The faculty of the Medical and Health Professions Education Program at Virginia Health Sciences proudly announces the date for Muhammad Owais Aziz's dissertation defense. The study entitled A PHENOMENOLOGICAL ANALYSIS OF SENSE OF BELONGING AMONG COMMUNITY COLLEGE EDUCATORS explored sense of belonging among diverse educators at a Canadian community college. The dissertation defense is an open event. 
Date: January 12, 2026
Time: 3:00PM EST
Link:
Full abstract:
This phenomenological study explored the complex phenomenon of sense of belonging (SB) among diverse health professions educators (HPEs) and non-health professions educators (non-HPEs) at a Canadian community college. SB, as a dynamic construct shaped by an individual's perception of being valued and respected, is influenced by personal preferences and by complex interactions with the individual's surroundings. To better understand SB and create a more inclusive environment for diverse educators, it is necessary to investigate SB among them. This qualitative study used eleven semi-structured interviews and seven steps of data analysis. The results of this study can inform strategies, policies, and practices that enhance the well-being, retention, job satisfaction, and success of diverse educators.
The findings reveal that collegial relationships, supervisory support, value consonance, and interactions with students collectively contribute to educators’ SB. Three key themes emerged regarding colleague relationships: feedback and collaboration, everyday behavior and celebrations, and mentorship. Supervisory support influenced SB through active, inclusive communication, support for diversity, and fair treatment. Value consonance was shaped by alignment between institutional values and educators’ values, while students significantly enhanced SB through feedback, mutual connections, classroom engagement, and navigating through self-doubt. Notably, the study found no differences between HPEs and non-HPEs in their overall experiences of belonging.
The study contributed to growing scholarship on belonging in higher education by extending the construct to the experiences of educators rather than students, emphasizing the relational and culturally embedded nature of SB. Implications include the need for intentional collegial interactions, equity-minded supervisory practices, inclusive institutional cultures, and opportunities for intercultural exchange. Recommendations target policy, leadership, and practice, highlighting strategies that foster relational trust, psychological safety, and value alignment. Future research should expand the diversity of educator populations, examine SB across institutional types, and explore longitudinal or intervention-based approaches. Overall, this study underscores that educators’ sense of belonging is a dynamic and relational process shaped by everyday interactions, organizational culture, and meaningful human connections.