Students' sense of belonging is known to be strongly associated with academic achievement and a successful life at university. To achieve a comprehensive understanding of belonging, this study collected data via the 10 Words Question.Responses from 426 participants were analysed using a sequence of analytic methods including In Vivo coding, systematic coding, clustering, and contingency analysis. The results show that, in addition to academic and social engagement, there are two additional domains of belonging which are often neglected: surroundings and personal space. Surroundings equate to participants' living space, and geographical and cultural location, while personal spaces refer to life satisfaction, life attitudes, identity and personal interests. Both positive and negative data demonstrate the complex and multi-dimensional character of belonging in higher education. The study concludes that policies for student engagement in higher education should reflect all four domains to support the full range of students' experiences.

& Methods (WISERD). He has recently completed a project for the WISERD Civil Society Centre funded by the ESRC large grant ES/L009099/1: 'Researching Civic Participation in Wales, in place and over time'. Students' sense of belonging and their socio-economic status in higher education: a quantitative approachThis study aims to explore the main aspects of sense of belonging, including academic and social engagement, life satisfaction, thoughts of leaving university, demographic characteristics and socio-economic status by applying quantitative measurement. Having considered the concepts of disadvantaged or nontraditional groups deployed in previous studies, a survey questionnaire was designed to investigate how certain factors are related to students' belonging.Statistical analysis of data from 380 participants reveals that students' sense of belonging and retention are crucially influenced by both academic engagement and social engagement, but independently. This study also addresses a lack of research about how the critical factors for disadvantage operate to determine belonging and retention in higher education. The findings should prompt a reevaluation what we consider to be the sources of 'disadvantage', such as social class, age and ethnicity.

PurposeThis paper examines the possibility of using sense of belonging as an indicator for social capital. Social capital, from the collective social capital theory perspective, is constructed from three main elements: trust, social network and participation. Social capital is crucial to civil society and well-being, but there is no consensus on how to define and measure it. This paper approaches this problem with the different but related concept of sense of belonging, as belonging overlaps with social capital conceptually, but also is more amenable to measurement.Design/methodology/approachQualitative and quantitative data was collected from approximately 800 university students and used to explore the relationship between belonging and social capital both conceptually and empirically in the higher education context.FindingsThe mixed methods research analysis in this paper provides strong evidence to show how sense of belonging and social capital are theoretically and empirically intertwined, Conceptually they occupy overlapping spheres and their connections can be clearly traced and measured. This is supported by substantial statistical evidence of their relatedness, despite their independent origins in social research. For these reasons, this paper argues that sense of belonging can be used as a simplified alternative way to measure social capital.Originality/valueThis paper explains the advantages of using sense of belonging to understand social capital. It sets out a conceptual framework and provides a statistical demonstration. This paper develops and enriches a current strand of social capital and sense of belonging research in the fields of sociology and higher education policy.

Research on inequality in higher education (HE) is often dominated by class-based assumptions about traditional and non-traditional students. This binary distinction emphasising students' socio-economic status tends to oversimply the complexity of educational inequality, neglecting crucial factors which affect the perception of social position. Therefore, this study aims to investigate the understanding of inequalities in HE with new data on the meaning of locality, using evidence from comparative studies of institutions. Locality is interpreted as an inclusive concept capturing place identity as well as local attachments based on language, culture and the natural environment. The qualitative and quantitative data were collected from 192 participants in three distinctly different HE institutions, which were deliberately selected according to their socio-economic, cultural, and institutional status. This mixed methods research confirms the importance of different types of belonging at institutional, local and national levels, and their different effects on student groups. The study captures to what extent geographical mobility is associated with social class, by examining Funding information Author have received some financial support via Scoping Award from Society for Research into Higher Education.