Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education

Abstract

Since the Widening Participation (WP) policy of the New Labour Government (1997-2010) and the increased market-like environment created by raised tuition fees, institutions are increasingly focusing significant effort on enhancing the student experience in order both to retain existing students as well as competitively market themselves to prospective students (Brown, 2011; Department for Business, Innovation and Skills, 2011; Thomas, 2012). Pre-entry activities that include Information, Advice and Guidance (IAG), supporting social and academic integration, managing student expectations and encouraging the development of appropriate academic study skills (Gorard et al., 2006; Crabtree et al., 2007) have thus been utilised to engage new learners in the experience of Higher Education (HE), with the potential to influence their progression and retention once on-programme (Thomas, 2002; 2011; Yorke and Thomas, 2003; Thomas and Quinn, 2006; Thomas and Jamieson Ball, 2011). Thomas (2011, p.45) suggests that evidence does indeed indicate that such pre-entry interventions ought to influence retention and progression yet it is still not clear how such interventions affect a student’s experience of HE.Drawn from interviews conducted in 2012, this paper discusses the experiences of students participating in HEADstart; a two week pre-entry blended learning course at Newman University, Birmingham. Using notions of belonging, this thematic analysis explores the extent to which participation supports the early formation of a sense of belonging in HE, which is a key element to successful student progression and success (Thomas, 2012).

Drivers of perceived discrimination among older adults in India: an intersectional analysis

“…On the other hand, educational attainment can lead to upward social mobility where educated individuals’ sense of belonging and perception of equality might temper their perception of discrimination. Indeed, education fosters a sense of belonging in students (e.g., Parkes, 2014) [ 56 ]. Moreover, the sense of belonging fostered by educational pursuits may be accompanied by social engagement [ 57 ].…”

The potential of peer assisted learning as a tool for facilitating social and academic integration

“…They refer to the importance of a personal guide, who primarily brought academic and social support, and additional personal support. They brought mainly informational support (Callcott et al, 2014;Parkes, 2014). In general, the impact of these student ambassadors was strong because they provided 'hot knowledge', providing students with the opportunity to experience the campus and university (Walker et al, 2004;Parkes, 2014).…”

“…They brought mainly informational support (Callcott et al, 2014;Parkes, 2014). In general, the impact of these student ambassadors was strong because they provided 'hot knowledge', providing students with the opportunity to experience the campus and university (Walker et al, 2004;Parkes, 2014). They had gained enough experience on campus to be a role model and there was not much age difference with first-year students (Austin and Hatt, 2005).…”

“…It has been suggested that student ambassadors must be student advocates and have specific experiences related to the knowledge students need (e.g. Gorard and Smith, 2007;Parkes, 2014). Concerning this, it was important that the same accessibility exists as with mentors (Fox and Stevenson, 2006).…”