This conference session delves into findings from a quasi-experimental, longitudinal and mixed-methods action research PhD focused on the links between belonging and student agency. Whilst many factors affecting belonging are outside of students’ control, this session will explore how we can empower students to take action to belong.
EFYE2024 – Copenhagen, Parallel session 7Presentation/Paper session | Academic integration/belonging | Social integration/belonging
| Students’ sense of belonging is increasingly recognised as an important lens to explore equitable student experiences and contribute towards successful outcomes in the form of academic performance, engagement, mental well-being, and continuation rates. Belonging is also often discussed specifically in the context of first-year students as they navigate their sense of identity and social connections within a new higher education environment. This conference session delves into the extensive implications of student belonging by presenting findings from an action research PhD that combines quasi-experimental methodologies and a longitudinal mixed-methods design. The study centres on the impact of workshop interventions for new undergraduate students across two UK universities, employing analysis of online diaries, questionnaires and continuation data to explore subsequent journeys and outcomes of participants. 101 new undergraduate students took part in the study; either attending 1) a workshop focused on developing students’ understanding of their belonging needs, 2) a study skills workshop, and 3) a control group that signed up for workshops but did not attend. The longitudinal nature of the study allows for a nuanced exploration of changes in belonging over time, linking qualitative insights with quantitative assessments of workshop outcomes, changes in belonging levels, and continuation data. A crucial aspect of this exploration involves striking a balance between nurturing students’ sense of agency in fostering belonging and avoiding the imposition of undue responsibility. Most existing research exploring the factors that affect students’ sense of belonging seem to focus on what is within the institution’s realm of influence (e.g. course design, provision of social opportunities). However, belonging is a personal phenomenon that must resonate with the individual and their own needs. The session will explore the challenge of how we can empower students to take action to belong… without gaslighting them into believing they can single-handedly rectify systemic barriers. Participants will leave the session with practical insights and hopefully also some issues for further pondering against these main research questions: 1) How can universities productively talk with students about their own belonging needs? 2) How do students recognise the potential and limits of their own agency when it comes to developing a sense of belonging at university? I hope that attendees enjoy what should be an exciting opportunity to grapple with the messy, but promising construct of belonging… and this specific aspect around the role students themselves must play in developing it. |
What do participants experience or learn?