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:
- Connectedness: Building relationships with peers, faculty, and the institution.
- Safety and Community: Feeling emotionally safe and part of a larger supportive group.
- Value and Acceptance: Being recognised and appreciated for one’s unique identity.
- 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:
- 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.
- 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.
- 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.
- 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.
- 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.