A QUALITATIVE STUDY OF THE SENSE OF BELONGING OF INTERNATIONAL

UNIVERSITY STUDENTS

Luka Banjak
S. No. 2777295
Faculty of Law, Vrije Universiteit Amsterdam
Qualitative Research Methods
October 29, 2023
Word count: 4216

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 TABLE OF CONTENTS

INTRODUCTION...............................................................................................................................3

METHODS..........................................................................................................................................4

FINDINGS AND ANALYSIS............................................................................................................8

CONCLUSION.................................................................................................................................15

REFERENCES..................................................................................................................................16

REFLECTION...................................................................................................................................17

APPENDICES...................................................................................................................................19

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 INTRODUCTION

This research aims to investigate how university undergraduate students with non-European
backgrounds establish a sense of belonging in Amsterdam. The focus will be on identifying
the factors that either impede or promote the development of this sense of belonging. Hence,
the concept of belonging relates to the psychological feeling of being accepted, understood,
and valued within a particular social group or community (Hagerty, Williams, Coyne, &
Early, 1996). This section will further illustrate the rationale for selecting this research topic.

1.1 Rationale for the research

Amsterdam’s dynamic cultural scene, bustling nightlife, and prestigious universities combine
to create an alluring academic setting that attracts students from across the world. This causes
a continuous influx of students to the city, with a notable proportion being international
students. While numerous students may struggle to adapt to a cultural, social, and academic
environment distinct from their home countries, this process of adjustment may be even more
challenging for undergraduate students from non-European backgrounds. These students, in
particular, confront obstacles such as increased tuition fees, prerequisites for study and work
visas, and a Dutch government that, in recent years, has actively favored a reduction in the
number of international students (Ministry of Education, 2023). Hence, this raises the query
of how these students manage to establish a sense of belonging. Therefore, the primary
purpose of this research project is to identify what factors either hinder or facilitate the
development of a sense of belonging among non-European bachelor students in Amsterdam.
This aspect of belonging holds particular significance, given that existing research suggests
that feelings of belonging among university students is linked to academic self-assurance,
heightened levels of academic engagement, and enhanced academic performance (Pedler,
Willis, & Nieuwoudt, 2022). In a broader context, a sense of belonging has also been
associated with enhanced mental and physical well-being (Allen & Bowles, 2012). In relation
to well-being, mental health issues among university students have been a growing concern in
recent years. This is partly due to the ramifications of the Covid-19 pandemic, upending
students’ daily routines and academic lives, as well as notable global socioeconomic,
political, and technological changes (Allen, Kannangara, Vyas, & Carson, 2023; Salimi,
Gere, Talley, & Irioogbe, 2023). Thus, having a strong sense of belonging may be even more

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vital for students. This research not only seeks to bridge the factors that may influence the
development of a sense belonging, but it also sheds light on the broader societal significance
of belonging, delving into a topic that many people may perceive as meaningful and
genuinely care about.

Thus, this research seeks to provide an answer to the following research questions:

- How do university-bachelor students from non-European backgrounds establish their

sense of belonging in Amsterdam?

- What factors either impede or facilitate the development of a sense of belonging?

METHODS

2.1 Introduction

This section aims to illuminate the methods undertaken to investigate how university-
bachelor students with non-European backgrounds establish a sense of belonging in
Amsterdam. It will begin with an overview of the chosen methodology, followed by a
discussion of the sampling strategy. It will then provide insight into the data collection
process and an explanation of the coding and analysis procedures. Finally, it will address
relevant ethical concerns.

2.2 Methodology

For this research, a qualitative approach was selected. This approach is centered on exploring
and understanding the richness, depth, and complexity of human experiences, behaviors, and
phenomena. Furthermore, in qualitative research, the researcher serves as the instrument,
fully immersing in a particular context while attempting to comprehend it (Tracy, 2019).
Within this research, the interpretive research paradigm proved to be suitable. This entails
stepping into the participant’s shoes in an attempt to understand the factors that either impede
or promote the development of a sense of belonging. This also involves a process referred to
as induction, where the researcher constructs various concepts and theories from the collected

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data (Tracy, 2019). Lastly, a qualitative approach was deemed appropriate for this research
because it relies on participants’ perspective and narratives, contributing to a more in-depth
understanding of their experiences in the process of establishing a sense of belonging in
Amsterdam. This stands in stark contrast to a quantitative approach, which revolves around
the collection and analysis of numerical data (Tracy, 2019).

