaningful for them and
worth their effort, and that they can reasonably expect to be able to learn the
material. As this volume makes clear, there are no silver bullets. Some students are
motivated even under adverse circumstances, but for many students their
engagement and motivation to learn depend on a confluence of supports, none of
which is sufficient on its own (National Research Institute, 2004)

http://www.forbes.com/sites/jamesmarshallcrotty/2013/03/13/motivation-matters-40-ofhigh-school-students-chronically-disengaged-from-school/#6b02133b51b9

http://www.gallup.com/opinion/gallup/173612/students-need-engaged.aspx
http://iteslj.org/Articles/Lessard-Clouston-Strategy.html