This dissertation explores the evolving landscape of graduate business education, highlighting the growing significance of specialized master's programs alongside traditional MBAs at the Joseph M. Katz Graduate School of Business. It recognizes the changing demographics and needs of students, emphasizing the critical importance of fostering a sense of belonging. This study argues that belonging significantly influences student satisfaction and success, paralleling the experience of undergraduate students who thrive in welcoming and supportive academic environments. In response to these shifts, the dissertation proposes a strategic shift: advocating that academic units take responsibility for creating a sense of belonging rather than placing this burden solely on students. By examining how the Joseph M. Katz Graduate School of Business has adapted to the rise of specialized master's programs, the text reveals both challenges and opportunities in this educational transformation. It calls for a collaborative approach among faculty, staff, leadership, and students to effectively navigate and capitalize on these changes. A specific program aimed at enhancing belonging and satisfaction among MS students within the Katz community is evaluated through pre- and post-session surveys. The program's overarching objective is to increase students' sense of belonging, as indicated by improved scores in annual satisfaction surveys. Despite its positive impact on creating a more inclusive and satisfying educational environment, the program faces ongoing challenges within the Katz community that exceed its immediate scope. Participant data underscores the program's role in fostering a reflective and cautiously optimistic outlook among students regarding their place within Katz. However, persistent feelings of alienation among certain groups, notably international students, highlight the need for continued enhancement efforts. This study illuminates the evolving dynamics of graduate business education and offers a practical framework for promoting student belonging in specialized, short-term academic programs. The variability in student experiences, particularly among international cohorts, underscores the necessity for nuanced and inclusive strategies to ensure that all students feel fully integrated into the academic community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]