'The Student Waster is Dead' - exploring the emerging geographies of the 'stay at home' University student

对“学生地理”的研究在社会科学中越来越普遍。在过去的20年里，英国高等教育（HE）发生了重大变化，包括上大学的学生人数的增长和资金的变化。这些导致了对学生地理位置的彻底改造，以及成为学生的意义（霍尔顿和莱利，2013）。最近获得新闻界和公众关注的一个重要趋势是越来越多的大学生选择留在家中，有些人建议留在家中大学（SAHU）的学生现在占学生人数的25%（HESA 2017）。因此，有人认为，传统的"寄宿学校"模式的高等教育正在被侵蚀，随着高等教育参与的更彻底的转变，沿着："学生浪费的时代已经结束;千禧一代是软饮料消费者和长期受苦的通勤者之一"（独立2017）。尽管有这种趋势，SAHU学生的经验，在多大程度上他们代表了一种新的方法来作为一个学生，这对他们的身份和福祉的影响是知之甚少，有几个原因。首先，地理学文献中对学生的压倒性关注一直是那些更传统的“半永久性”进入大学的人（以及通常与此相关的中产阶级话语）（Holdsworth 2009）。第二，现有的研究SAHU学生存在它集中在最初的决定留在家里，而不是在大学的实际经验。除此之外，研究主要集中在最近学费急剧上涨之前的时期。第三，最近的研究表明，搬走/留在家里的二元描述过于简单化，未能识别出家和家的细微差别，以及SAHU和搬走学生可能面临的各种规模的（非）流动性和本地流动性表现（霍尔顿和芬恩，2017;芬恩2017）。文献迄今未能认识到的重要性，学生住在家里，而在大学的经验。这项研究将是第一个开发的SAHU学生的经验更全面的了解，并将解决四个首要的研究问题：1）什么是SAHU学生的经验，他们的经验如何改变整个学习过程？2)大学和学生会的政策和做法如何包括或排除（明示和暗示）SAHU学生？3)在家里生活的经历如何（重新）塑造学生在学习过程中拥有、发展和交流的不同形式的资本？4)根据这些发现，不同的高等教育机构如何改善对这种日益流行的“做学生”模式的规定？

Studies into the 'geographies of students' have become increasingly prevalent across the social sciences. There have been significant changes to Higher Education (HE) in the UK over the last 20 years, including growth in the number of students attending university and changes to funding. These have led to a radical reworking of the geographies of students and what is means to be a student (Holton and Riley 2013). One important trend that has gained recent press and popular attention is the rising number of University students electing to remain in their family home, with some suggesting Stay at Home University (SAHU) students now make up 25% of the student population (HESA 2017). As such, it has been suggested that the traditional 'boarding school' model of HE is being eroded, along with a more thoroughgoing transformation of HE participation as: "the age of the student waster is dead; the Millennial generation is one of soft drink consumers and long-suffering commuters" (Independent 2017). Despite this trend, the experiences of SAHU students, the extent to which they represent a new approach to being a student, and the impacts this has on their identity and wellbeing are poorly understood, for several reasons. First, the overwhelming focus within geographical literature on students has been on those who make the more conventional 'semipermanent' move to University (and the middle-class discourses commonly associated with this) (Holdsworth 2009). Second, where extant research on SAHU students exists it has focused on the initial decision to stay at home, rather than on actual experiences whilst at University. Alongside this, research has focused largely on the period before the recent steep rise in tuition fees. Third, recent research has suggested that the binary of move away/stay at home is too simplistic a depiction and fails to recognise nuanced blending of being home and away and the various scales of (im)mobility and local mobility performances that both SAHU and move away students may face (Holton and Finn, 2017; Finn 2017). The literature has thus far failed to recognise the importance of the experiences of students who live at home whilst at university. This study will be the first to develop a more holistic understanding of the experiences of SAHU students and will address four overarching research questions: 1) What are the experiences of SAHU students and how do their experiences change throughout their course of study? 2) How do University and Student Union policies and practices include or exclude (both explicitly and implicitly) SAHU students? 3) How do experiences of living at home (re)shape the different forms of capital students possess, develop and exchange across their course of study? 4) How, in light of these findings, might different Higher Education Institutions improve their provision for this increasingly prevalent mode of 'being a student'?