Sense of belonging in doctoral education: a scoping review

Purpose Sense of belonging has attracted significant research attention in higher education, as it is associated with various positive student outcomes. This paper aims to review the literature on sense of belonging at the doctoral level and seeks to understand how belonging is conceptualised as well as factors and outcomes associated with it. Design/methodology/approach The authors’ used a scoping review approach to search for relevant literature from major databases and journals in higher education in February and March 2024. From an initial 1202 items, further abstract and content screening resulted in 24 articles to be included in the review. Findings The review indicates that the conceptualisation of belonging reflects existing literature with some specificities of the doctoral context. Factors associated with sense of belonging fall into five themes: academic factors, social connections and experiences, physical location and space, personal factors and culture. A sense of belonging is reported to have a positive impact on mental health and wellbeing, engagement and satisfaction with doctoral studies, course retention, academic self-concept and teaching career aspirations. Originality/value The review offers a nuanced understanding of this concept for future research and practices. Insights from the factors associated with belonging can inform institutions and staff working with doctoral candidates in designing meaningful opportunities to foster a sense of belonging.