STUDENT ACCOMMODATION: AN IMPORTANT PART OF
THE STUDENT EXPERIENCE
Jenny Shaw, UNITE Group
STUDENT ACCOMMODATION: A HISTORY
1945-1970s
•
•
•
•
•
HE sector grows – but •
growth in
accommodation
outpaces it
Learning in a
•
residential academic
community
“Civilising” – cultural
and professional
•
norms
Moral/religious
approach to pastoral
care, e.g. wardens
Enabled by grants
1970s-1990s
HE sector expansion –
but sector investment
in accommodation
retained
Lowered age of
majority – lowered
need for pastoral
care
Living away from
home “rite of
passage” into
adulthood – shared
houses
1990s •
•
•
•
•
HE sector massification –
sector investment in
accommodation can’t
keep pace
New universities without
their own
accommodation stock
Student
accommodation as a
commercial venture –
higher spec halls
Expanded HiMO sector
(buy-to-let available)
Private halls
WHAT DOES EXISTING RESEARCH TELL US?
ASPECTS OF THE STUDENT EXPERIENCE
SELF
ACUTALISATION
ESTEEM
BELONGING
SAFETY
PHYSIOLOGICAL
WHAT IS IMPORTANT?
Sources of stress: Noise; inability to study; inability to sleep;
conflict with other students; having to maintain good
relationships in difficult situations (Dusselier et al, 2005; Audin, 2003)
What makes a difference: Management approach; in-house
source of pastoral support; issues resolved (Royal College of
Psychiatrists, 2011; Crouch et al, 2007)
SAFETY
PHYSIOLOGICAL
WHAT IS IMPORTANT?
All students
Happiness with other students important to wellbeing (Audin, 2003)
Programme of social events promotes community (Paltridge et al,
2010)
Student engagement/interaction can increase persistence (Naylor,
2009)
7% of students report being bullied (Coleyshaw, 2010)
BELONGING
International students / minority groups
Management actions and policies important in preventing
students feeling like outsiders (Paltridge et al, 2010; Harwood et al; 2012)
WHAT IS IMPORTANT
SELF
ACUTALISATION
ESTEEM
Experience of accommodation can impact on academic
success, positively and negatively (e.g. Pat-Mbano et al, 2012;
Pascarella & Terenzini, 2005; Thomas, 2002; Loots, 2009)
Students placed on the same floor as others studying the same
subject do better academically (Smith, 2010)
Students who have structured interactions with students from
different backgrounds may have better academic outcomes
and employability skills (Gurin et al, 2002; Hu & Kuh, 2003)
WHAT DID 2012 APPLICANTS WANT?
DO FEES CHANGE EXPECTATIONS?
Academic facilities
and student
accommodation are
expected to improve.
Base: 404
Student Experience Research January 2012
EXPECTATIONS OF STUDENT ACCOMMODATION
Base: 282
Accommodation expectations are basic but it should be good quality, clean,
modern and safe. The cost of accommodation is also important.
Student Experience Research January 2012
EXPECTATIONS OF STUDENT ACCOMMODATION
I only really value liveable
space. I do not demand
much in the way of luxury
for living space and so will
seek the cheapest student
accommodation so that
money can be spent on
other things.
Single room. Not
bothered about
sharing a bathroom.
So that I can feel safe in the
environment, and if it is great
accommodation, I can
concentrate more, as the
Very important that all first
environment will be good
I would want the university accommodation to be good
enough so that I think that I'm living in a second home. If
I've come back from a hard days work to accommodation
which is not desirable then I wouldn't be happy and may
end up resenting the university. Also, if I wanted to study
in my university dorm room then I'd prefer to have a nice
room.
Modern (ish), bright (makes all the
difference), appropriate facilities in good
condition (ie kitchen appliances,
bathroom etc), not sharing a bath/
shower/ toilet with more than 2 or 3
other people, feeling secure but not
massively strict rules
years are integrated.
Accommodation has a
great deal to do with this.
Many of my friends have
left uni because they feel
alienated by difficulty of
integrating due to situation
/ type of accommodation.
This would mean a lot because I'd want to be living
in a safe and clean place. I don’t want to be living
somewhere with worry knowing that something
could go wrong anytime and not put my focus on
education.
Q23
Base: 424
Q24
Base: 408
WHAT’S ACTUALLY HAPPENING?
OLD EXPECTATIONS
Social programme
Welfare programme
Employability
Personal development
Added
value
A place to stay
Clean, well maintained etc.
Hygiene
factors
NEW EXPECTATIONS
Employability
Personal development
A place to stay
Clean, well maintained etc.
Social programme
Welfare programme
Added
value
Hygiene
factors
DISTINCTIVENESS
Highly nurturing
environment with singlesex corridors and strong
policies on noise,
visitors etc. Embedded
and proactive student
services.
Vibrant, multicultural environment
with an emphasis on communal
space. ResLife being rolled out.
Student services mainly reactive
and centralised.
No university-owned accommodation
but strong pastoral support across
third-party contracts. Room
allocations made on the basis of
developing a balanced community.
Additional support for students
identified as vulnerable.
Traditional halls model with
high emphasis on student
engagement. All social
events and some pastoral
work via JCRs. Resident
wardens who are senior
academics and postgrads.
Urban living with some halls allocation but a high reliance on
private housing. Emphasis on vocational curriculum and
employer engagement, with high proportion of local
students. Student services are reactive.
WHAT’S NEXT?
HOW HAVE THINGS CHANGED?
1945
2012
Moral guardian
‘Civilising’
Employability
Social norms
for professions
Citizenship
Academic skills
Graduateness
Scholarly
community
Minors
Adults
Extended
adolescence?
WHAT NEXT?
• Extended adolescence - Wellbeing
• HE market - Distinctiveness
• Can accommodation add value in terms of:
 Internationalisation




Global citizenship
Personal development
Academic development
Student engagement