Abstract

This article presents preliminary findings from research that utilised the LEGO® SERIOUS PLAY® (LSP) methodology to explore the experiences of belonging among students and staff at a UK university. The LSP method, originally developed for corporate innovation, has been adapted for educational settings to facilitate creative problem-solving and engagement. Building on Moseley’s (2022) work, this study extends the application of LSP to understand the complex nature of belonging within an academic context. Through the LSP sessions, twelve Simple Guiding Principles (SGPs) were identified by staff and students, encapsulating the essence of belonging for these participants. These principles highlight the necessity of community spaces, personal growth, embracing diversity, open communication, inclusive decision-making, and collaborative efforts. The research also delineated factors that either enhanced or impeded belonging, such as the quality of social interactions, the physical environment, and institutional culture. The findings suggest actionable strategies for universities to cultivate a sense of belonging, thereby improving the university experience for all community members. This research underscores the value of LSP as an innovative tool to navigate the complexities of belonging and to foster an inclusive academic environment, and also makes a case for working directly with learning communities and giving them agency to explore their own belonging.

Keywords

Belonging;Higher Education, Staff; Students; Play; Community; Creative Education; DEI; Place-making; Social Inclusion, Belonging, Higher Education, Staff, Students, Play, Community, Creative Education, DEI, Place-making, Social Inclusion

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