2.3 Sampling approach

For the purposes of this research, the convenience sampling method was implemented. This
sampling technique was mainly employed because the researcher had limited time and
financial resources for conducting the research. In addition, it was employed because the
researcher had direct access to the population under investigation. Thus, the convenience
sampling method was suitable since it provided a cost- and time-efficient alternative (Tracy,
2019).

Regarding the participants, this research included undergraduate students with non-European
backgrounds. For clarification, the term ‘non-European’ alludes to any individual who is not
a citizen of a European nation. Moreover, a total of six participants were recruited for
interviews, and their ages ranged from 19 to 23 years. The participants were recruited via the
researcher’s personal contacts.

2.4 Data collection

In the context of this research, semi-structured interviews were utilized as the method of data
collection. Semi-structured interviews were fitting for this research as they allowed
participants to articulate intricate perspectives without the constraints of predefined
questions. The flexible and organic nature of semi-structured interviews facilitated a more in-
depth and complex understanding of the phenomena being studied. In addition, this interview
approach encourages participants to respond in a way that is most natural for them (Tracy,
2019). As participants were free to express themselves, the researcher had the opportunity to
acquire valuable insights on the process of establishing a sense of belonging in Amsterdam.
Furthermore, the organic nature of semi-structured interviews is also designed to promote
discussion, thereby prompting the researcher to reflect and adjust to changing circumstances
throughout the interview (Tracy, 2019). For this reason, the interviews consisted of open-
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ended questions and follow-up probes, enabling the researchers to delve into specific themes
more deeply or pose additional questions based on the participants’ responses.

Still, semi-structured interviews tend to contain some questions in a general format (Tracy,
2019). Thus, an interview guide was developed to assist the researchers in structuring the
interview. The guide was constructed to revolve around topics that the researchers deemed
essential for the research purposes (see appendix one).

The interview guide was structured around the following topics:

- the participant’s sense of belonging;

- the participant’s cultural background;

- the participant’s social environment;

- the participant’s sense of establishment;

- the participant’s sense of belonging in Amsterdam; and

- the participant’s attitudes to neighborhood.

Besides, this research relied on respondent interviews. Firstly, respondent interviews are
carried out with social actors who share similar positions and possess experiences directly
relevant to the research objectives (Tracy, 2019). For this research, interviews were
conducted with undergraduate students with non-European backgrounds residing in
Amsterdam. These individuals, through their firsthand experiences of integrating into the
Netherlands, may shed light on valuable insights into their sense of belonging. Secondly, as
outlined by Tracy (2019), participants are relied upon to convey their motivations,
experiences, and behaviors. During the interviews, participants were encouraged to recount
their experiences, the challenges they faced, and the strategies they used to cultivate a sense
of belonging in Amsterdam.

To ensure participants had enough time to both schedule and familiarize themselves with the
interview details, they were contacted well in advance. The interviews were recorded using a

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voice recorder, and complete verbatim transcriptions of all interviews were conducted shortly
afterwards.

2.5 Data analysis

The coding and analysis process began once the interview data was transcribed. The process
of transcribing the interviews may appear time-consuming; however, as per Tracy (2019), the
careful examination of participants’ words is of great importance for interpreting and making
sense of the phenomena under scrutiny. After the interview data had been transcribed, the
initial step involved coding it (see appendix two). The coding process was carried out using
Taguette qualitative data analysis software. The codes were generated from the open-ended
questions associated with each interview topic (see data collection), and these questions were
related to certain themes that were pertinent to the respective topics. Nevertheless, emerging
themes that surfaced during the analysis process of the interview data were also considered
and transformed into codes. Therefore, the coding process involved a combination of
deductive and inductive coding. The last phase of the coding and analysis process entailed
interpreting the data in order to identify any recurring and overlapping themes. As a result,
some codes were merged as the interview data within each code captured the same key
points. This also made the findings and analysis section of this research more practical and
simpler to conduct. The final codebook is included in appendix two.

