NVV’s Blog

Please see below for links to my ARP Blog posts:

Original Ethical Action Plan

Ethical Action Plan: Take 2!

ARP Planning

Research Question Justification

Discussion on Belonging Literature

Methodology

Survey Development

Findings and Analysis

ARP Presentation Slides and Reflection

ARP Action Plan

When embarking on this project and overall unit, I faced the significant challenge of narrowing down my focus. The unit was so short but there was so much I wanted to do! Where do I start?! How do I follow up from the other units?! Panic!

I started by thinking primarily about myself and my interests rather than anchoring the project into a clearly defined problem – a problem that others were facing. This led to a turbulent and unfocused start. Being a course leader my priority was the experience of students so why not focus on their needs? The turning point came when I delved into the free-text responses from the Postgraduate Taught Experience Survey (PTES) something I need to do for Annual Monitoring purposes. These responses revealed real issues that postgraduate students face – specifically PG students who are international and study a creative business discipline- and provided the clarity I needed to create a focused and meaningful project centered on belonging.

One of the most rewarding aspects of the process was immersing myself deeply into the literature on belonging. As an academic constantly juggling multiple responsibilities, this opportunity to focus on one subject was a gift. The more I read, the more I appreciated the richness and importance of the topic. It was surprising that this was not more often discussed in programme or school meetings. However, this deep dive also presented challenges. It was difficult to resist the temptation to expand my data collection endlessly. Learning to put on blinders and stay focused on what was manageable within the scope of this project became an important skill.

The inspiration and joy I found in this unit and overall PGCERT were transformative. Exploring belonging as a concept not only enriched my research but also influenced my career trajectory. I decided to transition from the research pathway to the teaching pathway, with the goal of fostering a stronger sense of belonging throughout the course I lead. This shift felt deeply aligned with my values and aspirations as an educator and I hope to work with others in expanding on the topic in my programme and overall school.

The biggest challenge during this project was finding time next to my work. The first teaching block of the academic year is always demanding, with a significant portion of my teaching commitments concentrated in this Block 1. Switching gears to focus on a research project required careful time management and significant mental discipline and I admit I did procrastinate a little… Despite the challenges, I managed to allocate enough time for each stage of the project, ensuring steady progress without compromising the quality of my teaching or research.

The support I received from my tutor, Karen, and my peers was invaluable. Our one-to-one and group tutorials created a sense of camaraderie that made the process feel less isolating. Karen’s advice and encouragement helped me stay grounded, while the shared experiences of my peers reminded me that we were all navigating similar challenges. This sense of community brought much-needed ease and support to my journey.

Overall, I gained a deeper understanding of belonging, a subject I was previously less familiar with, and developed practical skills for translating research into actionable outcomes in the classroom. This process of bridging theory and practice has been immensely satisfying and has given me confidence in my ability to drive meaningful change.

Looking ahead, my key aspiration is to bring my fashion culture day initiative to life—an event designed to celebrate diversity and foster connection among students and staff. Additionally, I would like to co-create a set of shared values with my colleagues to cultivate a stronger sense of belonging across the school. These initiatives reflect the enduring impact of this project, not just on my work but on the broader academic community I am part of.

This journey has been a blend of challenges, growth, and inspiration. It has underlined my commitment to creating inclusive, supportive learning environment where every student feels they belong. As I move forward, I’m excited to translate these lessons into impactful actions that benefit my students, colleagues, and institution.

Thank you tearm ARP and PGCERT – I am sad it is over!!

One of my absolute favorite parts of qualitative research is the process of thematic analysis – almost like being Sherlock Holmes and uncovering a mystery based on the evidence at hand! My process of analysis is outlined below however opposed to using NVIVO or analysising digitally, I prefer printing transcripts and analyzing by hand. One could argue it is less eco-friendly (although I would counter reminding one how wasteful and energy inefficient our digital companions are!!) but I love the process of notetaking, highlighting and using sticky notes. This blog is structured as follows:

1. An outline of my Data Analysis process using Thematic Analysis
2. Emerging Themes from my data
3. Attachments of the raw data (e.g. Survey responses* and PTES free-text for reference) *Excel file reformatted into PDF (not super user-friendly; My apologies!!)

Outline of Data Analysis

The data was analysed using thematic analysis, a widely used method in qualitative research for identifying, analysing, and reporting patterns (themes) within data. It is worth noting that the data has already been partially “cooked” by the choices I as a researcher have made (Madden, 2010; p. 140). The coding process was consistent with the data analysis described by Miles and Huberman (1994; p. 10-11) which included data reduction, data display, and conclusion drawing or verification.

