Mature undergraduates’ experiences of a UK university induction programme: accruing social capital, evolving habitus and developing a sense of belonging

We discuss qualitative research that explored first-year undergraduates’ experiences of a belonging induction programme (BP) comprising course activities that supported students’ transition into starting university degrees. The research was part of an institutional mixed methods evaluation of the impact of the BP on student belonging and transition (2020–2025). Consistent with our BP student-staff partnership approach, the author and student engagement partners co-conducted paired and individual interviews adopting Appreciative Inquiry with nine undergraduates across disciplines. We draw on a range of theoretical concepts such as ‘belonging’, ‘social capital’, ‘habitus’ and ‘Communities of Practice’ to conceptualise our findings, focusing on mature students’ experiences. The findings show that the BP activities enhanced mature students’ belonging, confidence, engagement and wellbeing, and supported their transition. However, mature students sometimes felt as ‘other’ in this context. Although the BP benefitted undergraduates, greater consideration of all students’ needs might be more consistent in delivering future BP activities.