2.6 Ethical considerations

With respect to ethical research, it is the responsibility of the researcher to guarantee the
safety of participants, shielding them from harm and undue stress (Cacciattolo, 2015). In the
words of the author Cacciattolo (2015), “(…) ethical research is an essential part of the
planning for a research project.”. As an integral element of the planning, the researcher
should contemplate the methods by which participants will offer voluntary and informed
consent. It is crucial for participants to grasp the possible risks and benefits associated with
the research, and they must be aware of their freedom to withdraw from participation at any
moment (Tracy, 2019). Thus, the researchers ensured informed consent from all participants,
who provided their verbal consent at the outset of the interview process. In this research, the
researchers explicitly communicated to all participants that their participation was entirely
voluntary, and they had the freedom to withdraw from the research at any point. If
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participants decided to discontinue their participation, the researchers guaranteed the
immediate disposal of all the data they had provided. Furthermore, the researchers also
ensured that participants had the option to refrain from answering any questions they did wish
to respond to. This was particularly emphasized because of the sensitive nature of the ‘sense
of belonging’ topic. Hence, participants in this research were asked to recount personal
experiences concerning the development of a sense of belonging in Amsterdam. As such, this
topic may involve feelings of exclusion and questions of identity, which underscores the
importance of having emphasized that participants had the option to abstain from answering
any questions. In regard to confidentially and anonymity, the researchers made it clear to all
participants that shared data would remain highly confidential, and their names would be kept
anonymous throughout the research. The informed consent is included in appendix one.

FINDINGS AND ANALYSIS

3.1 Introduction

This section specifically aims to present the findings that emerged from the interview process
and the subsequent analysis. The structure of this section reflects the key themes that
emerged as a result of the data analysis process (see appendix two). However, it will begin
with a brief profile of each participant.

3.2 Participants

- The first participant, a 21-year-old individual of Armenian descent, is presently in their

third year of undergraduate studies.

- The second participant, a 19-year-old individual of Brazilian descent, is presently in

their second year of undergraduate studies.

- The third participant, a 23-year-old individual of Congolese (DRC) descent, is

presently in their second year of undergraduate studies.

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 - The fourth participant, a 23-year-old individual of Cypriot descent, is presently in their
third year of undergraduate studies.

- The fifth participant, a 19-year-old individual of Vietnamese descent, is presently in

their second year of undergraduate studies.

- The sixth participant, a 19-year-old individual of Lebanese descent, is presently in

their second year of undergraduate studies.

3.3 Sense of belonging

In the context of this research, it is crucial to ascertain the participants’ own interpretations of
the term ‘sense of belonging’. This is important in to order to gain a profound understanding
of how the participants manage to establish a sense of belonging in Amsterdam. While the
definitions of the term ‘sense of belonging’ differed among participants, an overarching
theme emerged in all of their narratives, namely, ‘community’. This ‘community’ aspect is
consistent with the literature on belonging, as proposed by Hagerty et al. (1996), who related
belonging to the feeling of being accepted, understood, and valued within a particular
community.

“If I had to say a definition of belonging it would be being a part of the community that you
actively contribute towards.”
(Participant 4)

“I think the word says it all, like, belonging, when you feel that you are included in a
community. Like feeling accepted and understanding by that community.”
(Participant 5)

“Being part of something. […] You feel like you’re included. You're not left behind. And it
goes both ways, people accept you and you also accept them. That's what I would say. You
feel like you're a part of a community.”
(Participant 3)

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It has been determined that the concept of ‘community’ is crucial in the participants’
perception of belonging. However, when asked about their sense of belonging in Amsterdam,
ambivalent responses were noted.

“I would say yes and no. Yes, [because] I’m living my life and things are going smoothly. I’m
just fine. No, [because] I’m just doing my thing and I’m not involved in their ((others,
specifically alluding to the Dutch community)) way of living, just like they aren’t involved in
my way of living.”
(Participant 3)

“Regarding friends yes, but culture, language, and food not really. But we’re getting there.”

(Participant 6)

“As I said before I do not think so. Because I don't contribute that much to the point that I
feel like I am a part of the community. I feel like I will just be here for a brief period of time
and then I will leave.”
(Participant 4)

This ambivalence in their responses suggests that there are factors that both obstruct and
foster a sense of belonging. Moreover, this ambivalence will serve as a standard of
comparison in the ensuing paragraphs, which focus on themes considered relevant to the
participants’ sense of belonging and the broader subject of ‘belonging’.

3.4 Cultural background

The significance of cultural connectedness emerged as a critical factor in fostering feelings of

belonging in a study that delved into the experiences of international students and their sense
of belonging on an American college campus (Rivas, Hale, & Burke, 2019). Thus, it is
relevant to examine this connectedness in light of this research, considering that international
students are the participants under scrutiny.

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Firstly, all participants acknowledged that a stronger sense of community existed within their
own cultures in contrast to the Netherlands. Secondly, they also expressed strong sentiments
of connectedness to their cultures, notably highlighting aspects they longed for or missed.