1. Familiarisation with the Data: Responses were read multiple times to gain a deep understanding of the content.
2. Generating Initial Codes: Key phrases and ideas were highlighted and coded to capture recurring patterns.
3. Searching for Themes: Codes were grouped into broader themes that reflected significant aspects of the data. (Lungu, 2022)
4. Reviewing Themes: Themes were refined, ensuring they accurately represented the data set.
5. Defining and Naming Themes: Clear and descriptive names were assigned to each theme to encapsulate their essence.

Key Themes which emerged include:

• Actively Listening
• “Belonging is very connected to being respected and not scared to voice your thoughts.”
• Offering Collaborative Opportunities
• “More social and informal activities outside classes” and “collaborative challenges helped me find my group of people.”
• Celebrating Diversity
• “Cross-cultural exchange activities would really help create a stronger sense of belonging.”
• Creating Safe Spaces
• “Speak under a chill mood: removing stress can help me express myself slightly better.”
• Communicating Shared Values
• “Belonging means feeling that my values are in sync with what the institution stands for.”
• “Dismissive attitudes towards sustainability left me feeling disheartened.”
• Support from Staff
• •“Lecturers willing to help wherever they can increased my feeling of belonging.”

The emergence of these key themes have led to various actions including the introduction of a Fashion Cultures Day for MA Strategic Fashion Marketing Students which I will outline in a separate blog.

References:

Lungu, M., 2022. The coding manual for qualitative researchers. American Journal of Qualitative Research, 6(1), pp.232-237.

Madden, R., 2010. Being ethnographic. A Guide to the Theory and Practice of Ethnography. Sage.

Miles, M.B., 1994. Qualitative data analysis: An expanded sourcebook. Thousand Oaks.

Following a literature review and establishing my research focus, this blog post outlines the methodological approach adopted to explore the research question: What learning and teaching activities can help create a culture of belonging for international students within creative business postgraduate courses?

Being an ethnographer by training (I am not a numbers academic!!), my study employs a qualitative, exploratory research design, grounded in the principles of being inductive where a hypothesis is not being tested – I am exploring a phenomenon. The lens for conducting this research stems from an interpretivist philosophy, which assumes that knowledge is generated through interpreting and understanding the meanings that humans attach to their actions (O’Reilly, 2012). The research aim is to understand some of the experiences and perspectives of PG international students and identify specific activities that nurture a sense of belonging within creative business postgraduate environments.

Research summary:

1. Qualitative: The focus is on gathering rich, in-depth data that captures the nuances of student experiences.
2. Exploratory Framework: Given the limited research on belonging in this specific context, the study seeks to uncover patterns and generate insights rather than test hypotheses.
3. Inductive Reasoning: Themes and patterns are identified organically from the data, ensuring the findings are grounded in participants’ voices.
4. Interpretative Approach: Emphasis is placed on understanding and interpreting the meaning behind participants’ responses to reveal deeper insights. (Denzin and Lincoln, 2011)

To gather the relevant data, I first thought of a multi-method approach, namely a survey and a focus group. As students took some time to respond (1 week+) and I reached 11 respondents, my ARP tutor suggested I only conduct a survey and a focus group may not be needed. I felt unsure at first as I am aware of the limited participants but even with such a small sample I was able to uncover some interesting findings. The survey was produced via Microsoft Forms, incorporating 10 questions, 3 being open-ended. My tutor suggested I format it by starting with closed questions and end with free text to inspire more participation. This format allowed participants the flexibility to share their thoughts and experiences in their own words, ensuring a wealth of qualitative data for analysis. Questions focused on understanding students’ perceptions of belonging, their experiences with learning and teaching activities, and their suggestions for improvement.

Sample Characteristics:

Participants: 11 students enrolled in the MA Strategic Fashion Marketing (MASFM) course at London College of Fashion (current students 2024-25 and from the 2023-24 academic year). This judgement sample was purposefully selected to include diverse perspectives from students within the program including students from China, Brazil, Austria, America, Chile, India, Germany, and Taiwan. The sample was based on the researcher’s judgement and the aim of the research, looking for those who have had the experiences relating to the researched phenomenon (Kruger, 1988). 

