Building communities for student success: facilitating student belonging through online inductions

Abstract

In 2022, The Open University in Wales launched a series of online induction events for new students, aiming to develop students′ sense of belonging, provide an effective transition to the university, and ultimately, to support students to succeed. A theory of change (ToC) model informed the design and evaluation of the induction events. This article presents the initial evaluation, using qualitative and quantitative data to test the assumptions underpinning the ToC and explore questions such as: are online induction events effective for developing a sense of belonging? Which students attended the events? What do we know about the subsequent academic performance of students who attended compared to those who did not? The results suggest that well-designed online induction events can effectively foster a sense of belonging among students. However, when examining factors such as socio-demographic characteristics, certain groups of students appear less likely to participate. The authors emphasise the importance of using data to develop awareness of potential systemic barriers to engagement, and using these insights to remove barriers, address the specific needs of diverse student populations, and foster a more supportive and inclusive educational environment.