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

AbstractSince 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 stude...

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Autor principal:	Sarah Parkes
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2014
Materias:	Student belonging Retention Academic integration Withdrawal Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/1807f54018a14e2f8b6c13f6bcb40162
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id	oai:doaj.org-article:1807f54018a14e2f8b6c13f6bcb40162
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spelling	oai:doaj.org-article:1807f54018a14e2f8b6c13f6bcb401622021-11-29T14:03:44ZFostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education10.47408/jldhe.v0i7.2291759-667Xhttps://doaj.org/article/1807f54018a14e2f8b6c13f6bcb401622014-06-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/229https://doaj.org/toc/1759-667XAbstractSince 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 studentÃ¢â¬â¢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).Sarah ParkesAssociation for Learning Development in Higher Education (ALDinHE)articleStudent belongingRetentionAcademic integrationWithdrawalTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 7 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Student belonging Retention Academic integration Withdrawal Theory and practice of education LB5-3640
spellingShingle	Student belonging Retention Academic integration Withdrawal Theory and practice of education LB5-3640 Sarah Parkes Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
description	AbstractSince 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 studentÃ¢â¬â¢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).
format	article
author	Sarah Parkes
author_facet	Sarah Parkes
author_sort	Sarah Parkes
title	Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
title_short	Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
title_full	Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
title_fullStr	Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
title_full_unstemmed	Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
title_sort	fostering a sense of belonging: supporting the early formation of student identity as successful learners in higher education
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2014
url	https://doaj.org/article/1807f54018a14e2f8b6c13f6bcb40162
work_keys_str_mv	AT sarahparkes fosteringasenseofbelongingsupportingtheearlyformationofstudentidentityassuccessfullearnersinhighereducation
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Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education

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