To ensure the reliability and validity of findings, the following measures were taken:

• Transparency: The entire process, from data collection to analysis, was documented thoroughly.
• Reflexivity: The researcher remained aware of personal biases and their potential influence on interpretation.
• Triangulation: Themes were cross-checked with existing literature and key stakeholders to enhance credibility.

While the methodology provided actionable insights, one clear limitation was that with 11 participants, findings may not fully capture the diversity of experiences across all international students.

By centering students’ voices and experiences, the study aims to offer actionable recommendations to educators and institutions striving to create inclusive and supportive learning environments.

References:

Denzin, N.K. and Lincoln, Y.S. eds., 2011. The Sage handbook of qualitative research. Sage.

Kruger, S.V., 1988. Focus group interview. Journal of Transcultural Nursing, 14(4).

O’ Reilly, K., 2012. Ethnographic methods. Routledge.

Saunders, M.N. and Lewis, P., 2012. Doing research in business & management: An essential guide to planning your project. Pearson.

Having established a focus for my research, mainly belonging for international, post-graduate, creative business students, I need to now dive into the literature on belonging. The main challenge for me and others is putting on the blinders. When completing my PhD, writing a literature review and reading around a topic area took longer than 1 year (!) so squeezing in this contextualization within a matter of weeks is difficult. My starting point was reviewing readings from the ARP lectures and then digging into the LCF library database to uncover some most cited and current readings. For the sake of this blog, I will summarise key points below with my key references below. Whilst all readings have been valuable, the 2 I would like to focus on are Matheson and Sutcliffe (2018) and Allen et al. (2024). I am sure this will help me establish an appropriate methodology and help me fill in a knowledge gap.

Literature Summary on Belonging within Higher Education

Definitions of Belonging

Matheson and Sutcliffe (2018) describe belonging as an individual’s experience of feeling accepted, valued, and connected within their learning environment. It impacts the academic and social success of students

Allen et al. (2024) go on and define belonging as a multifaceted phenomenon involving:

1. Connectedness: Building relationships with peers, faculty, and the institution.
2. Safety and Community: Feeling emotionally safe and part of a larger supportive group.
3. Value and Acceptance: Being recognised and appreciated for one’s unique identity.
4. Diversity and Inclusion: Experiencing an environment that celebrates cultural differences and ensures everyone feels included.

Belonging is shaped by personal experiences, institutional culture, and external societal factors. It is fluid and dynamic and can evolve over time, influenced by various interactions and growth.

Barriers to Belonging for International Students

Matheson and Sutcliffe (2018) argue that the key barriers for international students achieving belonging are the following:

• Cultural Adjustment: Students face difficulties adapting to cultural norms and expectations in a foreign academic setting.
• Language Barriers: Communication challenges can hinder active participation in group activities and seminar discussions.
• Social Integration: Forming meaningful relationships with peers and faculty can be difficult due to cultural and language differences. A Times (2024) article argues one of the big barriers here is how in one case Chinese students do not have access to western social media apps, thus excluding them from some online discourse.
• Academic Expectations: Adjusting to new teaching and learning styles often presents a steep learning curve, such as going from exam based learning to presentations.

Morris (2021) makes the point that this can cause severe marginalisation and isolation and feelings of non-belonging correlate with stress, anxiety, and depression.

• Exclusion of Diverse Groups: Marginalization based on race, ethnicity, gender, or socioeconomic status alienates students.
• Remote Learning Challenges: The COVID-19 pandemic highlighted the difficulty of fostering connections in online environments.
• Lack of Supportive Relationships: Limited interactions with faculty and peers can leave students feeling isolated.

Allen et al. (2024) state that these barriers disproportionately affect international students, LGBTQ+ students, and those from non-traditional backgrounds, underscoring the need for tailored interventions.

They argue that interventions cannot be 1 size fits all given different needs, however the recommended approaches include:

1. Institution-Wide Policies: Universities must embed values of inclusivity and community into their policies and practices. Examples include professional development for staff and targeted support programs for diverse student groups.
2. Inclusive Pedagogy: Faculty can create belonging by fostering open communication, embracing diverse perspectives, and showing genuine care for students. Practices like “real talks”—where educators share personal stories—help bridge gaps and build trust.
3. Leveraging Technology: Online platforms can facilitate connections through virtual group activities, discussion boards, and collaborative projects. Creative use of tools like polls and breakout rooms can mimic in-person interactions.
4. Relationship Building: Universities should prioritize opportunities for peer-to-peer and student-faculty interactions, both in and outside the classroom. Informal settings, such as mentorship programs and social events, can deepen connections.
5. Creating Inclusive Spaces: Institutions should ensure their physical and social environments reflect and accommodate diverse student needs. For example, providing prayer rooms, breastfeeding facilities, and celebrating cultural events promotes inclusivity.

