| Abstract | In 2021, a peer-to-peer mentoring scheme for foundation students was set up at the University of Westminster to address the institutional priorities of student belonging and retention. This paper considers understandings of belonging by different stakeholders directly involved in the scheme, e.g., mentees, mentors, a coordinator, and a director, all working collectively, and the impact of these understandings on the scheme. The meaning of belonging may depend on the institution, its values, cultures and lived experiences (Webster, 2022), as well as on students' own perceptions about their identities and their expectations from university study. Hence, the importance of creating a platform for different agents from the mentoring scheme to share their experiences and understandings of belonging in the scheme. Awareness of different understandings of belonging can help us create bespoke initiatives that support foundation students more effectively. |
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