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

“学生浪费已死”——探索“呆在家里”大学生的新兴地理

• 批准号: 2106723
• 金额: --
• 依托单位: University of Liverpool
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2106723
• 关键词: Student; Waster; Dead; exploring; emerging

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'?

对“学生地域”的研究在社会科学领域变得越来越普遍。在过去的20年里，英国的高等教育(HE)发生了重大变化，包括上大学的学生数量增加和资金变化。这导致学生的地理位置和成为学生的意义发生了根本性的改变(Holton和Riley，2013)。最近媒体和大众关注的一个重要趋势是，越来越多的大学生选择留在家里，一些人表示，留在家庭大学(SAHU)的学生现在占学生总数的25%(HESA 2017)。因此，有人建议高等教育的传统‘寄宿学校’模式正在受到侵蚀，同时高等教育参与的更彻底转变是：“浪费学生的时代已经过去；千禧一代是软饮料消费者和长期忍受通勤者的一代”(独立于2017年)。尽管有这种趋势，萨胡族学生的经历，他们在多大程度上代表了一种新的学生方式，以及这对他们的身份和福祉的影响，人们对此知之甚少，原因有几个。首先，地理文献中关于学生的压倒性关注一直集中在那些让更传统的“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)。其次，现有的关于萨胡族学生的研究主要集中在最初决定呆在家里，而不是在大学期间的实际经历。除此之外，研究主要集中在最近学费大幅上涨之前的一段时间。第三，最近的研究表明，移居/留在家中这两个词的描述过于简单化，没有认识到在家和离家之间的细微差别，以及萨胡和搬家学生可能面临的(Im)流动性和本地流动性表现的不同尺度(Holton and Finn，2017；Finn 2017)。到目前为止，这些文献没有认识到学生在大学期间住在家里的经历的重要性。这项研究将第一次对萨胡族学生的经历进行更全面的了解，并将解决四个主要的研究问题：1)萨胡族学生的经历是什么，他们的经历在整个学习过程中是如何变化的？2)大学和学生会的政策和做法是如何(明示和含蓄地)包括或排除萨胡族学生的？3)居家生活的经历(重新)如何塑造学生在学习过程中拥有、发展和交换的不同形式的资本？4)根据这些发现，不同的高等教育机构如何改进对这种日益普遍的学生模式的提供？