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

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.