Cultivating a sense of belonging in part-time students

Abstract

This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities and maintaining classes as a cohort. Relationships with teaching staff can be developed through encouraging interaction, providing good quality teaching and making a positive initial impression. There was also evidence that a sense of belonging was more likely to develop if enrolment was through departments and part-time students had access to resources and facilities. The data showed that promoting a sense of belonging contributed to better quality learning outcomes and increased the chances of students completing programmes.

Sense of Belonging and Persistence in White and African American First-Year Students

“…Over and above testing the general effects of students' existing sense of belonging, we therefore tested the effects of a simple intervention designed specifically to increase students' sense of belonging during their first year of college. Given that sense of belonging may be a particularly important issue for students at-risk of being marginalized (Hurtado and Carter 1997;Kember et al 2001;Walton and Cohen 2007), we examined the effects of sense of belonging and the intervention for both African American and white students at a predominantly white university.…”

Enhancing the First-Year University Experience: Linking University Orientation and Engagement Strategies to Student Connectivity and Capability

“…Friendship formation can serve to provide the support necessary to buffer stressful situations experienced within the university context (Wilcox et al, 2005). Further, a sense of belonging contributes to better learning outcomes and increased retention (Kember et al, 2001), and participation in a learning community is positively correlated to engagement, outcomes and overall satisfaction with higher education.…”

Confirmation of Campus-Class-Technology Model in student engagement: A path analysis

“…Cognitive engagement refers to investment on learning, valuing learning, learning motivation, learning goals, self-regulation and planning (Appleton et al, 2006;Fredricks et al, 2004;Walker, Greene, & Mansell, 2006). Emotional engagement refers to students' emotional reactions -including their attitudes, interests, relationships and values -to the faculty member/staff, peers, course content and class (Bryson & Hand, 2007;Kahu, 2013;Kember, Lee, & Li, 2001). In addition, such emotions as feeling like belonging to class, enjoying the class and being a member of a group are also considered within the scope of emotional engagement (Finn, Pannozzo, & ve Achilles, 2003;Fredricks et al, 2004;Kahu, 2013;Kember et al, 2001).…”

“…Emotional engagement refers to students' emotional reactions -including their attitudes, interests, relationships and values -to the faculty member/staff, peers, course content and class (Bryson & Hand, 2007;Kahu, 2013;Kember, Lee, & Li, 2001). In addition, such emotions as feeling like belonging to class, enjoying the class and being a member of a group are also considered within the scope of emotional engagement (Finn, Pannozzo, & ve Achilles, 2003;Fredricks et al, 2004;Kahu, 2013;Kember et al, 2001). Behavioral engagement includes http://dx.doi.org/10.1016/j.chb.2015.01.041 0747-5632/Ó 2015 Elsevier Ltd. All rights reserved.…”