“Definitely, I think that's the one thing that I really missed when I came here was the sense of
community.”
(Participant 2)

“I prefer you know being with the Cypriots, it reminds me of home basically the things that I
miss here. We do the same things that we do in Cyprus, and it is nice to keep that kind of
routine intact.”
(Participant 4)

“Well, of course I think I have a strong connection with my culture. […] I miss everything in
Vietnam, like the food, my family, and my friends. And here I also stick with my Vietnamese
friends to celebrate Tet in a much more low-key way compared to [my] country.”
(Participant 5)

This lack of community and connectedness relates to the participants’ perception of the
concept of ‘belonging’, signifying a potential hindrance to their sense of belonging. However,
one of the participants pointed to the fact that a sense of community does exists in the
Netherlands, albeit in a vastly distinct manner when compared to the participant’s cultural
background.

Yes, it’s just different here ((speaking of Amsterdam)). They also have that sense of
community [here], but you need to define your community. For example, […] I was able to
build up a network [in the Netherlands] with different groups because I used to do different
trainings and I was [with] different groups of people. I felt like I was a part of those different
groups and [I felt] very welcomed. And they were aware that I was new. And when you’re in
that setting, like in a group or maybe in charge, for example, you feel like you’re really
welcomed, but [it’s still not in the same neighborhood way as in my country, for example,
where random people welcome you]. But when you go somewhere when you train, for
example, school or whatever, you feel welcomed ((speaking of the Netherlands)) and

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[people] give time to learn about your background and you feel really welcomed. So, it
depends on the community in which you are.
(Participant 3)

This participant recognized that cultivating a sense of community in the Netherlands,

especially in Amsterdam, demanded continuous and concerted effort. Thus, this might
suggest an initial obstacle upon arriving in Amsterdam, but with persistent effort, it gradually
cultivated a sense of belonging.

3.5 Social environment

Geurts et al. (2021) conducted a study that examined the process by which migrants become
integrated into the national community and develop a sense of belonging to their host
country.
Their research highlighting social factors, such as friends and family, as pivotal components
influencing a person’s sense of belonging (Geurts, Davids, & Spierings, 2021). Therefore, it
is relevant to examine social aspects that may have played a role in shaping the participants’
sense of belonging in Amsterdam.

Every participant agreed that their friends played a significant role in shaping their sense of
belonging, particularly those from a similar cultural background.

“It definitely helps in my sense of belonging just because I have people from Latin America
for example, that are going through a lot of the same issues that I am so to have people that's
recognize what you're going through is very comforting. It helps a lot because I think talking
to someone who's not international or is to Dutch in that sense, they wouldn't even make the
effort to understand what I'm going through. So, to have people that are close to me in that
sense it's really been very comforting.”
(Participant 2)

“For the friends I have met in University two of them are from a somewhat similar culture as
mine. But then I have also met Lebanese people who I believe share the same culture as
mine. I think social life and friends are very important for the feeling of belonging. So having

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friends with whom I can share my culture and beliefs, helps a lot for my feeling of belonging
here. But also, the fact that Amsterdam has a very diverse set of cultures helps a lot
especially, when not knowing the Dutch language or the Dutch culture.”
(Participant 6)

The preceding quotes clearly indicate that friends with a similar cultural background promote
a sense of belonging among the participants. Importantly, this ‘community’ aspect of
belonging seems to be reinforced by the participants’ friendships. Participant three’s
comment serves as a precise example of this.

“Yes, I have friends from my community. They don’t live in Amsterdam, but […] then we
meet [in Amsterdam] sometimes, and they play a big role in my sense of belonging. […]
They’ve been living here [in the Netherlands] for a long period of time, [so they’ve helped
me when things were] hard or when I couldn’t understand some stuff. They’re here for me as
I am for them, so we share information and help each other and that helped the integration
[process] and to feel part of the community in a certain way.”
(Participant 3)

3.7 Amsterdam

Considering that the research is focused on examining how a sense of belonging is

established in Amsterdam, it is relevant to consider various aspects of the city that could
either hinder or facilitate a sense of belonging among the participants. Firstly, the
participants’ acknowledged that the language was both a hindrance and a facilitation.

