DOCSLIB.ORG

An Investigation Into Student Sense of Belonging at a Post- 1992 University John Curran March 2016 Submitted to London Metropoli

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Investigation Into Student Sense of Belonging at a Post- 1992 University John Curran March 2016 Submitted to London Metropoli An investigation into student sense of belonging at a post- 1992 university John Curran March 2016 Submitted to London Metropolitan University in partial fulfilment of the requirements of the degree of Doctor in Education (EdD) 1 Abstract This study explores students’ sense of belonging through the accounts of nineteen undergraduate students studying at an inner city post-1992 university. Participants’ accounts were obtained through semi-structured interviews conducted at three key points during their first year of study. The resulting analysis is influenced by Bourdieu’s concepts of habitus, field, capital and knowledge of the rules of the game, which are used to explore the impact of student dispositions on their experiences and perceptions of belonging. The study shows that university can be a particularly challenging place for students from non-traditional backgrounds and it questions the view that belonging is about individual student commitment to institutional values. Belonging is conceptualised in a more nuanced multi-dimensional manner reflecting institutional habitus such as a ‘one size fits all’ approach to both induction and social provision. The study argues that the onus is on the university to overcome inherent inequalities making belonging easier by encouraging student voice; providing care through help, support and guidance; examining the benefits of small group teaching and paying particular attention to the needs of clearing students. Further, strategies built on unproblematised views of elearning and the independent learner need to be reviewed as participants, especially non- traditional students, articulated both as evidence that the university did not validate them as individuals. 2 Acknowledgements I wish to express my gratitude to my supervisors: Professor Carole Leathwood and Dr Gillian O’Toole. Without their support, help and guidance I would not have been able to complete this thesis. I am also indebted to Professor Merryn Hatchings who read a final draft of the thesis and provided detailed comments and spotted a number of typos. Heather Allison, a fellow EdD student, provided me with much appreciated support, especially when the work proved particularly challenging. Undoubtedly, my biggest thanks goes to the unnamed participants who gave their time, accounts and suggestions freely. This thesis is the output of the efforts of many people. The most important are those named above but I also need to acknowledge the help of Dr Barbara Read, Dr Kim Allen and Dr Ayo Mansaray. I thank them all but I need to acknowledge that the work is my responsibility alone as are any errors and omissions. 3 Dedicated to the staff of the ECMO unit at Great Ormond Street Hospital for saving Scarlett Curran’s life in March 2004. 4 Contents Chapter 1 Introduction ............................................................................................................ 7 1.1 The study .............................................................................................................................. 7 1.2 The rationale for the study ................................................................................................... 8 1.2.1 Retention – implications for higher education policy and practice .................................. 8 1.2.2 Exploring for differences in sense of belonging……………………………………………… 9 1.2.3 Adding to the literature ..................................................................................................... 9 1.2.4 My own interest ............................................................................................................... 10 1.4 The aims of the study ......................................................................................................... 12 1.5 The structure of the thesis .................................................................................................. 13 Chapter 2: Review of the literature ...................................................................................... 14 2.1 Introduction ........................................................................................................................ 14 2.2 Conceptualising belonging ................................................................................................. 14 2.2.1 The student attrition literature ......................................................................................... 15 2.2.2 The student persistence literature ................................................................................... 19 2.3 Fitting in and belonging for whom and how ...................................................................... 22 2.3.1 Fitting in.......................................................................................................................... 22 2.3.2 Non-traditional students and a place at university ......................................................... 25 2.4 The importance of the academic culture to fitting in and belonging ................................. 30 2.5 Conclusions ........................................................................................................................ 39 Chapter 3 A Methodological Approach to Student Belonging .......................................... 41 3.1 Introduction ........................................................................................................................ 41 3.2 The study ............................................................................................................................ 41 3.3 Ontology, epistemology and me ........................................................................................ 42 3.4 Rationale for selected methods .......................................................................................... 50 3.5 The pilot study ................................................................................................................... 53 3.6 Sampling ............................................................................................................................ 53 Table 3.1 Table of participants ................................................................................................ 