Student ‘engagement’ is a buzzword in international higher education defined by students’ involvement in activities that are connected to their learning (Klause and Armitage, 2008). Students who actively engage with their University through not only their academic curricula, but also co-curricular activities are less likely to drop out and more likely to achieve better outcomes (Thomas, 2012).
However, not all university students engage with their institutions to the same degree. These groups include mature students and those who are first generation to higher education, students from Black, Asian and minority ethnic backgrounds, as well as those from lower socio-economic households. Longstanding research points to the lack of connection between these groups of students and their universities due in part to the fact that their traditions, values and behaviours are not represented or reflected in the cultures of higher education institutions. As a result, they do not feel that they fit in or belong (Reay et al. 2010). More recent research has highlighted the centrality of connection as a foundation of belonging (Blake et. al., 2022). Non- inclusive institutional cultures which undermine other ways of being, knowing, learning and doing at University operate to maintain the educational advantage of some student groups over others (UUK, 2022).
