Belonging as a Responsive Strategy in Times of Supercomplexity and Change

Autor/inn/en	Wilson, Rachel; Morieson, Lucy
Titel	Belonging as a Responsive Strategy in Times of Supercomplexity and Change
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 4, Artikel 3 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Group Membership; Group Unity; Interpersonal Relationship; Sense of Community; Institutional Environment; Foreign Countries; Higher Education; Social Influences; Political Influences; Economic Factors; Epistemology; Learner Engagement; Student Experience; COVID-19; Pandemics; Change Strategies; Australia + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Gruppenidentität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Einfluss; Political influence; Politischer Einfluss; Ökonomischer Faktor; Erkenntnistheorie; Studienerfahrung; Lösungsstrategie; Australien
Abstract	Since 2011 the School of Media and Communication at RMIT University has been actively supporting an ethos of belonging throughout their learning and teaching. In 2017 'belonging' became a formal university priority, embedded in the institution's strategy and dispersed across Colleges and Schools through a range of activities and interventions. However, in the supercomplex COVID-19 landscape, practices of belonging are being reconsidered and reimagined for online learning environments. This paper outlines some of the reasons why belonging should be prioritised during times of intense change and complexity. We outline a range of responsive initiatives that have assisted staff and students as they rapidly shifted to a learning and teaching environment. Indeed, given our grounding in the field of media and communication, we seek to demonstrate that embracing supercomplexity through a disciplinary focus can in fact be productive for staff and students alike. Through this discussion we demonstrate how a belonging strategy at the institutional level can be translated as embedded practice at the level of the discipline and within micro-level classroom interventions. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01