Abstract
The proportion of early leavers from engineering degrees closely follows the higher education sector throughout Europe; around 10% leave before graduation. Students are more likely to drop-out if they do not feel that they belong in the learning community. While research shows that academic achievement is a primary factor contributing to student drop-out, other student-centric social factors, such as belonging are equally important to student drop-out rates within higher education. The aim of this paper is to present a model constructed on student belonging. The model consists of 3 pillars, namely academic self-concept & professional identity, psychologically safe teamwork, and decolonisation. The study was based on the development and continuous refinement of interventions that could assist students with feeling a sense of belonging. While the primary intention of this project is to present a body of work that highlights belonging as a contributing factor that may be pivotal to a student remaining in higher education or dropping out, readers will also learn about how best to support students in gaining a sense of belonging through self-concept, providing safe teamwork and by decolonising the curriculum.
Original language | English |
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Title of host publication | 51st Annual Conference of the European Society for Engineering Education (SEFI) |
Publisher | European Society for Engineering Education (SEFI) |
Number of pages | 12 |
DOIs | |
Publication status | Published - 14 Sept 2023 |
Event | 51st Annual Conference of the European Society for Engineering - Technological University of Dublin, Dublin, Ireland Duration: 10 Sept 2023 → 14 Sept 2023 |
Conference
Conference | 51st Annual Conference of the European Society for Engineering |
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Abbreviated title | SEFI 2023 |
Country/Territory | Ireland |
City | Dublin |
Period | 10/09/23 → 14/09/23 |
Keywords
- decolonization
- self-concept
- metacognition
- teamwork
- retention