56 3.7 Collecting the data ............................................................................................................. 60 3.7 Ethical considerations ........................................................................................................ 65 3.8 The process of analysis ...................................................................................................... 68 3.9 Conclusions ........................................................................................................................ 71 Chapter 4: Great expectations .............................................................................................. 72 4.1 Introduction ........................................................................................................................ 72 4.2 Pre-entry impressions ......................................................................................................... 73 4.2.1 The open day experiences ............................................................................................... 73 4.2.2 Students with offers ......................................................................................................... 77 4.2.3 The clearing participants ................................................................................................ 79 4.3 The welcome experience .................................................................................................... 83 4.4 Timetabling – get me to the class on time.......................................................................... 89 4.5 Opportunities and places to meet people ........................................................................... 95 4.6 Conclusions ...................................................................................................................... 101 Chapter 5: The role of care in creating a sense of belonging ........................................... 104 5.1 Introduction ...................................................................................................................... 104 5.2 E-learning as an impersonal experience ........................................................................... 105 5.3 Independent learners? ...................................................................................................... 113 5.4 Contact with tutors ........................................................................................................... 121 5 5.5 Identity – knowing me, knowing you .............................................................................. 124 5.6 Feedback, guidance and support as indicators of care ..................................................... 127 5.7 Conclusions ...................................................................................................................... 130 Chapter 6: Developing a sense of belonging: The importance of involvement ............... 131 6.1 Introduction ...................................................................................................................... 131 6.2 Meeting people and making friends ................................................................................. 131 6.3 The classroom as the meeting place ................................................................................
Load more

Recommended publications
  • The University Application Process
    Post-18 Pathways The University Application Process Post-18 Pathways The University Application Process 1. Introduction 2. Why study at university? 2.1 The pros and cons 2.2 The university experience 2.3 Is one university better than another? 2.4 Useful comparison websites 2.5 Decisions, decisions 2.6 How do I get information to make my decisions? 3. The university application process 3.1 University application process overview 3.2 What happens after you apply? 3.3 Further services offered in APPLY 3.4 Your four key choices 3.4.1 Choosing your subject 3.4.2 Choosing your type of course 3.4.3 Choosing which type of institution to apply to 2 3.4.3.1 Types of universities 3.4.3.2 Russell Group universities 3.4.4 Choosing which institution / location to apply to 3.5 Entrance requirements 3.6 Prospectuses, visits and open days 4. Your university application 4.1 Your personal statement 4.2 Specialist applications 4.2.1 Oxford 4.2.1.1 Oxford admissions tests and additional application materials 4.2.2 Cambridge 4.2.2.1 Cambridge admissions tests and additional application materials 4.2.3 The case for making an Oxbridge application 4.2.3.1 Breaking some stereotypes 4.2.4 Medical applications 4.2.4.1 Types of medical course 4.2.4.2 BMAT 4.2.4.3 UKCAT 4.2.5 Applications for art and design 4.3 Interviews 4.3.1 General interview advice 4.3.2 Preparing for interview 4.3.3 Before the interview 4.3.4 On the day 4.3.5 A note about Oxbridge interviews 4.4 Taking a gap year 5.
    [Show full text]
  • Guide to Postgraduate Study
    8210-0617 University of Surrey Guildford, Surrey GU2 7XH, UK T: +44 (0)1483 681 681 F: +44 (0)1483 300 803 E: [email protected] surrey.ac.uk GUIDE TO POSTGRADUATE STUDY 2018 Connect and explore The information in this brochure is intended as an indicative guide to the educational and other services provided by the University. The University endeavours to ensure that the information provided is accurate and up-to-date at the time of going to press (October 2017). However, it may be necessary for the University to make changes to some of the information presented in it. To make an informed decision about whether you wish to study at the University, we advise you to consult the University’s website: surrey.ac.uk for up-to-date information. Greetings from the University of Surrey – one of the top 10 universities in the UK with a rising global reputation. Thank you for considering Surrey as the next destination on your journey to an exciting new chapter in your life. A life-changing experience A masters from Surrey will unlock your potential to achieve your academic and career ambitions. It will equip you with the knowledge, skills and confidence for professional and personal success, making a positive change to the world. Located in historic and beautiful Guildford, and close to London, our campus offers a safe, friendly and vibrant environment with excellent facilities for postgraduate study. There is an exciting range of postgraduate options, accredited by industry. As the world faces ever more complex challenges, postgraduate study at Surrey enables you to gain skills to provide solutions.