“I think in terms of language it's very helpful that everybody here speaks English, but in
terms of trying to learn Dutch it's also near impossible because people will just speak
English to you if they see you struggle and things like that.”
(Participant 2)

“But the thing that hindered my integration in the sense of belonging was the language. You
can live in Amsterdam, but you can never feel a part of the community [if] you don’t speak
the language.”
(Participant 3)
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In addition to the language, two participants observed that a ‘sense of safety’ was particularly
comforting in contrast to their countries of origin. This ‘sense of safety’ was intertwined with
a sense of freedom.

“I think in terms of safety also there's a big difference that was one of my main reasons to
leave Brazil when I did because as a young adult I think it's very difficult to be in a country
where it's not necessarily safe out on the streets a lot of the time, whereas here I can really
do whatever I want whenever I want and safety really has become a back pocket issue for me
which is super freeing.”
(Participant 2)

“And the fact that Amsterdam is always busy. You have a lot of people everywhere every
time, but you can still feel safe. […] In my city, for example, you also have a lot of people
everywhere, but you’re not safe everywhere or you don’t feel safe everywhere, but in
Amsterdam it’s just different.”
(Participant 3)

3.8 Neighborhood

In accordance with the research findings of Francis et al. (2012), neighborhood involvement,
such as participation in neighborhood organizations, could play a role in cultivating a sense
of community (Francis, Giles-Corti, Wood, & Knuiman, 2012). Considering that the concept
of ‘community’ was crucial in the participants’ perception of belonging, it is appropriate to
delve deeper into the topic of ‘neighborhood’. Most participants reported a lack of
involvement with their neighborhood, with some explicitly stating that they do not even know
their neighbors.

“But neighborhood in terms of people, then, as I already told you, I don’t even know my
neighbors. We don’t have social activities. We have nothing. I just greet people who live in
the building at times, but we have no connection in general. […] I don't belong to my
neighborhood; I just live in this neighborhood. I’m happy and safe, but I'm not part of my
neighborhood. I don't know how I'm connected to my neighborhood.”

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 (Participant 3)

“I feel good here, but I don't necessarily feel like I'm a part of the neighborhood I just feel
like I live where I live and it's comfortable for me.”
(Participant 2)

“No, not really. We just say hi when we come across each other.”
(Participant 5)

The fact that most of the participants’ do not feel a sense of belonging to their neighborhoods
adds to their ambivalence about belonging in Amsterdam. The limited involvement in their
respective neighborhoods can be seen as a factor that hinders their sense of belonging.

CONCLUSION

4.1 Conclusion

The aim of this research was to investigate how university undergraduate students with non-
European backgrounds establish a sense of belonging in Amsterdam. Thus, the findings of
this research revealed that a sense of ‘community’ constituted an integral part of the
participants’ sense of belonging. Nevertheless, this sense of ‘community’ was inconsistent, as
evidenced by their ambivalent responses when asked about their sense of belonging in
Amsterdam. This ambivalence suggested that there were factors that both impeded and
facilitated feelings of belonging among the participants. Hence, the main factors that
facilitated a sense of belonging included having friends of a similar cultural background, a
‘sense of safety’ in Amsterdam, and the universality of the English language. However, the
primary factors that impeded a sense of belonging in Amsterdam included the absence of a
strong ‘community’ as compared to their home countries, a limited ability to communicate in
Dutch, and a lack of cohesion within their respective neighborhoods. In conclusion, this
research has illuminated certain factors that affect non-European bachelor students’ sense of
belonging in Amsterdam.

4.2 Recommendations

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In the course of carrying out this research, both strengths and limitations were encountered.
In terms of rich rigor, the small participant count complicates the generalizability of the
research findings. Hence, rigorous practice involves collecting enough data to substantiate the
findings, an aspect which, in the context of this research, could have been improved upon in
order to ensure a more comprehensive analysis (Tracy, 2019). Furthermore, the use of
convenience sampling renders the research susceptible to researcher bias, which, in turn,
contributes to the difficulty of generalizing the findings (Ellis, Hartley, & Walsh, 2010).
However, the data analysis process was completed with great care and comprehensiveness,
signifying a notable strength of this research. This aspect relates to credibility, particularly
intercoder reliability, given that the researchers collaborated during the coding and analysis
process of the interview data. The application of semi-structured interviews proved effective
in garnering thick descriptions of the phenomenon being studied. It gave the participants a
chance to convey valuable insights on their experiences of establishing a sense of belonging
in Amsterdam, thereby enhancing the trustworthiness and plausibility of the research. Finally,
concerning sincerity, the research clearly demonstrates transparency, as the research process
was described in an honest and clear manner. The self-reflexivity element of this research is
demonstrated in the ‘reflection’ section.

