Students' feelings in higher education: A first investigation in Italy with the University Students Belonging Scale
Social Sciences & Humanities Open,
Год журнала:
2025,
Номер
11, С. 101393 - 101393
Опубликована: Янв. 1, 2025
Язык: Английский
Coming to belong in the university through small acts of connection
Studies in Higher Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 13
Опубликована: Март 3, 2025
Язык: Английский
Racialized Geopolitics and Disrupted Belonging: Students’ Emotional Entanglements After a Campus Closure Announcement
International Journal of Applied Linguistics,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 20, 2025
ABSTRACT
This
study
explores
the
emotional
entanglements
and
lived
experiences
of
students
at
an
English‐medium
international
branch
campus
in
Middle
East
following
announcement
its
closure.
Using
interpretive
phenomenological
approach,
it
examines
how
students’
emotions
are
deeply
intertwined
with
identity
racialized
geopolitics
shaping
their
transnational
institutional
belonging.
In‐depth,
semi‐structured
interviews
were
conducted
12
Asian
Arab
students,
whose
non‐citizen
status
made
them
particularly
vulnerable
to
closure's
consequences.
A
thematic
analysis
revealed
three
overarching
themes:
disruption
belonging,
geopolitical
frustrations,
increased
solidarity
among
peers.
The
closure
not
only
created
uncertainty
around
academic
trajectories
but
also
intensified
feelings
othering
discrimination
tied
broader
racialized,
dynamics.
However,
shared
experience
upheaval
cultivated
a
sense
camaraderie
as
bonded
over
and,
for
some,
reaffirmed
identities
within
campus.
contributes
growing
body
research
on
enmeshed
identity,
power,
space.
It
illustrates
decisions
higher
education
contexts
can
disrupt
trajectories,
reshape
personal
collective
identities,
impact
belonging
well‐being.
Язык: Английский
Belonging Interrupted: Toward an Understanding of How Virtual Learning Impedes Women Students’ Belonging in Engineering
Innovative Higher Education,
Год журнала:
2024,
Номер
49(5), С. 823 - 847
Опубликована: Май 11, 2024
Abstract
Although
the
effects
of
COVID-19
were
felt
by
all
students,
pandemic
exacerbated
barriers
to
belonging
for
women
in
engineering.
Little
work
date
has
investigated
women’s
experiences
during
disciplines
that
are
hallmarked
masculinity.
What
scholarship
been
completed
on
pandemic-necessitated
virtual
instruction
not
examined
how
and
sense
differed
college
year
which
this
disruption
their
learning
environment
occurred.
Utilizing
data
from
seven
focus
groups
conducted
March
2022
with
22
study
investigates
pandemic-induced
is
related
within
engineering
majors.
We
found
only
caused
had
differential
outcomes
but
these
differences
mainly
This
highlights
importance
focusing
issues
as
transition
into
major.
offer
implications
recommendations
practice
research
based
found.
Язык: Английский
Rethinking Student Belonging, Engagement, and Success: An Equity Perspective
Опубликована: Апрель 29, 2024
The
last
weeks
have
seen
a
flurry
of
activity
across
the
Australian
university
sector
with
release
Universities
Accord
Final
Report.
While
I
write,
there
is
vigorous
debate
occurring,
deliberating
both
Accord’s
strengths
and
its
inherent
limitations,
one
latter
being
apparent
perpetuation
low
expectations
for
students
disability
(see
McLennan,
2024).
Whilst
relative
merits
some
report’s
recommendations
been
questioned,
little
doubt
that
this
document—and
associated
review
process—have
succeeded
in
placing
educational
equity
at
centre
any
future
imaginings
higher
education
system.
This
welcome
news
many
us
who
worked
alongside
from
more
diverse
backgrounds
witnessed
obstacles
encountered
their
journeys.
To
address
these
other
enduring
issues,
recommends
significant
changes
include
accessible
preparatory
programs
students,
better
integrated
tertiary
system,
and—of
course—increases
student
funding
support.
But
would
argue
are
other,
far
fundamental,
issues
also
need
to
be
addressed
if
we
achieve
ultimate
goal
“better
fairer
system”.
(Department
Education,
2024,
p.
23)
Язык: Английский
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement
Teaching in Higher Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 19
Опубликована: Июнь 15, 2024
This
small-scale
action
research
acts
on
the
calls
for
more
inclusive
and
holistic
higher
education.
It
explores
impact
of
dialogic
teaching
approaches
student
engagement,
focusing
experiences
initial
teacher
education
students
from
ethnic
minority
backgrounds.
The
qualitative
analysis
reveals
how
these
practices
increase
engagement
contribute
to
better
experiences.
Dialogic
cultivates
safe
learning
spaces
empowers
freely
during
seminars,
improving
their
social,
emotional,
personal
with
learning.
included
in
this
study
also
perceived
as
by
supporting
them
forming
relationships.
However,
suggests
that
they
do
not
fully
remove
all
barriers
engagement.
Therefore,
further
is
needed
examine
both
benefits
complexities
pedagogies
HE
extent
which
fostering
within
multicultural
university
settings.
Язык: Английский
When I say … belonging
Medical Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 5, 2024
Do We Feel the Same? Sense of Belonging at University in Italy: A Pilot Study to Measure Students’ Levels of Attachment Among Programs
Опубликована: Янв. 1, 2024
Язык: Английский
First-in-Family students’ roots and routes into higher education: Familial dynamics as drivers for breaking intergenerational cycles of educational attainment
European Educational Research Journal,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 29, 2024
This
study
fills
significant
gaps
in
knowledge
around
how
familial
dynamics
shape
First-in-Family
students’
educational
pathways,
inform
they
engage
with
the
higher
education
setting,
and
drive
them
to
break
intergenerational
cycles
of
attainment.
Twenty-seven
interviews
students
four
public
universities
Austria
revealed
three
drivers:
aligning
expectations,
leaving
one’s
social
milieu
emancipation
from
orientations.
The
paper
argues
that
these
drivers
not
only
why
but
also
organise
their
contacts
during
university
(e.g.
different
forms
engagement
connection
family
community
outside
university).
findings
suggest
we
need
take
subjective
dimensions
into
account
if
aim
improve
targeted
support
enhance
quality
learning
experiences
for
all
students.
Furthermore,
acknowledge
a
growing
diversity
student
population
might
mean
greater
reasons
pursue
education,
which
should
be
accompanied
critical
reflections
on
needs
can
met
post-pandemic
foster
retention
success.
Язык: Английский