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Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

The scope of this study is to explore informed citizens' engagement in the development of real municipalities' popular reports. For this purpose, an exploratory experiment is performed where potential users of popular reports with certain accounting skills (i.e. groups of undergraduate accounting students) act as preparers of these reports.

The study uses insights from the sense of belonging theory in an ambivalent way: to explain citizens' interest in popular reports and to consider popular reports as an impetus triggering citizens' sense of belonging. By content-analyzing the reports developed and taking stock of the students' perceptions on aspects of popular reports, a template for a popular report for local governments is synthesized. Further, by comparing the study findings with theoretical recommendations and popular reporting practices, the authors offer insights on the content and layout of popular reports which is expected to enhance the sense of belonging of citizens within their city.

The undergraduate students while relying on earlier examples and existing models have created their own reports in which they have used financial and non-financial information indicating the significance of both types of information for citizens. The evidenced heterogeneity in the developed reports is expected to be the effect of the sense of belonging. Moreover, the study reveals citizens' positive stance toward the adoption of co-development and co-creation approaches in the design of popular reports by citizen groups and municipal authorities which is consistent with a sense of belonging mobilization.

This study adds to the literature on the content and characteristics of popular reports by giving voice to the citizens themselves through an exploratory experiment that permits the sense of belonging to take effect.

An important facet of student’s sense of belonging is students’ relationships with, and time spent in, the university campus. The purpose of this paper is to explore the notion that access to campus “green space”, including parks, fields and gardens, may bolster students’ sense of belonging, improve well-being feelings and promote place attachment.

The authors surveyed students in different locations (including three green and one non-green campus spaces) across a large UK campus-based Northern institution. 146 students participated in the study in one of the four campus locations. The authors investigated how being in green spaces on campus may impact students’ sense of belonging, well-being and place attachment. The authors also qualitatively explored students’ perceptions of campus spaces through Ahn’s (2017) 10 Words Question measure.

Analyses demonstrate that students surveyed in green spaces reported significantly more positive sense of belonging, compared to students surveyed in non-green campus spaces. Campus location did not impact well-being, however. Students associated green spaces on campus with “calm”, “positive emotion” and “nature” words and non-green spaces with “busy”, “social” and “students”.

Taken together, the results of this paper suggest that access to green spaces can be important for campus sense of belonging. Thus, efforts should be made to ensure the sustainability of these important spaces across university campuses.

This study crucially examines how occupying green spaces on university campuses may impact students’ feelings of belongingness. To the best of the authors’ knowledge, this is the first study that uses field-based methods to understand students’ feelings whilst occupying green spaces.

This two-country comparative study’s purpose is to investigate antecedents to, and the consequences of a sense of belonging to a firm’s Facebook community.

The model was grounded in the theory of sense of community and tested through structural equation modelling. Consumer panels were used via online surveys.

Of the three antecedents hypothesised to influence an individual’s sense of belonging, enjoyment is a very strong predictor in both countries; while the credibility of posts was also a significant predictor for Australia, but not for South Africa. The findings also show no direct relationship between a sense of belonging and continuing behaviour. However, for both countries, there is a strong relationship between a sense of belonging and the involvement with firm offerings in Facebook; and that involvement is significant for the intention to continue engaging with firms through this social media environment.

The findings support the framing of the study, in the sense of community theory and enhance researchers’ understanding of the role of a sense of belonging in moving visitors from simply clicking “like” to a deeper sense of engagement with the firm’s social media community and the flow-on effect to managerial relevant outcomes.

The model is developed from the theory of sense of belonging, thus providing a fresh perspective to this research context. Additionally, there is limited research into the psycho-social antecedents and the outcomes of consumers’ sense of belonging to a firm’s Facebook community.

The purpose of this paper is to explore what an idiosyncratic and dynamic sense of belonging entails for consumption in a lifestyle sport, an ever shifting and progressing world in which individuals engage in community while also seeking to individuate their own sense of belonging.

The authors adopt an ethnographic approach in the context of a regional skateboarding community. Over a year at local skateparks, we interviewed 15 well-established, committed members of the community identified by others (through snowball techniques) to allow us to delve into the phenomenon. These interviews were conducted as part of the primary author's doctoral thesis (See Harris, 2011).

An idiosyncratic and dynamic sense of belonging is prevalent in the lifestyle sport community, even among well-established members. This is reflected in and motivated by a variety of consumption, as well as overconsumption practices.

Understanding the idiosyncratic and dynamic nature of a sense of belonging allows marketers to design offerings to effectively deal with the ambiguities of belonging but also raises the potential for the destructive use of marketing.

The authors demonstrate how approaching belonging through a dynamic and idiosyncratic sense of belonging provides a deeper understanding of belonging and related consumption activities in a lifestyle sport.

The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI).

This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail.

There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community.

It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region.

This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.

The purpose of this study is to identify factors that foster or prevent sense of belonging among frontline and middle managers in social and health-care services in Finland.

The data have been collected among social and health-care managers (n = 135; 64 per cent nursing managers) through two open-ended questions in a questionnaire concerning sense of community. The results of the open-ended questions have been analyzed using qualitative content analysis.

Among managers, six categories of factors that foster sense of belonging (open interaction, effective conversation culture, support and encouragement, common values, a shared vision of the work and its objectives and structure of leadership) and five categories of factors that prevent sense of belonging (negative work atmosphere, lack of common time, structural solutions in the organization, problems that occur in the organizational level and problems related to leadership and management) have been identified.

The resulting information can be used to develop sense of belonging among managers at all levels of organization (horizontal and vertical).

Paying attention to the quantity and quality of interaction and to structural solutions in the organization can affect the sense of belonging among frontline managers and middle managers.

Although novel posting is a universal phenomenon in virtual communities (VCs), few studies have addressed the benefits of novel posting for group members. The purpose of this paper is to identify the social and psychological outcomes of novel posting, particularly whether and how sense of belonging can be produced by it. Sense of belonging implies an individual’s integration or assimilation into virtual groups.

To assess the theoretical model, a survey was administered in an internet discussion community (Baidu Post Bar in China), and structural equation modeling was then used to test the model.

Novel posting can produce social and psychological outcomes, such as social interaction ties, group-based self-esteem and sense of belonging. Novel posting is an individualized behavior, which some studies consider to conflict with sense of belonging; however, via the mediating effects of social interaction ties and group-based self-esteem, sense of belonging can also arise based on novel posting.

VC operators should focus on differentiating between irrational posts and novel posts and encourage the latter. Additionally, to satisfy members’ needs, VC operators should strengthen the degree of social interaction ties and members’ self-esteem by providing attractive topics and virtual rankings.

This study contributes to a theoretical understanding of the social and psychological outcomes of novel posting and, more importantly, whether and how sense of belonging arises on the basis of individualized behavior.

This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL).

A cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL.

Sexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students.

The findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.

Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution.

The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context.

Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism.

This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.