Matheson and Sutcliffe (2018) center their recommendations more focused on co-creating with students and being student-centered. Being a constructivist myself, I agree more with this approach. The suggest focusing on:

• Social Activities: Organizing events to encourage interaction among students.
• Cultural Awareness: Training staff and students to be mindful of cultural diversity.
• Student-Centered Support: Offering tailored academic and emotional support for international students.
• Collaborative Learning: Encouraging group work and peer learning to enhance social connections.

They also make the point that institution has an important role to play as culture is built at a micro and macro level and can support with generating shared values and support networks. This is a shared perspective with Taff and Clifton (2022) and Owusu-Agyeman, Y. (2021), the latter stressing that the environment students are interacting with is a priority for initiating positive change.

I have only skimmed the surface of this vast body of literature but the main takeaway for me is that actions need to be tailored to stakeholders (not 1 size fits all!) and that belonging is not a luxury but a necessity in higher education. Institutions must move beyond surface-level diversity initiatives to create environments where students feel valued, supported, and connected. 

Reference List:

Allen, K.A., Slaten, C., Hong, S., Lan, M., Craig, H., May, F. and Counted, V., 2024. Belonging in Higher Education: A Twenty Year Systematic Review. Journal of University Teaching and Learning Practice, 21(05).

Matheson, R. and Sutcliffe, M., 2018. Belonging and transition: An exploration of International Business Students’ postgraduate experience. Innovations in Education and Teaching International, 55(5), pp.602-610.

Morris, C., 2021. “Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing. Studies in Graduate and Postdoctoral Education, 12(1), pp.131-144.

Owusu-Agyeman, Y., 2021. The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education. Journal for Multicultural Education, 15(4), pp.429-444.

Raaper, R., 2021. Contemporary dynamics of student experience and belonging in higher education. Critical Studies in Education, 62(5), pp.537-542.

Taff, S.D. and Clifton, M., 2022. Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators. Higher Education Studies, 12(3), pp.122-133.

When reviewing last year’s free text comments, I was inspired to completely change my research question and focus on belonging as it truly leads to “student identity, engagement and motivation” (Matheson and Sutcliffe, 2018).

Attached below are free text comments from the MA Strategic Fashion Marketing PTES 23/24 results. To kick-start my research, I reviewed the comments again and began a simple thematic analysis starting with first order codes (see document attached). The key takeaways can be divided into 3 categories. Looking ahead, I am curious if these are categories that will emerge from the survey as well and also to provide more understanding by going deeper!

1. Responsibility for Oneself

• Self-reflection: Some students attribute their lack of belonging to personal inaction or reluctance to engage.
  • Example: “I think this is because I have not checked or made any effort to find out.”
• Limited effort to connect: Students acknowledge difficulties stemming from not taking the initiative to bond with peers.

2. Desire to Connect with Others

• Need for social events: Students express a strong desire for structured networking opportunities outside the academic setting.
  • Example: “I would love to have more networking events!”
• Peer collaboration: Opportunities to collaborate across programs and specialisms are viewed as highly valuable for fostering connections and professional growth.
  • Example: “I would love to collaborate with other students in LCF more often or across the three marketing programs.”
• Insufficient opportunities within classes: Students feel there aren’t enough moments to engage with their full cohort, particularly through activities like group projects or mixed seminar groups.
  • Example: “I was expecting more classes to be SFM-only. There are so many people in the programme I’ll never know because we don’t have enough opportunity to connect as a class.”
• Digital connection efforts: Attempts to establish virtual platforms for communication (e.g., Instagram groups) often failed due to low participation.

3. Negative Experiences

• Isolation and exclusion: Feelings of alienation dominate, especially for those who joined late or struggled to break into existing social circles.
  • Example: “Joining the course three weeks late put me at a disadvantage, as everyone had already formed groups and friendships.”
• Cultural and cliquish divides: Some students noted cultural cliques preventing inclusive interactions.
  • Example: “Even individuals from my own country, India, seemed to have formed their own cliques without extending a hand to include me.”
• Mental health impacts: The lack of belonging has profound effects on students’ mental health, leading to loneliness and diminished enthusiasm for their studies.
  • Example: “I consistently felt like an outcast, which has taken a toll on my mental health and left me feeling lonely.”
• Limited faculty interaction: A perceived lack of interaction with lecturers compounds the sense of detachment from the academic community.
  • Example: “I don’t feel the course is very interactive with lecturers and other students.”

