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!!