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

Carl Hermann Dino Steinmetz; Dliman Salim

doi:doi:10.11648/j.hss.20221002.11

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

Carl Hermann Dino Steinmetz, Dliman Salim

Published in Humanities and Social Sciences (Volume 10, Issue 2)

Received: 4 February 2022 Accepted: 22 February 2022 Published: 4 March 2022

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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

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[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.
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[18]	Zee, van der, Karin (2015). Expending horizons Intercultural competency of individuals and organisations. Inaugural speech. VU-Amsterdam, the Netherlands.

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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

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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

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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

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@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}
}

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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 -

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Author Information

Carl Hermann Dino Steinmetz

Expats & Immigrants B. V., Amsterdam, the Netherlands
Dliman Salim

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

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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

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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

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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

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@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}
}

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