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This article asks whether institutional research could help improve the quality of student engagement by researching at sub-institutional levels such as in courses bridging students from school into higher education. In answer it argues two interacting propositions: one, that student engagement provides useful indicators of quality in higher education; and, two, that research into student engagement is best conducted at a sub-institutional level. The authors use evidence obtained from a funded Teaching and Learning Research Initiative project in New Zealand to support these propositions. The project gauged the perceptions of firsttime students in four different bridging (access) courses in one higher education institution. Results showed significant differences in the way they perceived the efforts of teachers and the institution to support their engagement. Not only did course results differ from institutional scores, courses also differed significantly from each other. These results suggest that the quality of student engagement could be enhanced if institutional research focused closely on engagement at sub-institutional levels such as courses.

This study uses the expertise of child life specialists to identify which elements support child life goals for hospitalized children. This study can be used to inform those interested in the optimal design of hospital playrooms. Ninety child life specialists were surveyed using a photograph methodology showing five actual child life playrooms from different hospitals. The participants were asked the following: rate each playroom on 14 dimensions; describe what was liked best about each playroom; and finally, rank order the playrooms based on their ability to support child life goals. Findings show that child life specialists were able to detect fine distinctions among hospital playrooms; thus, highlighting the important role that child life specialists can play in the design or modification of these spaces. Notably, using both Likert ratings and open-response questions, the value of biophilia in child life play spaces, specifically windows, light, and nature themes were revealed. In addition to biophilic attributes, the playrooms rated most favorably were those that contain pleasing color and décor and plenty of open space. Playrooms that promote sensory-motor and pretend play were also preferred.