REFERENCES

Allen, K. A., & Bowles, T. (2012). Belonging as a Guiding Principle in the Education of
Adolescents. Australian Journal of Educational and Developmental Psychology, 108-119.

Allen, R., Kannangara, C., Vyas, M., & Carson, J. (2023). European university students’
mental health during Covid-19: Exploring attitudes towards Covid-19 and governmental
response. Current Psychology .

Cacciattolo, M. (2015). Ethical Considerations in Research. In M. Cacciattolo, T. McKenna,

S. Steinberg, & M. Vicars, The Praxis of English Language Teaching and Learning (PELT)
(pp. 55-73). Sense Publishers,.

Ellis, L., Hartley, R. D., & Walsh, A. (2010). Research methods in Criminal Justice and
Criminology: An interdisciplinary approach. Rowman & Littlefield Publishers.

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Francis, J., Giles-Corti, B., Wood, L., & Knuiman, M. (2012). Creating sense of community:
The role of public space. Journal of Environmental Psychology, 401-409.

Geurts, N., Davids, T., & Spierings, N. (2021). The lived experience of an integration
paradox: why high-skilled migrants from Turkey experience little national belonging in the
Netherlands. Journal of Ethnic and Migration Studies, 69-87.

Hagerty, B. M., Williams, R. A., Coyne, J. C., & Early, M. R. (1996). Sense of belonging and
indicators of social and psychological functioning. Archives of Psychiatric Nursing, 235-244.

Ministry of Education, C. a. (2023, April 21). Steps to improve the management of incoming
international students. Retrieved from Government of the Netherlands:
https://www.government.nl/latest/news/2023/04/21/steps-to-improve-the-management-of-
incoming-international-students

Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university:
student retention, motivation and enjoyment. Journal of Further and Higher Education, 397-
408.

Rivas , J., Hale , K., & Burke, M. G. (2019). Seeking a Sense of Belonging: Social and
Cultural Integration of International Students with American College Students. Journal of
International Students , 687–703 .

Salimi, N., Gere, B., Talley, W., & Irioogbe, B. (2023). College Students Mental Health
Challenges: Concerns and Considerations in the COVID-19 Pandemic. Journal of College
Student Psychotherapy, 39-51.

Tracy, S. J. (2019). Qualitative Research Methods: Collecting Evidence, Crafting, Analysis,

Communicating Impact. West Sussex: John Wiley & Sons.

REFLECTION

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The concept of self-reflexivity involves researchers engaging in introspection about their role
and impact in the research. Researchers primarily reflect on their own biases, presumptions,
values, and personal characteristics in the research. Moreover, they are highly encouraged to
assess their own strengths and weaknesses as researchers (Tracy, 2019).

As I look to my own role and impact in this research, I noticed that my personal experience
of integrating to the Netherlands influenced the research purpose in multiple ways. Firstly,
upon selection of the various interview topics, I kept reflecting on my own process of
establishing a sense of belonging in Amsterdam. The topics certainly mirror some of the
difficulties I had to grapple with upon my initial arrival in Amsterdam. This could signify a
strength of the research as I draw from first-hand experiences of being an international
student myself trying to integrate and develop as sense of belonging in Amsterdam. However,
I made the assumption that other international students might have encountered some of the
same challenges as I did. Consequently, this indicates a presence of researcher bias, which
serves as a limitation in this research. Secondly, the results were also influenced by biases
since certain aspects had to be excluded from the final findings of the research. An extensive
collection of data had been gathered, which meant that all aspects related to the topic of
belonging would not garner enough attention in the final research. The process of selecting
which points to include and exclude was naturally influenced by personal beliefs of what I
deemed important to the research. It largely came down to which arguments I wanted to
construe in the findings and analysis section of the research, but it also depended on pre-
existing literature on the topic of ‘belonging’. One of my fellow researchers had chosen
different points to focus on, which goes to show that personal biases were involved when it
came to selecting quotations and themes to concentrate on. We both had different experiences
of integrating to the Netherlands, so that could have played a vital part in our argumentation
and discussion of the findings. We still arrived at a similar conclusion, but our arguments in
the findings and analysis section were slightly different at times which once again sheds light
on the impact of personal biases and beliefs.

