A mixed-methods study on fostering belonging and openness to diverse experiences among students in business education

Purpose This study examines undergraduate business students’ sense of course belonging and campus climate as predictors of openness to diverse experiences. This study aims to determine if course-specific and college-level support contribute to students’ sense of belonging. Design/methodology/approach This study uses a mixed-methods, convenience sampling approach using data from business students at a southwestern US college of business. Participants completed a questionnaire measuring course belonging, campus climate and openness to diverse experiences. A quantitative analysis included correlations and multiple regression. The qualitative analysis used thematic analysis. Findings Quantitative findings show that course belonging and campus climate positively predicted students’ openness to diverse experiences. Qualitative findings revealed six themes identifying factors contributing to students’ sense of belonging. At the course level (RQ1), students identified professors’ inclusive teaching, accepting everyone’s opinions and cultural backgrounds, respect and open dialogue, diverse demographics and accessibility/accommodations as key belonging factors. At the college level (RQ2), students emphasized the importance of fairness and equal resource opportunities. These themes demonstrate that belonging is fostered through both pedagogical practices and institutional support structures. Practical implications The implications of this study focus on providing a positive impact for students enrolled in US colleges and universities. By nurturing students’ sense of belonging, business schools can foster inclusive environments that may lead to student motivation, retention and degree completion. Nurturing students’ sense of belonging through pedagogical practices and college-wide support, international business schools can foster inclusive learning environments. Originality/value This study draws from frameworks that explain the nurturing of students’ sense of belonging and provides original insights that contribute to a deeper understanding of students’ sense of belonging and openness to diverse experiences within international business education.