What makes students feel they belong at University?

1. What makes students feel they belong at University? University of Leicester Student Retention and Success Project Craig Bartle Kine Dorum Martin Pennington

2. Workshop plan • Background • What does ‘belonging’ mean? • Overview of research data so far • Discussion in context of own institutions • Finish

3. Background to the project at Leicester • Leicester has a high retention rate, a high widening participation rate, and consistently high scores in the NSS • Students feel ‘a belonging to the institution and/or department’ and place importance on ‘the intimacy of the institution and its staff’ • The project aims to identify what lies behind these statements, and to explore and evaluate the practices that might foster these responses

4. Methodology used • Questionnaire survey of 1st Year students in two contrasting colleges: • Medicine, Biological Sciences and Psychology • Arts, Humanities and Law • In-depth follow-up interviews with students from both colleges • Examining data from a Student Experience Project based on students’ own video diaries

5. What is ‘belonging’? • That which is connected with a principal or greater thing; an appendage; an appurtenance (Websters, 1913) • Acceptance as a natural member or part (The American Heritage Dictionary of the English Language, 2009) • Happiness felt in a secure relationship (‘…with his classmates he felt a sense of belonging…’) (Wordnet, Princeton, 2010)

6. What do you think? • Think of three words that you would associate with belongingin the context of students and higher education • Discuss these with your neighbour • Between you, agree on two words to share with the rest of the group

7. Some important concepts • Persistence Student-initiated decisions to stay (background; interaction within institution; environment; attitudes; intentions) • Retention Reporting or tracking indicator from institutional perspective (student interaction with institution’s organisational, academic and social systems) • Engagement Time and effort students put into study and other activities (educational, philosophical and pedagogical perspectives)

8. Quantitative analyses • 1st year survey (N = 370) • Four partsi) Importance of various factorsii) Attitudes iii) Satisfaction with choiceiv) Sense of belonging • Demographic data and social/academic background

9. ‘Sense of Belonging’? • Starting point- What does it mean as a construct?- Pragmatic approach/definition- Based on previous scales (e.g. Hagerty & Patusky, 1995) • Scale from 0 – 7

10. Emerging findings • Three main groups of factors rated as important:1. Social factors (e.g. friends, family)2. Academic factors (e.g. department, staff)3. External factors (e.g. facilities, events) • Complex pattern of relationships and interactions between the different factors- direct effects- directional relationships (prediction)

11. Layered model • Importance factors (social, academic, external) • SatisfactionAttitudes (social, academic) • Sense of belonging Predictions about sense of belonging can be made based on students’ attitudes to social and academic aspects, and also what they view as the most important aspects of university life

12. ‘Feeding’ into the model External variables • Background (social, academic, cultural) • Demographic details (age group, sex, disability) • Academic (college, department, mode of study) • Social/peer groups (friends from home/university, clubs, online friends, housemates) • Other personal details (finances, dependants, working hours/patterns, living arrangements) Persistence Success

13. Example: effects and predictions High: emphasises social aspects Low: emphasises external aspects Socio-economic status Lives on campus Lives off campus Starting point: White 1st year student Attitudes to social and academic aspects Sense of belonging Satisfaction with choice of course/university

14. “I’d looked round a few medical schools and when I came to Leicester it had what I can only refer to as a real family feel... Everybody I spoke to was very open and saying how great the University was. Lots of people were talking about the great social life and at the same time I could see that in the league table listings it was relatively high. It was a combination of all those things that made Leicester my first choice” (First year student interviewee)

16. Social Aspects • Making Friends ‘Having a good circle of friends is absolutely crucial to settling in at the University. In a strange environment away from home it helps you to feel less isolated and makes the transition away from home so much easier’ (Questionnaire Respondent) • Socialising ‘Socialising was the key because it helped me make friends and feel more comfortable in Leicester’ (Questionnaire Respondent) • Taking part in activities, events, clubs and societies ‘I had a lot of trouble fitting in during the first term going between social groups. There was nobody here I actually liked or got on with. I found a kind of reject society that was kind of like me which made all the difference’ (Discussion with Video Diary Participant, Biological Sciences)

17. Academic and course-related • Staff and tutors ‘Some of the academic staff are fantastic. One lecturer said if you have any problems email me or if you want group tuition or even one to one tuition I’m happy to come in and organise a session... That level of commitment is fantastic’ (First year student interviewee) • Course structure and content ‘The amount of structure on my course is very good. The learning resources are very good. One of my lecturers even records his lectures and podcasts them. When it comes to revision there are loads of resources to pull on’ (First year student interviewee) • Induction processes ‘The first few introductory lectures really helped me to settle into what was going on. Fresher’s week was more the social side of things, dividing people into clubs they’re going to enjoy’ (First year student interviewee)

20. There are multiple factors influencing students’ satisfaction with university life which in turn influence their self-reported sense of belonging ‘I like having a separation between home and campus so I can go home to relax. I like the fact that the campus is quite small so it’s easy to get around wherever you need to be and I like the big green bit by the Fielding Johnson building’ ‘If I’m having any problems I can email the lecturers and they will get back to me the same day which is really helpful and if they can’t help they will forward the email on to someone who can’ ‘The big information book you are sent about the University before starting details every aspect you need to know about coming’ ‘I doubt my work group would have come together if we hadn’t been put together as we are very different characters so there’s a weird dynamic there but the forced environment works and that’s really nice’

21. So what? • A more complex relationship between contributory factors and ‘belonging’ than might be assumed • Not all interventions will work with all students - different strokes for different folks • Which interventions have the greatest impact? • Which are still worth doing for other reasons e.g. equality?

22. What works in your institution? In groups of about four, discuss: • What might be the implications of this research for your own institution? • What does your institution already do to encourage a sense of belonging in its students? • Be prepared to share one or two of the ideas from 2. with the whole group.

23. More information about the project • Project website: http://www.le.ac.uk/offices/ssds/projects/student-retention-project • Project blog: http://studentretention.wordpress.com Thank you