Cultivating a sense of belonging in part-time students

Kember, David; Lee, Kenneth; Li, Natalia

doi:10.1080/02601370117754

Cited by 76 publications

(20 citation statements)

References 8 publications

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“…This 'sense of belonging and intimacy' plays an important role in retention and engagement (Cashmore et al 2007), an important indicator of integration, itself a powerful predictor of completion and achievement (Kember et al, 2001). Thomas (2012: 7) suggests that ... student belonging is achieved through supportive peer relations, meaningful interaction between staff and students, developing knowledge, confidence and identity as successful HE learners, [and] an HE experience relevant to students' interests and future goals.…”

Section: Partnershipmentioning

confidence: 99%

Inclusive partnership: enhancing student engagement in geography

Moore‐Cherry

Healey

Nicholson

et al. 2015

Journal of Geography in Higher Education

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Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff?student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.Peer reviewe

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Section: Partnershipmentioning

confidence: 99%

Inclusive partnership: enhancing student engagement in geography

Moore‐Cherry

Healey

Nicholson

et al. 2015

Journal of Geography in Higher Education

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“…Some educators lament that Chinese students from Confucian societies are passive individuals. Yet, existing research literature suggests that Chinese students do engage actively in their academic studies (Kember et al 2001;Watkins and Biggs 2001) and seek active participation in meaningful social activities (Ng 2009) when put in facilitative learning environments. In order to gain insights into students' whole person development, it would be important for researchers in Confucian societies to investigate the extent to which Chinese and other Asian students actively take part in the university community and its sub-communities.…”

Section: Students As Active Participants At Universitymentioning

confidence: 99%

“…In one of the studies, lack of opportunities for interaction with teachers and peers obstructed the adult part-time students' establishment of a sense of belonging to the learning environment (Kember et al 2001). In the other study, Lam (2006) found that the Mainland Chinese students encountered difficulties in social interactions during class time because of their perceived differences from local peers in terms of place of origin, language, interests, behaviours and academic abilities.…”

Section: Existing Studies In Hong Kong and Mainland Chinese Contextsmentioning

confidence: 99%

“…A holistic understanding of student social experience at university would require investigation into student experiences in both academic (Kember and Lee et al 2001) and social communities (Astin 1985;Tinto 1993;Pascarella and Terenzini 2005). Out-of-class experiences take place largely in student social communities and are influenced by the student culture-the beliefs, values and patterns of behaviour shared by members of the student communities (Tinto 1993).…”

Section: Introductionmentioning

confidence: 99%

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Social involvement and development as a response to the campus student culture

Yang

Chau

2011

Asia Pacific Educ. Rev.

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Given the widely accepted notion of whole person education in Confucian societies such as Hong Kong, Mainland China and Singapore, it is surprising that research literature originated in these societies pays little attention to how students learn and develop through out-ofclass experiences at university. There is little research evidence on how the prevailing culture among student social communities (residential halls and student societies/ clubs) influences students' social involvement and development. This paper examines 42 Chinese students' social experiences and development during their freshman year at a Hong Kong university. The majority of them were intensively involved in out-of-class activities. Their active social involvement was both a response to the culture of student communities and a conscious choice about social experiences at university. As a result, the students attained development in four dimensions: (1) the social competences of interpersonal and collaboration skills and new friendships; (2) the practical competences of time management, organisation, negotiation, decision making and leadership; (3) the intellectual competences of openmindedness and independent judgment; and (4) the personal competences of self-responsibility and self-confidence. Educational implications are discussed towards the end of the paper on supporting and advising students regarding social involvement, particularly during the first year of university.

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“…One reservation is that information on teaching alone is significant but still insufficient index on quality of education, since it is ultimately what students do in tackling learning problems and what outcomes they achieve that most directly demonstrate the quality of education. Another major limitation of CEQ is that it focuses exclusively on students' formal classroom learning, while disregarding informal out-of-class learning and experiences which has great impact on student development according a substantial number of studies (Astin 1993;Kember et al 2001;Pascarella and Terenzini 2005). Given these limitations of CEQ, it would be helpful to use the CEQ in combination with the SPQ to provide more balanced information on the quality of student learning in the degree programme (Crawford, Gordon, Nicholas and Prosser 1998).…”

Section: Introductionmentioning

confidence: 99%

Transition, induction and goal achievement: first-year experiences of Hong Kong undergraduates

Webster

Yang

2011

Asia Pacific Educ. Rev.

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Educators worldwide are faced with challenges of understanding how undergraduates are making their school-to-university transition and becoming inducted into their academic discipline. A recent study investigated Hong Kong first-year Chinese students' experiences of transition from school to university and induction into their discipline in relation to perceived course experiences, approaches to study and achievement of goals. Analysis of the survey data of this study indicates that although students reported transition difficulties, these were unrelated to perceptions of the course, approaches to study or achievement of goals. Students who reported good understanding of their discipline were those who achieved their goals, had a good course experience and adopted deeper study approaches. These findings suggested that rather than focusing mainly on tackling students' transition difficulties, efforts of promoting a positive first-year experience for Chinese university students and facilitating their goals achievement should be oriented towards constructing a facilitative learning environment.

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Cultivating a sense of belonging in part-time students

Cited by 76 publications

References 8 publications

Inclusive partnership: enhancing student engagement in geography

Inclusive partnership: enhancing student engagement in geography

Social involvement and development as a response to the campus student culture

Transition, induction and goal achievement: first-year experiences of Hong Kong undergraduates

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