| Peer-Reviewed

Belonging a Key Concept to Explain Success in Higher Education in the Netherlands

Received: 4 February 2022     Accepted: 22 February 2022     Published: 4 March 2022
Views:       Downloads:
Abstract

This article proposes a model for predicting student success and well-being (dependent variables) at Windesheim University of Applied Sciences, Social Work, Almere, the Netherlands. This model is based on a international literature review. This model consists of two predictive components (independent variables), namely secure attachment and a positive sense of belonging (to the University of Applied Sciences and its learning communities). Attachment will be measured through a Belgian standardized questionnaire. Belonging, on the other hand, through standardized OECD questions. COVID-19 is a covariate (a control variable that might affect the outcome). COVID-19 is measured through a Dutch Municipal or Community Health Service (GGD) questionnaire. Due to the lockdowns in the Netherlands, face-to-face education at Universities of Applied sciences and Dutch Universities was no longer provided. Education was online. Online, teachers cannot convey to their students that they belong and that students are cared for by them. This model distinguishes between Western and non-Western conceptions of belonging. This is done because most students are from non-Western countries and teachers are mostly from the Netherlands. Apart from the above, this model also assumes that students' sense of belonging is influenced by the directors and CEO’s of this University of Applied sciences. Teachers can give students a sense of belonging when their executives and boards of directors (CEOs) also care about them.

Published in Humanities and Social Sciences (Volume 10, Issue 2)
DOI 10.11648/j.hss.20221002.11
Page(s) 48-52
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Attachment, Sense of Belonging, COVID-19, Students, Study Success, Well-Being

References
[1] Steinmetz, Carl, H., D. (2021). Mental Health of Children and Young People During COVID-19: A Call for a Preventive Approach. Humanities and Social Sciences. Vol. 9, No. 4. pp. 106-121. DOI: 10.11648/j.hss.20210904.15.
[2] Pedler, Megan, Louise, Willis, Royce, and Nieuwoudt, Johanna, Elisabeth (2020). A sense of belonging at university: student retention, motivation and enjoyment. JOURNAL OF FURTHER AND HIGHER EDUCATION. https://doi.org/10.1080/0309877X.2021.1955844.
[3] Kağitçibaşi, Çiğdem (2007). Family, Self, and Human Development Across Cultures. Theory and Applications. Second Edition. Psychological Press. New York-London.
[4] Giesen, Carin, W., M., Steinmetz, Carl H. D. & Klever, Rolf, J. (1990). Opvang van politiemensen na ingrijpende gebeurtenissen. Een verkennende studie. Instituut voor Psychotrauma. https://www.researchgate.net/publication/322021181_Opvang_van_politiemensen_na_ingrijpende_gebeurtenissen_een_verkennende_studie.
[5] Hurtado, S., & Carter, D. F. (1997). Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging. Sociology of Education.
[6] Mogobe, R. (2018). Ubuntu, Stroom van het bestaan als levensfilosofie (Tweede druk ed.). Ten have.
[7] Probyn, E. (1996). Outside belongings. New York & London: Routledge.
[8] Deci, E., L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Rochester: NY: University of Rochester Press.
[9] Kirschner, P. (2016, februari 22). Motivatie, het ongelijk van Ryan en Deci. Retrieved from https://didactiefonline.nl/: https://didactiefonline.nl/blog/paul-kirschner/motivatie-en-betrokkenheid-snel-de-put-dempen.
[10] Strayhorn, Terrell, L. (2018). College Students Sense of belonging. https://www.researchgate.net/publication/328109869_College_Students%27_Sense_of_Belonging.
[11] Vural, R. A., Ozelci, Y. S., & et. al. (2013). The Development of the “Sense of Belonging to. Egitim Arastirmalari-Eurasian Journal of Educational Research, 215-230.
[12] Yao, C. (2015). Sense of Belonging in International Students: Making the Case. University of Nebraska–Lincoln.
[13] Steinmetz, Carl H. D. (2021). Coping with Incidents: a First Step Towards a Thorough Overhaul. International Journal of Medical Science and Health Research. Vol. 5, No. 02; 2021. 74-100. ISSN: 2581-3366. doi: 10.51505/ijmshr.2021.5207. URL: http://dx.doi.org/10.51505/ijmshr.2021.5207.
[14] Cicek, Ilhan, Tanhan, Ahmet and Bulus, Metin (2021). Psychological Inflexibility Predicts Depression and Anxiety during COVID-19 Pandemic. I-manager’s Journal on Educational Psychology, Vol 15, No. 1, 11-25. ISSN: 0973-8827.
[15] OECD (2018), The Resilience of Students with an Immigrant Background, Factors that shape well-being. OECD Publishing Paris. http://dx.doi.or/10.1787/9789264292093-en.
[16] OECD (2021). Beyond Academic Learning. First Results from the Survey of Social and Emotional Skills. OECD Publising Paris. https://doi.org/10.1787/92a11084-en.
[17] Cherry, Kendra (2020). The Different Types of Attachment Styles. VERYWEL Lmind (psychology). https://www.verywellmind.com/attachment-styles-2795344 https://ap.lc/qsAt4.
[18] Zee, van der, Karin (2015). Expending horizons Intercultural competency of individuals and organisations. Inaugural speech. VU-Amsterdam, the Netherlands.
Cite This Article
  • APA Style

