Teaching mandated learners to work with involuntary clients? Learner engagement and motivation on the PQiP academic programme

Bibliographic Data

ID21497682
AuthorsBen Keysell (0009-0004-1678-7896, University of Portsmouth, corresponding author), Hayden Slight (0009-0008-3179-4735, University of Portsmouth), Megan Thomas (0009-0003-9946-965X, University of Portsmouth)
Year2026
Volume73
Issue2
Pages189-207
Publication date2026-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueProbation Journal (JOURNAL)
Journal identifiersISSN: 0264-5505 • E-ISSN: 1741-3079
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/02645505251321420
OpenAlexW4408003351
LanguageEN
References cited34

Motivation towards academic study typically includes a combination of intrinsic factors, for example personal development, interest/enjoyment of the subject and extrinsic reasons, for example employability or status. This article explores issues in supporting learners on the Professional Qualification in Probation (PQiP) who may lack intrinsic motivation towards the academic degree due to its ‘mandated’ nature. Drawing on Trotter’s concept of ‘involuntary clients’ and experience of working with PQiP learners, a tentative typology of engagement is proposed and reflection is encouraged on how Trotter's principles may be applied to maximise engagement in an educational setting

Mathematics education · Medical education · Pedagogy · Student engagement · Work engagement · Educational Leadership and Innovation · Innovative Education and Learning Practices · Medicine · Mental Health and Patient Involvement · Psychology

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Open DOIOpen Access