‘You have to ask the right questions': a spatial analysis of the sense of belonging within higher education computer science
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‘You have to ask the right questions' : a spatial analysis of the sense of belonging within higher education computer science. / Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Nielsen, Katia Bill.
I: European Journal of Engineering Education, Bind 48, Nr. 6, 2023, s. 1037-1050.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - ‘You have to ask the right questions'
T2 - a spatial analysis of the sense of belonging within higher education computer science
AU - Holmegaard, Henriette Tolstrup
AU - Madsen, Lene Møller
AU - Nielsen, Katia Bill
N1 - Publisher Copyright: © 2023 SEFI.
PY - 2023
Y1 - 2023
N2 - There is a call for more students to continue into computer science (CS), but as many leave their studies before completing, there is a potential in retaining students rather than focusing on recruitment alone. The retention literature proposes ‘sense of belonging’ as a key concept. This paper contributes with nuancing how sense of belonging is shaped differently within different spaces at the same CS study-programme, by drawing on narrative interviews and ethnographic fieldwork with BA-students, analysed through a spatial analytic lens. By applying the metaphors of a solar system and force fields, we investigate how sense of belonging was constructed within relational spaces and students’ identity-negotiations within them. Three spaces are found: The study-lounge (the epicenter of the solar system), the pulsating planet, and the distant isolated planet. Conclusions show how the epicenter are enforced by teaching and learning activities, and how broadening what counts hold potential to retain students.
AB - There is a call for more students to continue into computer science (CS), but as many leave their studies before completing, there is a potential in retaining students rather than focusing on recruitment alone. The retention literature proposes ‘sense of belonging’ as a key concept. This paper contributes with nuancing how sense of belonging is shaped differently within different spaces at the same CS study-programme, by drawing on narrative interviews and ethnographic fieldwork with BA-students, analysed through a spatial analytic lens. By applying the metaphors of a solar system and force fields, we investigate how sense of belonging was constructed within relational spaces and students’ identity-negotiations within them. Three spaces are found: The study-lounge (the epicenter of the solar system), the pulsating planet, and the distant isolated planet. Conclusions show how the epicenter are enforced by teaching and learning activities, and how broadening what counts hold potential to retain students.
KW - celebrated identities
KW - Computer science identities
KW - narrative interviews
KW - relational space
KW - sense of belonging
U2 - 10.1080/03043797.2023.2254289
DO - 10.1080/03043797.2023.2254289
M3 - Journal article
AN - SCOPUS:85169898054
VL - 48
SP - 1037
EP - 1050
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
SN - 0304-3797
IS - 6
ER -
ID: 367537339