    Carl Hermann Dino Steinmetz, Dliman Salim. (2022). Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. Humanities and Social Sciences, 10(2), 48-52. https://doi.org/10.11648/j.hss.20221002.11

    Copy | Download

    ACS Style

    Carl Hermann Dino Steinmetz; Dliman Salim. Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. Humanit. Soc. Sci. 2022, 10(2), 48-52. doi: 10.11648/j.hss.20221002.11

    Copy | Download

    AMA Style

    Carl Hermann Dino Steinmetz, Dliman Salim. Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. Humanit Soc Sci. 2022;10(2):48-52. doi: 10.11648/j.hss.20221002.11

    Copy | Download

  • @article{10.11648/j.hss.20221002.11,
      author = {Carl Hermann Dino Steinmetz and Dliman Salim},
      title = {Belonging a Key Concept to Explain Success in Higher Education in the Netherlands},
      journal = {Humanities and Social Sciences},
      volume = {10},
      number = {2},
      pages = {48-52},
      doi = {10.11648/j.hss.20221002.11},
      url = {https://doi.org/10.11648/j.hss.20221002.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20221002.11},
      abstract = {This article proposes a model for predicting student success and well-being (dependent variables) at Windesheim University of Applied Sciences, Social Work, Almere, the Netherlands. This model is based on a international literature review. This model consists of two predictive components (independent variables), namely secure attachment and a positive sense of belonging (to the University of Applied Sciences and its learning communities). Attachment will be measured through a Belgian standardized questionnaire. Belonging, on the other hand, through standardized OECD questions. COVID-19 is a covariate (a control variable that might affect the outcome). COVID-19 is measured through a Dutch Municipal or Community Health Service (GGD) questionnaire. Due to the lockdowns in the Netherlands, face-to-face education at Universities of Applied sciences and Dutch Universities was no longer provided. Education was online. Online, teachers cannot convey to their students that they belong and that students are cared for by them. This model distinguishes between Western and non-Western conceptions of belonging. This is done because most students are from non-Western countries and teachers are mostly from the Netherlands. Apart from the above, this model also assumes that students' sense of belonging is influenced by the directors and CEO’s of this University of Applied sciences. Teachers can give students a sense of belonging when their executives and boards of directors (CEOs) also care about them.},
     year = {2022}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Belonging a Key Concept to Explain Success in Higher Education in the Netherlands
    AU  - Carl Hermann Dino Steinmetz
    AU  - Dliman Salim
    Y1  - 2022/03/04
    PY  - 2022
    N1  - https://doi.org/10.11648/j.hss.20221002.11
    DO  - 10.11648/j.hss.20221002.11
    T2  - Humanities and Social Sciences
    JF  - Humanities and Social Sciences
    JO  - Humanities and Social Sciences
    SP  - 48
    EP  - 52
    PB  - Science Publishing Group
    SN  - 2330-8184
    UR  - https://doi.org/10.11648/j.hss.20221002.11
    AB  - This article proposes a model for predicting student success and well-being (dependent variables) at Windesheim University of Applied Sciences, Social Work, Almere, the Netherlands. This model is based on a international literature review. This model consists of two predictive components (independent variables), namely secure attachment and a positive sense of belonging (to the University of Applied Sciences and its learning communities). Attachment will be measured through a Belgian standardized questionnaire. Belonging, on the other hand, through standardized OECD questions. COVID-19 is a covariate (a control variable that might affect the outcome). COVID-19 is measured through a Dutch Municipal or Community Health Service (GGD) questionnaire. Due to the lockdowns in the Netherlands, face-to-face education at Universities of Applied sciences and Dutch Universities was no longer provided. Education was online. Online, teachers cannot convey to their students that they belong and that students are cared for by them. This model distinguishes between Western and non-Western conceptions of belonging. This is done because most students are from non-Western countries and teachers are mostly from the Netherlands. Apart from the above, this model also assumes that students' sense of belonging is influenced by the directors and CEO’s of this University of Applied sciences. Teachers can give students a sense of belonging when their executives and boards of directors (CEOs) also care about them.
    VL  - 10
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Expats & Immigrants B. V., Amsterdam, the Netherlands

  • Social Work, University of Applied Sciences Windesheim, Almere, the Netherlands

  • Sections