The Complex Factors That Drive Students’ Sense of Belonging
An expert in student belonging and engagement in the digital environment explains the nuances of belonging, mattering and inclusion as well as how to foster well-being in higher education.
From badges to bundles, stacks of credits to microcredentials, the list of alternative programs and credentials for higher education is growing. This is partly in response to learner and employer demand but is also driven by universities’ economic situations post-pandemic.
But for those who haven’t yet dared to dip their toe into the alternative credential pond, where should they begin? How do you train your staff and ensure credit-bearing courses fit into your institution’s curricula? Most importantly, how do you ensure these courses meet quality standards?
Tim Blackman, vice-chancellor at the UK’s Open University, and Kemi Jona, assistant vice-chancellor for digital innovation and enterprise learning at Northeastern University, speak to us about what universities should take into consideration when they’re exploring alternative credentials and how the field is evolving.
An expert in student belonging and engagement in the digital environment explains the nuances of belonging, mattering and inclusion as well as how to foster well-being in higher education.
Two academics who are steeped in policy expertise, having worked in government in the UK and US, share practical insights on what works when trying to get research before the eyes of decision-makers.
Hear academic leaders in the UK and Singapore discuss what is needed for effective cross-border collaboration.
Personal insights from a range of higher education voices on how they preserve their own well-being.
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