This article is a fledgling exploratory test of the theoretical article we previously wrote, "Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. This article reports on the beliefs of first year students at Windesheim University of Applied Sciences on the topics of Belonging, and Attachment. COVID-19 is an intervening variable in this study. The main outcome is that Windesheim University of Applied Sciences -in particular Social Work- has done well to establish learning communities. Students appreciate this approach. There they have the feeling to be heard and understood. They also have the idea in the learning community that they are cared about as people. Our conclusion is that learning communities contribute to belonging. Nevertheless, we suggest a number of improvements. Improvements that are badly needed because the students are mostly non-Western and the teachers are mainly native Dutch. Improvement 1 is to involve the extended family in the education, which is common in the non-Western world. An extended family can possibly help prevent students from dropping out. Improvement 2 is to give education a positive spin, by stopping focusing on a competition for the highest grades. Improvement 3 is to ensure that the teachers are a representative reflection of the students at Windesheim University of Applied Sciences, social work. The likelihood then increases that students will be more seen and valued in their cultural identities.
| Published in | Humanities and Social Sciences (Volume 10, Issue 5) |
| DOI | 10.11648/j.hss.20221005.11 |
| Page(s) | 271-276 |
| 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 |
Belonging, Attachment, COVID-19, Learning Community, Students
| [1] | Steinmetz, Carl, H., D. Salim, Dliman (2022). Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. Humanities and Social Sciences. Vol. 10, No. 2, 2022, pp. 48-52. Doi: 10.11648/j.hss.20221002.11. |
| [2] | KPI-Dashboard Windesheim-Intern (2022). KPI and Social Work. |
| [3] | Nationale Studenten Enquête (NSE). (2021). https://www.studiekeuze123/nse/dashboard |
| [4] | https://www.studiekeuze123.nl/opleidingen/19049-social-work-windesheim-hbo-bachelor (2021). |
| [5] | Burg, van, den, Paulien (2022). Aanwezigheidsplicht voor de les weer invoeren? Win-nieuws. https://www.win-nieuws.nl |
| [6] | Ponzoni, Elena, Ghorashi, Halleh, Badran, Mohammed, Aumaj, Simone and Abdullahi, Yusra (2020). towards a structural place for refugee perspectives in policymaking. Vrije Universiteit Amsterdam, Faculteit der Sociale Wetenschappen. |
| [7] | Strayhorn, Terrell, L. (2018). College Students Sense of belonging. https://www.researchgate.net/publication/328109869_College _Students%27_Sense_of_Belonging. |
| [8] | GGD regio Utrecht (2021). Inkijkexemplaar vragenlijst Corona Gezondheidsmonitor Jeugd GGD Regio Utrecht. |
| [9] | GGD regio Utrecht (2021). Rapportage Gezondheidsmonitor Jeugd voortgezet Onderwijs 2021 Amersfoort (onderdeel Jongeren en Corona). Link: https://ggdru.buurtmonitor.nl/Jive/report/?id=jmvo_2021_gemeente_307 |
| [10] | OECD (2018). The Resilience of Students with an Immigrant Background. Factors that shape well-being. https://doi.org/10.1787/9789264292093-en |
| [11] | Brenning, Katrijn, Braet, Caroline, Soenens, Bart and Bosmans, Guy (2014). Hechtingsangst en -vermijding bij kinderen en adolescenten. February 2014, Psychopraktijk 6 (1): 28-31. DOI: 10.1007/s13170-014-0009-3. https://ap.lc/zGXwj |
| [12] | Essed, Philomena (2022). Van alledaags racisme naar een zorgcultuur tegen racisme in het hoger onderwijs. NieuwWij. Verbindt de verschillen. https://www.nieuwwij.nl/actueel/spinozalezing-door-philomena-essed-over-racisme-op-16-juni/ |
| [13] | Class schedule Social Work Windesheim, University of Applied Sciences. year 2 22-23 version 1205, internal document. |
APA Style
Carl Hermann Dino Steinmetz, Dliman Salim. (2022). Belonging, Attachment and COVID-19 in Higher Education in the Netherlands: Results and Recommendations. Humanities and Social Sciences, 10(5), 271-276. https://doi.org/10.11648/j.hss.20221005.11
ACS Style
