Abstract
Sustainability within the context of higher education systems might be defined as the successful retention and progression of students from enrolment through to graduation and into further study or the graduate workforce. Retention and progression are assumed to be largely attributable to students’ sense of belonging to their university learning community. However, this paper proposes that this assumption of students’ wanting to belong merely reflects the personal experiences and beliefs of senior academics and university managers.
To better understand contemporary students’ expectations and preferences for belonging, we use a theoretical framework based upon a synthesis of socio-cultural perspectives of identity, specifically ‘identity work’, and social identity. This framework informs an emerging empirical study that is outlined for discussion that will critically examine belonging in our contemporary individualistic age and, in turn, inform policies for sustainable universities.