Spire, Zachery Daniel; (2018) Student Residential Accommodation and Student Engagement: a study of two cases in England. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This thesis explores the relationship between student residential accommodation (SRA) and student engagement (SE) in England. My own experiences living and working as a student and professional in multiple higher education institutions (HEI) in the United States (US) and England inspired the pursuit of this work. Three key questions emerged from engaging with existing literature and research on SRA and SE for this thesis. The three key questions framing this study were: what factors influence HEI provision of SRA, what is the relationship between SRA and SE, and, what does SE in and with SRA mean to students and staff? To address those three primary research questions, the following were my aims for fieldwork: to gather, synthesise and analyse key texts and institution policy documents related to provision of SRA; to provide a description of two institution provided SRA through the use of observations (including: field notes, photographs of the buildings under study, floor plans and internal design, amenities, students’ rooms, student room layout and organization); to collect student and staff feedback on SE in and with SRA, and, to compare and contrast stated institution policy related to SRA with student and staff feedback on institution provided SRA. Reflecting on existing empirical research related to SRA and SE, this study was designed using a qualitative case study lens. The qualitative case study lens was underpinned by three data generation methods, including: observations, interviews and questionnaires. Triangulation of staff and student feedback across these data generation methods provided opportunities to compare and contrast staff and student feedback within and across the two case sites under study. A number of key findings and contributions emerged from this study. First, the use of SE as a lens provided a novel way of framing and exploring SRA. The use of SE as a lens also illuminated a number of factors influencing staff and students’ experiences in and with SRA. Second, the study of undergraduate and postgraduate domestic and international students contributed new data and feedback to the existing literature and research. Third, institutional policy and approach to provision of SRA framed staff and student expectations and engagement in and with SRA. Fourth, practice and practitioner approaches to SRA provision were key to staff and student’s experiences with and in SRA. Finally, the interface of SRA physical, social and personal space were key components of SE in and with the SRA studied for this research. Further research may explore the relationship between SRA and SE across diverse institutional, national and international HE contexts.

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