How students develop a sense of belonging to their academic community: a qualitative study of students’ experiences in a for-profit entertainment arts college
Notice bibliographique
Résumé
How Students Develop a Sense of Belonging explores the experiences of non-traditional students during their first year of study at Entertainment Arts College, a broad-access for-profit private institution in a major city in British Columbia, Canada. The purpose of my study was to grapple with a practice-based problem: the unheard voices of non-traditional students in the for-profit private sector. Due to the paucity of research on students’ sense of belonging in the Canadian post-secondary system, where few public and virtually no private-sector studies have occurred, I purposefully explored a broad range of factors in relation to the student participants’ sense of belonging in this specific context. At the post-secondary level most of the research studies that have focused upon the fit between the student and the institution have done so from an institutional perspective. To better acknowledge the agency and contexts of students, some researchers have turned to more dynamic fit concepts including students’ sense of belonging. Building upon these examples, I utilized the concepts of belonging, structure and agency to explore how student participants negotiated their sense of belonging within The College’s academic community. Qualitative methods included a quasi-ethnographic form of educational criticism. To co-construct student participants’ cultural experiences, I conducted several phases of in-depth interviews and collaborated closely with entertainment arts students, faculty, and administrators throughout the student participants’ first year of study. The participants were also encouraged to represent their perceptions about belonging in non-verbal ways by submitting creative artifacts such as artwork, poetry, and images to complement the primary data set. Eight major themes emerged from the data including: Corporate Culture; Economic Capital, Academic and Artistic Capital, Self-Concepts, Support from Academic Staff, Student Participants’ Representations of Self-Concepts, Support from Service-Based Departments, and Peer-Support. Multiple data-sets and the contributions of faculty and administrators’ provided for a more holistic interpretation of student participants’ sense of belonging. The findings revealed that their sense of belonging is a multidimensional process that is more complicated than traditional research on the student-institution fit suggests. The implications for theory and practice at The College are discussed.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».