As I reflect on my own interview, I find myself wishing that I could have done certain aspects
of the interview differently. Due to personal circumstances, I had to conduct my interview via
Teams, which proved useful in terms of the transcription software, but I would have liked to
conduct an in-person interview instead as picking up on body language and other cues is
easier in that type of setting. Furthermore, conducting interviews via Teams resulted in a
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decrease of the element of intimacy, which may have negatively impacted the quality of
interaction. In addition, it was my first time conducting an interview, which will undoubtably
prove to be a valuable learning experience for the future. However, upon finishing the
interview, I recognized I could have been more engaging with the interviewee and framed
some of my follow-up questions in a more concise and clear manner. This, therefore, reduced
the quantity of data, which could have been effectively used for the purposes of this research.
I also believe I could have transitioned between the various topics more fluently. On the
contrary, the semi-structured interview technique was great as it allowed for more freedom. I
could ask follow-up questions when I felt something needed to be elaborated. This certainly
provided greater depth and insight into the different themes and topics that were discussed
during the interview.

Once I had conducted and transcribed my own interview, I began reviewing the interviews
conducted by my fellow researchers. I noticed that some of the interviews had been
conducted with a participant from a similar cultural background as the researcher. As I
examined those interviews, I observed that tacit knowledge was given relatively less
attention. This made it increasingly difficult for me to fully comprehend the context behind
some of the themes that were discussed. Thus, prior to the interview process, we should have
agreed on choosing a participant from a different cultural background to ourselves to limit
tacit knowledge.

The coding process was relatively unproblematic, however, I realized that the codebook itself
could have been more concise. In my view, the codebook had far too many overlapping
topics which could have been avoided had we included different ones from the beginning. As
an example, we had incorporated ‘establishment’ as a topic, but while analyzing the data, I
realized how this topic overlapped with every other topic we had included. In hindsight, this
could have been avoided if we had included a topic such as ‘university life’ instead, which I
personally think was missing from the codebook. As previously outlined, despite differences
in the findings and analysis section of the research, a fellow researcher and I arrived at a
similar conclusion in the end. I had personally merged a lot of the codes due to the tendency
of topics overlapping which did not seem to be the case for my fellow researcher. Thus, I
believe that in my future research projects, I will strive to establish a greater sense of
communication amongst the research team, in order to maximize the cohesion of the research
and intercoder reliability in the coding process.
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Finally, the application of Taguette was extremely helpful. The software was easy to
navigate, and it simplified the entire coding and analysis process. I could quickly look up
quotations, and the ability to merge codes was an incredibly valuable application. This
ensured my ability to carefully examine and analyze the data, through the combination of tags
in the quotes, as well as the indication of where those quotes came from, making the process
of referencing more time-efficient. The process of transferring the data to a sperate document
file was also valuable since the final codebook had to be included in the appendix section of
this research. I would definitely use Taguette in future qualitative research projects that
involve an element of coding.

APPENDICES

Appendix I - Interview Guide

Informed Consent

Introduction - This research will focus on how bachelor students with backgrounds from
outside Europe navigate and establish their sense of belonging in Amsterdam. Moreover, this
research project involves making audio recordings of an interview and utilizing transcribed
segments from the recordings in the research analysis.

Purpose of Research - The purpose of this research is to understand the significance of a

strong sense of belonging for bachelor students from non-European backgrounds as they
adapt to Amsterdam’s sociocultural environment. The challenges of relocating to a foreign
country and acclimating to a plethora of cultural disparities underscore the importance of
understanding how students from a non-European background navigate and establish their
sense of belonging.

Duration - The interview is expected to last approximately 20 to 25 minutes.

Confidentiality - All information shared will remain confidential, and your name will not be
associated with the research findings.

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Right to Refuse or Discontinue - You have the right to refrain from answering any
questions you prefer not to respond to. Your participation is entirely voluntary, and you are
free to discontinue your participation at any point. Hence, should you choose to discontinue
your participation, all provided information will be promptly discarded.

Please verbally consent to participation in this interview and to the processing of the data
given in this interview.

“I express consent to participate in this interview and allow the collected data to be
processed.”

Interview Guide

Introduction
Thank you for taking the time to speak to me today. Our planned conversation is set to last
around 20 to 25 minutes. Does that still work for you? I briefly want to reiterate that you have
the right to abstain from answering any questions you prefer not to respond to. We will now
proceed to the interview questions.

Demographic Questions
- How old are you?
- Where are you originally from?
- What are you studying and what year are you in?
- How long have you been living in the Netherlands, particularly in Amsterdam?
- What motivated you to move to Amsterdam?