    [Show full text]
  • Introduction and Applications to Oxbridge
    Introduction and Applications to Oxbridge Sophie Parry, Schools Liaison Officer, Newnham College Cambridge [email protected] Introduction to University What is the Russell Group? What can you study at university? Does every university Why might you choose to go offer the same things? to university? In small groups, can you answer one (or more) of these questions? What types of universities are there? Do you have to be from a certain background or type of school to go to a top university? A world of choice! How many Universities do you think there are in the UK? 130 How many of those do you think are in England? 108 What makes a ‘Top’ university? #1 The Russell Group University of Birmingham University of Manchester University of Bristol Newcastle University University of Cambridge University of Nottingham Cardiff University University of Oxford Durham University Queen Mary (University of University of Edinburgh London) University of Exeter Queen's University Belfast University of Glasgow University of Sheffield Imperial College London University of Southampton King's College London University College London University of Leeds University of Warwick University of Liverpool University of York LSE (London School of Economics) What makes a ‘Top’ University? #2 Quality of Teaching Student Satisfaction Class Sizes Ability of Staff Student Support Financial Facilities Available Personal Social Life and Societies Opportunities Available Why Oxford or Cambridge? • Broad range of courses • World-class teaching – lectures, seminars/classes, practicals • Small-group teaching – tutorials/supervisions • Excellent facilities and resources • Academic, pastoral and financial support • Wide range of extra-curricular options • Excellent graduate opportunities, irrespective of degree discipline What kinds of university are there? CAMPUS Campus University e.g.
    [Show full text]
  • Applying to University Guide 2020-21
    Applying to University Guide 2020-21 (Updated 22 January 2021) 1 Contents Where do you start? UCAS basics .................................................................................... 3 Key Dates ............................................................................................................................. 2 How to choose a University subject ...................................................................................... 4 UCAS Grades and UCAS Tarriff Points ................................................................................ 6 Contextual Offers .................................................................................................................. 7 Types of Courses ................................................................................................................. 9 Where to study – Choosing a University .............................................................................11 * Oxford and Cambridge (or ‘Oxbridge’) and Russell Group Universities .......................111 Course Choices – how many? .............................................................................................12 Applying for Medicine, Dentistry, Nursing and other NHS Healthcare courses ...................12 Applying for Law courses.....................................................................................................12 Applying for Acting,Theatre, Music and Dance courses ......................................................15 Applying for Art & Design, Photography and other
    [Show full text]
  • Educating for Professional Life
    UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992
    [Show full text]
  • THE UNIVERSITY of STIRLING CAMPUS Conservation Plan
    THE UNIVERSITY OF STIRLING CAMPUS Conservation Plan Simpson & Brown Architects October 2009 Front cover: Simpson & Brown CONTENTS 1.0 EXECUTIVE SUMMARY 5 2.0 INTRODUCTION 7 2.1 Objectives 7 2.2 Study Area 8 2.3 Designations 8 2.4 Structure of the Report 8 2.5 Limitations 8 2.6 Project Team 9 2.7 Acknowledgements 9 2.8 Abbreviations 9 3.0 HISTORICAL DEVELOPMENT 11 3.1 History Before 18th century 11 3.2 Airthrey Estate 1787 – 1889 14 3.3 Airthrey Estate 1889 – 1939 24 3.4 Airthrey Maternity Hospital 1939 – 1969 27 3.5 Establishment of the University 31 3.6 Robbins Report 32 3.7 Plate-Glass Universities 33 3.8 Expansion of the University Sector 34 3.9 The University in Context: Contemporary Comparisons 34 3.10 Development Planning 41 3.11 Landscape Design 53 3.12 Archaeology 57 3.13 Chronology 58 4.0 CHARACTER AREA ASSESSMENTS 63 4.1 Character Area 1: Pathfoot, West Entrance 63 4.1.1 Historical Development 63 4.1.2 Architectural Development 74 4.1.3 Character Assessment 90 4.1.4 Assessment of Significance 96 4.1.5 Recommendations 98 4.2 Character Area 2: Central Area 104 4.2.1 Historical Development 105 4.2.2 Character Assessment 127 4.2.3 Assessment of Significance 130 4.2.4 Recommendations 132 Stirling University Campus Conservation Plan Simpson & Brown Architects 1 4.3 Character Area 3: Students’ Residences 134 4.3.1 Historical Development 134 4.3.2 Character Assessment 143 4.3.3 Assessment of Significance 146 4.3.4 Recommendations 147 4.4 Character Area 4: Sports Area 148 4.4.1 Historical Development 148 4.4.2 Character Assessment 155
