Sense of self and belonging in university students participating in orientation program

Abstract

Orientation programs and the overall transition period are a critical time for students commencing within higher education. Research has demonstrated what occurs during this time will impact on a student's engagement (Kift, 2009; Krause & Coates, 2008; Tinto, 1994), retention (Krause et al., 2005), and wellbeing (Pascarella & Terenzini, 2005). Similarly, research has highlighted the importance of sense of belonging for university students to support academic engagement (Freeman et al., 2007; Iyer et al., 2009; Smyth et al., 2019) and retention (e.g. Hausmann et al., 2007; Hoffman et al., 2002; Strayhorn, 2019). Sense of belonging has become a cornerstone for improving the experiences and outcomes for students from traditionally underrepresented backgrounds (Hurtado & Carter, 1997; Strayhorn, 2019; Walton & Cohen, 2007, 2011). However, there are clear gaps in the current literature as research on the impact of orientation programs does not measure sense of belonging, even when this is a key purpose of the program. Additionally, while there have been indications that sense of belonging fluctuates over time, there is not an understanding of how or when this occurs, limiting the potential impact of interventions aimed at increasing sense of belonging. This thesis seeks to address these gaps through five studies which examine the limitations within the current literature and to continue building our understanding of the importance of sense of belonging to students transition and ongoing experience within higher education. Utilising a systematic review, primary and institutional survey data, and interviews, these studies demonstrate the importance of sense of belonging during the transition period as well as the impact that it can have for students throughout their studies. The findings will also highlight the need to intentionally focus on sense of belonging for the benefit of all students, and how in particular, it is vital for those students from traditionally underrepresented backgrounds.