Commuting, transitions and belonging: the experiences of students living at home in their first year at university

Pokorny, H., Holley, D. and Kane, S. 2017. Commuting, transitions and belonging: the experiences of students living at home in their first year at university. Higher Education. 74 (3), pp. 543-558. doi:10.1007/s10734-016-0063-3

TitleCommuting, transitions and belonging: the experiences of students living at home in their first year at university
AuthorsPokorny, H., Holley, D. and Kane, S.
Abstract

In this study, our cross-case analysis of students’ lives challenges the conventional home–university model of transition and highlights the importance of acknowledging the influence of this complex symbiotic relationship for students who attend university and live at home. We argue that as with stay-at-home holidays, or “staycations”, which are of such crucial importance to the tourism industry, so stay-at-home students or commuter students are vital to higher education and the term utilised here is “stayeducation”. Through the narratives of “stayeducation” students, we see how family and community aspects of students’ lives are far more significant than previously realised, and our study suggests that these heavily influence the development of a student sense of belonging. Drawing upon biographical narrative method, this paper introduces three first-year Business and Economics students enrolled at different universities in London and explores their journeys through their transition through home, school and early university life. Ways in which key themes play out in the transition stories of our students and the challenges and obstacles for the individual are drawn out through the cross-case analysis. Findings support the existing literature around gender, class and identity; however, new insights into the importance, for these students, of family, friendships and community are presented. Our work has implications for academic staff, those writing institutional policies, and argues for the creation of different spaces within which students can integrate into their new environment.

JournalHigher Education
Journal citation74 (3), pp. 543-558
ISSN0018-1560
Year2017
PublisherSpringer
Publisher's versionart_10.1007_s10734-016-0063-3.pdf
Digital Object Identifier (DOI)doi:10.1007/s10734-016-0063-3
Publication dates
Published26 Sep 2016
Published in printSep 2017
LicenseCC BY 4.0

Related outputs

Recognition of Prior Learning (RPL) as pedagogical pragmatism
Pokorny, H., Fox, S. and Griffiths, D. 2017. Recognition of Prior Learning (RPL) as pedagogical pragmatism. Widening Participation and Lifelong Learning. 19 (3), pp. 18-30. doi:10.5456/WPLL.19.3.18

Exploring the learner experience of RPL
Pokorny, H. and Whittaker, R. 2014. Exploring the learner experience of RPL. in: Harris, J., Wihak, C. and Van Kleef, J. (ed.) Handbook of the Recognition of Prior Learning: Research into practice Leicester NIACE. pp. 259-283

Portfolios and meaning-making in the assessment of prior learning
Pokorny, H. 2013. Portfolios and meaning-making in the assessment of prior learning. International Journal of Lifelong Education. 32 (4), pp. 518-534. doi:10.1080/02601370.2013.778076

Assessing prior experiential learning: issues of authority, authorship and identity
Pokorny, H. 2012. Assessing prior experiential learning: issues of authority, authorship and identity. Journal of Workplace Learning. 24 (2), pp. 119-132. doi:10.1108/13665621211201706

England: accreditation of Prior Experimental learning (APEL) research in higher education
Pokorny, H. 2011. England: accreditation of Prior Experimental learning (APEL) research in higher education. in: Harris, J., Breier, M. and Wihak, C. (ed.) Researching the recognition of prior learning: international perspectives NIACE. pp. 106-126

Notions of belonging: the student perspective
Chalcraft, D., Johnson, L., Pokorny, H. and Volpe, G. 2011. Notions of belonging: the student perspective. London London Metropolitan University.

Complexity, cues and relationships: Student perceptions of feedback
Pokorny, H. and Pickford, P. 2010. Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education. 11 (1), pp. 21-30. doi:10.1177/1469787409355872

Improving the degree attainment of Black and minority ethnic students: investigating practice
Pokorny, H., Johnson, L., Halford, A. and Colgan, F. 2010. Improving the degree attainment of Black and minority ethnic students: investigating practice. London Higher Education Academy Website.

Look who’s here: engagement and attendance initiatives
Pokorny, H., Johnson, L., Djebbour, Y. and Curran, J. 2010. Look who’s here: engagement and attendance initiatives. London Higher Education Academy Website.

Exploring the 'myths' of enhanced learning through group work assessment
Pokorny, H. and Griffiths, D. 2010. Exploring the 'myths' of enhanced learning through group work assessment. in: Kemp, P., Atfield, R. and Tong, R. (ed.) Enhancing learning through assessment in in business and management, hospitality, sport, leisure and tourism Newbury Threshold Press.

E-portfolios and personal construct theory: the case of computing students
Chalk, P., Holley, D., Pokorny, H., Andrew, D. and Wilson-Medhurst, S. 2009. E-portfolios and personal construct theory: the case of computing students. Investigations in University Learning and Teaching. 5 (2), pp. 103-110.

Learning (and staying) together beyond the classroom: experiences of action learning sets
Griffiths, D., Ingle, J., Massey, A. and Pokorny, H. 2008. Learning (and staying) together beyond the classroom: experiences of action learning sets. Investigations in University Learning and Teaching. 5 (1), pp. 42-51.

Reflective writing and reusable learning objects
Pokorny, H. 2007. Reflective writing and reusable learning objects. Investigations in University Learning and Teaching. 4 (2), pp. 126-131.

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression
Pokorny, M. and Pokorny, H. 2005. Widening participation in higher education: student quantitative skills and independent learning as impediments to progression. Journal of Mathematical Education in Science and Technology. 36 (5), pp. 445-467. doi:10.1080/00207390500062621

Permalink - https://westminsterresearch.westminster.ac.uk/item/9y477/commuting-transitions-and-belonging-the-experiences-of-students-living-at-home-in-their-first-year-at-university


Share this
Tweet
Email