Carl Hermann Dino Steinmetz; Dliman Salim. Belonging, Attachment and COVID-19 in Higher Education in the Netherlands: Results and Recommendations. Humanit. Soc. Sci. 2022, 10(5), 271-276. doi: 10.11648/j.hss.20221005.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.hss.20221005.11,
author = {Carl Hermann Dino Steinmetz and Dliman Salim},
title = {Belonging, Attachment and COVID-19 in Higher Education in the Netherlands: Results and Recommendations},
journal = {Humanities and Social Sciences},
volume = {10},
number = {5},
pages = {271-276},
doi = {10.11648/j.hss.20221005.11},
url = {https://doi.org/10.11648/j.hss.20221005.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20221005.11},
abstract = {This article is a fledgling exploratory test of the theoretical article we previously wrote, "Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. This article reports on the beliefs of first year students at Windesheim University of Applied Sciences on the topics of Belonging, and Attachment. COVID-19 is an intervening variable in this study. The main outcome is that Windesheim University of Applied Sciences -in particular Social Work- has done well to establish learning communities. Students appreciate this approach. There they have the feeling to be heard and understood. They also have the idea in the learning community that they are cared about as people. Our conclusion is that learning communities contribute to belonging. Nevertheless, we suggest a number of improvements. Improvements that are badly needed because the students are mostly non-Western and the teachers are mainly native Dutch. Improvement 1 is to involve the extended family in the education, which is common in the non-Western world. An extended family can possibly help prevent students from dropping out. Improvement 2 is to give education a positive spin, by stopping focusing on a competition for the highest grades. Improvement 3 is to ensure that the teachers are a representative reflection of the students at Windesheim University of Applied Sciences, social work. The likelihood then increases that students will be more seen and valued in their cultural identities.},
year = {2022}
}
TY - JOUR T1 - Belonging, Attachment and COVID-19 in Higher Education in the Netherlands: Results and Recommendations AU - Carl Hermann Dino Steinmetz AU - Dliman Salim Y1 - 2022/09/05 PY - 2022 N1 - https://doi.org/10.11648/j.hss.20221005.11 DO - 10.11648/j.hss.20221005.11 T2 - Humanities and Social Sciences JF - Humanities and Social Sciences JO - Humanities and Social Sciences SP - 271 EP - 276 PB - Science Publishing Group SN - 2330-8184 UR - https://doi.org/10.11648/j.hss.20221005.11 AB - This article is a fledgling exploratory test of the theoretical article we previously wrote, "Belonging a Key Concept to Explain Success in Higher Education in the Netherlands. This article reports on the beliefs of first year students at Windesheim University of Applied Sciences on the topics of Belonging, and Attachment. COVID-19 is an intervening variable in this study. The main outcome is that Windesheim University of Applied Sciences -in particular Social Work- has done well to establish learning communities. Students appreciate this approach. There they have the feeling to be heard and understood. They also have the idea in the learning community that they are cared about as people. Our conclusion is that learning communities contribute to belonging. Nevertheless, we suggest a number of improvements. Improvements that are badly needed because the students are mostly non-Western and the teachers are mainly native Dutch. Improvement 1 is to involve the extended family in the education, which is common in the non-Western world. An extended family can possibly help prevent students from dropping out. Improvement 2 is to give education a positive spin, by stopping focusing on a competition for the highest grades. Improvement 3 is to ensure that the teachers are a representative reflection of the students at Windesheim University of Applied Sciences, social work. The likelihood then increases that students will be more seen and valued in their cultural identities. VL - 10 IS - 5 ER -
Information
Email: