Abstract:

This study investigated the complex dynamics of students' attendance motivation within the context of higher education, focusing on students studying business subjects. Conducted at Westminster Business School, the research aimed to understand factors influencing class attendance and enhance progression rates by fostering empathy and communication between students and staff.

Using a qualitative approach, the study involved creating a video artwork featuring interviews and reflective explorations of ID cards. This artistic method, which involved participation from 45 students and 8 staff, facilitated collaboration and trust, providing a visual and narrative dimension to the data. Thematic analysis of in-depth interviews revealed key determinants of attendance motivation, including course content, teaching methods, perceived relevance to future careers, and the overall learning environment.

The findings contributed to the broader discourse on student engagement and motivation, offering valuable insights for educational practitioners, institutions, and policymakers. Recommendations included interventions for curriculum design, teaching strategies, and institutional policies to enhance attendance motivation and student success. The study's outcomes underscored the importance of understanding the multifaceted nature of student motivation and the role of empathy in educational settings.

By synthesising existing literature and incorporating creative narrative techniques, this research provided an understanding of the interplay between motivational factors and academic outcomes. It emphasised the significance of considering both student and staff perspectives to create a more engaging educational experience. The video recordings captured non-verbal cues and expressions, enriching the analysis and presentation of findings in a short story-like film format.

The investigation aimed to unravel the specific factors influencing students' motivation to attend classes. It explored the role of external factors impacting students as well as institutional policies and the broader educational environment. The study's methodology acknowledged the dynamic and subjective nature of motivation, employing participants debriefing to enhance the rigour of the findings.

The qualitative approach enabled a rich exploration of individual perspectives, allowing for a comprehensive understanding of attendance motivation factors. This research aimed to inform strategies that foster a more motivating and inclusive educational experience for students pursuing careers in business subjects. Ultimately, the study's findings aimed to contribute to both theoretical knowledge and practical recommendations for educators and institutions within the field.

Keywords:

Student motivation, higher education, qualitative research, Equality Diversity and Inclusion.