    [Show full text]
  • University Jargon Buster Quiz Undergraduate Vs Postgraduate
    UNIVERSITY JARGON BUSTER QUIZ UNDERGRADUATE VS POSTGRADUATE • An Undergraduate is a student studying either full or part time for a first degree (eg: BA, BSc) • Postgraduate qualifications are courses at a higher level that are usually only available for those who have already passed their Undergraduate degree. • Postgraduate study can lead to qualifications such as: • Masters degrees • Postgraduate Certificate or Diplomas • PhD (Doctorate) BSC AND BA • BA = The short title for Bachelor of Arts degrees e.g. BA Sociology, awarded to students who have successfully passed (graduated) their degree course in Arts subjects. • BSc = Bachelor of Science e.g. BSc Computing, awarded to students who have successfully passed (graduated) their degree course in Science subjects. • There are also other subject specific versions eg: • BEd = Education/teaching degrees • BEng = Engineering degrees COMBINED/JOINT HONOURS DEGREE • A degree in which a student studies a combination of two (or more!) different subjects • These degrees can be of equal weighting between the subjects eg: History and Politics, English and Media. • …or could be Major/Minor degrees with 2/3rds to 1/3rd weighting eg: Psychology with Sociology • Notice the differences in the language used (and vs with) • Useful for students who do not want to narrow their field of study • Be careful about professional accreditation SANDWICH COURSE • Sandwich courses are degree courses which include an extra year 'sandwiched' between the years of study. • During the extra year, the student usually goes on work experience with an organisation or department in their subject field. • If the degree is in languages, the extra year will usually involve a trip abroad e.g.
    [Show full text]
  • Evaluating the Impact of Number Controls, Choice and Competition: an Analysis of the Student Profile and the Student Learning En
    Evaluating the impact of number controls, choice and competition: an analysis of the student profile and the student learning environment in the new higher education landscape Carol Taylor and Colin McCaig Contents Section Page Forward 5 1. Executive summary 6 1.1. Background 6 1.2. Main findings 7 1.3. The strategic uses of Student Number Control 7 1.4. Changing institutional focus 8 1.5. Changing marketing practices of higher education providers 9 1.6. The changing student profile 9 1.7. Teaching and learning 10 1.8. Responding to the student experience 11 1.9. Recommendations 12 1.9.1. Recommendations for policymakers: 12 1.9.2. Recommendations for the sector: 13 1.9.3. Recommendations for institutions 13 1.9.4. Recommendations for further research 13 2. Introduction 15 2.1. Context 15 2.2. Background 15 2.3. Self-financed tuition - a short history 15 2.4. Students at the Heart of the System 16 2.5. The early impact of Students at the Heart of the System: the demise of number controls in England 18 3. Research design 20 3.1. Methodology 20 3.2. Research aims and key questions 20 3.3. Methods 21 3.4. Attribution 22 3.5. Analysis 22 2 4. The strategic uses of Student Number Control 23 4.1. Protecting widening participation and fair access 23 4.2. Protecting subject breadth 25 4.3. Strategic responses among post-1992 universities and specialist institutions 26 4.4. Competition for lower cost provision: the other margin 28 5. The changing institutional focus 30 5.1.
    [Show full text]
  • Campus Vs. City Universities
    Campus vs. City Universities There are two different types of university that you can choose to go to: a campus university and a city university. Neither is better than the other, but each have their own advantages. A campus university is a university where all of the buildings, facilities, and often students are all on one distinct site. Examples include the University of York and the University of Warwick. A city university is a university which is dotted around a city, as seen at King’s College London which has 5 campuses across London (other examples include the University of Leeds, and the London School of Economics). Pros of Campus living 1. A greater sense of community. If there’s a large group of people living in reasonably close proximity then it creates a greater sense of community amongst those students who live on that campus. 2. More facilities on your doorstep. Most campuses will have a good selection of facilities right on your doorstep for you to use. You will likely get simple things like laundry services but you might even have sports facilities such as football pitches and a gym, bookshops, and small supermarkets! You will have access to all of this (and more) at a city campus, but you’ll probably have to travel further to find it all. 3. Shorter distance to get to uni. Being on campus means that you can roll out of bed and it’s not that far to get to lectures. Pros of City living 1. You’re in the heart of the city.