Experience Questions
- How would you describe the first few months after your arrival to Amsterdam?
- Can you share a particularly memorable experience in Amsterdam that has had a
lasting impact on you?

Topic 1: Cultural background

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 1. Can you describe your cultural background, including your cultural traditions and
practices that are prevalent in your community?
2. How has your cultural background influenced the way you think, and is it different to
the thinking processes that you have observed in Europe?
3. Is there a strong sense of community between the people in your country of origin?
4. Do you feel a connection to the culture in the country of your origin? How strong is
it?

Topic 2: Social environment

1. Are you in any clubs/societies? If yes, which clubs and societies?
2. Did you manage to find new friends in Amsterdam? If so, where, and how did you
become friends?
3. Did you encounter any difficulties in finding friends in Amsterdam? Is this different
from the country of your origin?
4. What role does your social environment play in your daily life?

Topic 3: Establishment
1. Could you tell us what you think ‘feeling established’ means in your own words?
2. Do you feel established, and prepared to live in Amsterdam? If not, explain why?
3. Do you feel as an organic part of the society in Amsterdam? If not explain why?
4. Are there any events that helped or hindered your sense of belonging in Amsterdam?

Topic 4: Amsterdam
1. How would you describe Amsterdam’s sociocultural environment?
2. Does it differ from the sociocultural environment of your country of origin? If yes,
how?
3. Were there major changes that you experienced when moving to Amsterdam, and
how did you handle those?
4. Do you have friends from similar cultures to your own? If yes, does it play a part in
your sense of belonging in Amsterdam?

Topic 5: Neighborhood
1. Do you like your neighborhood? If yes, why? If no, why not?
2. Do you feel connected to your neighbors, and if so, in what ways?
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 3. How important is it to know your neighbors in your own culture?
4. How would you describe your sense of belonging within your neighborhood?

Topic 6: Sense of Belonging

1. How would you describe the term ‘belonging’?
2. Considering your past experiences in Amsterdam, and your life within your social
environment and neighborhood, do you feel that you belong in the Netherlands?
Why?

Conclusion
Thank you for taking the time to participate in the research project. I appreciate your efforts a
lot. In addition, I want to reassure you that the data is completely confidential. If you wish to
discontinue your participation, the data will be discarded immediately. Again, thank you for
participating.

Appendix II - Codebook

culturalbackground-describe
30 highlights
respondent's description of their cultural background

culturalbackground-thinking
8 highlights
respondent's description of how their thinking process has been influenced by their cultural
background

culturalbackground-com
9 highlights
strength of community in respondent's culture

culturalbackground-con
13 highlights
respondent's connection with their culture

socialenvironment-club

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6 highlights
respondent's participation in clubs or societies

socialenvironment-friends
15 highlights
finding friends in Amsterdam

socialenvironment-difficult
12 highlights
difficulties in finding friends in Amsterdam

socialenvironment-dailylife
11 highlights
role social environment plays in the respondent's daily life

socialenvironment-gen
6 highlights
other aspects related to social environment

amsterdam-def
10 highlights
respondent's definition of Amsterdam's sociocultural environment

amsterdam-orig
7 highlights
sociocultural environment in country of origin

amsterdam-change
27 highlights
major changes that the respondent experienced when moving to Amsterdam

amsterdam-similar
9 highlights
friends from similar cultures

amsterdam-belong

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7 highlights
respondent's sense of belonging in Amsterdam

neighborhood-like
5 highlights
respondent likes neighborhood

neighborhood-dislike
1 highlight
respondent does not like neighborhood

neighborhood-con
2 highlights
respondent feels connected to neighbors

neighborhood-nocon
7 highlights
respondent does not feel connected to neighbors

neighborhood-know
6 highlights
important to know neighbors in own culture

neighborhood-notknow
2 highlights
not important to know neighbors in own culture

neighborhood-sense
2 highlights
respondent feels like they belong to neighborhood

neighborhood-nosense
5 highlights
respondent feels like they do not belong to neighborhood

neighborhood-gen

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5 highlights
other aspects related to neighborhood

senseofbelonging-def
8 highlights
how respondent defines sense of belonging

senseofbelonging-yes
7 highlights
respondent feels sense of belonging

senseofbelonging-no
8 highlights
respondent does not feel sense of belonging

senseofbelonging-gen
23 highlights
other points related to sense of belonging

motivation-amsterdam
7 highlights
respondent's motivation to go study in Amsterdam

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