Ruth Matheson & Mark Sutcliffe (2018) Belonging and transition: An exploration of International Business Students’ postgraduate experience, Innovations in Education and Teaching International, 55:5, 602-610, DOI: 10.1080/14703297.2017.1279558

Approaching the start of my data collection is scary. The ARP is an ambitious and meaningful project which has the potential for considerable impact, however at the same time, there is limited time to actually carry out. When I first embarked on this unit, I was aiming for triangulation – a robust set of survey data and in-depth findings from focus groups. This new primary research would then be compared with data sets from PTES, specifically from 2023/2024. Thanks to my tutor Karen and my peers, I was nudged to reassess what is realistic and manageable given the short timeline. Therefore I decided to drop my focus groups and reconstruct my survey to include qualitative free text – where participants would have the ability to write long or short form responses. This was seen as a good “compromise” as I would still be able to engage with thematic analysis and compare to my PTES results and free text.

I began my survey with an explanation of my research, my contact details, and a statement connecting my approach to the UAL Code of Practice on Research Ethics. I did not receive any further questions on my survey from participants and having used judgment sampling, participants were willing to share their thoughts and enjoyed contributing their opinions.

After providing an explanation to the research, I shared an agreed upon definition of belonging from the Cambridge Dictionary. There are multiple interpretations of this but I wanted to use a source which goes beyond an academic community. To begin the survey, I asked general details as to who the participants are – what nationality and age – and this was followed by questions via a Likert Scale. My tutor was helpful as originally my survey started off with text answers however starting with “quick” responses would help with response rate. Starting off with a long long form question may be an incentive to click out of the survey! Only at the end of the survey did I include free text answers and participants could write however long or little they wanted to.

Attached to this blog post is a PDF copy of my survey using Microsoft Forms.

Figure 1 shows my Gannt Chart and how I will progress in meeting the Summative Assessment Brief

Figure 1: ARP Gannt Chart

I will divide my project into 5 phases*:

*please note there will be overlaps between phases

Phase 1: Planning, preparation

Emphasis is on readings within methods and belonging literature. I will create my Gannt Chart (Fig. 1) and add milestones into my calendar to ensure I am progressing.

Phase 2: Primary Research Development

Building upon learnings from the ARP workshops, I will prepare the research instruments: Survey and Focus Group Interview Guide. Throughout this phase, I will continue to engage in readings around belonging literature.

Phase 3: Primary Research Collection

Survey results will be collected over 2 weeks, whilst I will conduct 1 focus groups with students volunteering to contribute their perspectives. The Focus group would take a maximum of 1 hour at the LCF East Bank campus.

Phase 4: Analysis and Action

Before going on Annual Leave on December 17th, I will conduct a thematic analysis and relate findings to the literature. I will begin to outline key findings and develop the workshop activity for PG students.

Phase 5: Assessment Delivery

Upon our return from the Winter break, I will dedicate a week to editing Blog posts and create the presentation. I will ensure communication captures the research journey and overall findings are clear and actionable.

Following the super helpful constructive criticism received from my tutor Karen and peers, I have pivoted away from my original research idea towards something that is on one hand more meaningful and in line with my practice and on the other hand something I have witnessed within my own course.

My raison d’etre as to why I have pivoted into higher education and what I see my superpower being is being able to create community and a positive learning environment. Having myself grown up around the world in 6 different countries, I can empathise with international students having to adapt to a new country, culture, and language – making it extremely challenging to progress academically. When I joined LCF as a Course Leader, my priority to create a community among one of LCF’s largest PG courses. This has been a constant learning journey for me and my team however the basis of a positive student experience and reaching higher attainment is in looking at one’s learning environment.

Hence, I am zooming into this vast topic, building upon learnings from PgCert and contributing to the research area of “belonging”.

My question asks: What learning and teaching activit(ies) can help create a culture of belonging within the Postgraduate Higher Education Student Experience?

Whilst the outcome of this ARP is developing 1 workshop activity which can be the basis of a seminar, my primary research of 1 survey and 1 focus group will also help serve future practice such as contributing to my role on the Teaching Pathway.

I attached a revised Ethical Action Plan and look forward to discussing it during our second Tutorial next week. In the meantime, I will conduct my reading around the subject area and create a Gannt chart.