    [Show full text]
  • Ucas Guide Academic Year 2019
    UCAS GUIDE This guide will provide you with all the information you need for applying to UCAS. The guide is full of useful information, resources and links to help you apply to university including writing personal statements and things you can do to improve your application. ACADEMIC YEAR 2019 St Andrew’s College, Cambridge Contents What is UCAS? 2 Choosing A Course 2 Courses – Where to Find Information 5 Choosing a University 6 Points to Remember when Researching Universities 7 OXBRIDGE - Are you a Likely Candidate? 13 UCAS Tariff Points System 16 The Importance of IELTS 17 The Biomedical Admissions Test (BMAT) 18 The UK Clinical Aptitude Test (UCAT) 20 The National Admissions Test for Law (LNAT) 22 English Literature Admissions Test (ELAT) 24 Oxford: Thinking Skills Assessment (TSA) 25 History Aptitude Test (HAT) and Physics Aptitude Test (PAT) 26 Important Deadlines 27 Your UCAS Application - The Online Process 28 UCAS Log on Record Form 30 Registering for APPLY Instructions 30 Completing your Application Form 31 Writing a Personal Statement 37 Gap Year – A Good Idea? 40 What Happens Next? 41 What is UCAS? The Universities and Colleges Admissions Service is the organisation responsible for managing applications to higher education courses in the UK. Not only do they process more than two million applications for full-time undergraduate courses every year, but they help you to find the right course for you. To make things run as smoothly as possible they provide everything you need online: from making your application through to tracking your offers. You can search for courses and follow links to individual university and college websites, read information about finance, order a UCAS card and much more besides.
    [Show full text]
  • 181102 WCPP Submission
    Maximising universities’ civic contribution A policy paper John Goddard, Ellen Hazelkorn with Stevie Upton and Tom Boland November 2018 Our Mission The Wales Centre for Public Policy was established in October 2017. Its mission is to improve policy making and public services by supporting ministers and public services to access rigorous independent evidence about what works. The Centre collaborates with leading researchers and other policy experts to synthesise and mobilise existing evidence and identify gaps where there is a need to generate new knowledge. The Centre is independent of government but works closely with policy makers and practitioners to develop fresh thinking about how to address strategic challenges in health and social care, education, housing, the economy and other devolved responsibilities. It: • Supports Welsh Government Ministers to identify, access and use authoritative evidence and independent expertise that can help inform and improve policy; • Works with public services to access, generate, evaluate and apply evidence about what works in addressing key economic and societal challenges; and • Draws on its work with Ministers and public services, to advance understanding of how evidence can inform and improve policy making and public services and contribute to theories of policy making and implementation. Through secondments, PhD placements and its Research Apprenticeship programme, the Centre also helps to build capacity among researchers to engage in policy relevant research which has impact. For further information please visit our website at www.wcpp.org.uk Core Funders Cardiff University was founded in 1883. Located in a thriving capital city, Cardiff is an ambitious and innovative university, which is intent on building strong international relationships while demonstrating its commitment to Wales.
    [Show full text]
  • Student Charter Group
    STUDENT CHARTER GROUP Final Report JANUARY 2011 Contents 1. Introduction and context .................................................................................................................... 3 Group outputs 2. Conclusions and recommendations .................................................................................................. 6 3. Toolkit for Higher Education Institutions and Students' Unions .................................................... 8 a. Principles for the development, design and use of Student Charters ............................................ 8 b. Topics and issues which Student Charters might cover ............................................................... 9 c. Outline Student Charter - draft example ................................................................................... 10 Summary of the Group’s work 4. Terms of reference and membership ............................................................................................. 12 a. Terms of reference ................................................................................................................. 12 b. Membership ......................................................................................................................... 13 5. Evidence review — current practice, impact and lessons ............................................................ 14 6. Conclusions from analysis of current practice .............................................................................. 26 7. Stakeholder consultation
    [Show full text]