As highlighted throughout the commuter student series, the significant increase in commuters across the sector is beginning to influence many institutional approaches.
These approaches have been varied but have included projects like making space for commuter students on campuses so that they can maximise their time and comfortably immerse themselves in the university experience.
However, against a backdrop of a cost-of-living crisis, a cost of learning crisis has taken hold. Given the complexities of commuter students’ lives and responsibilities and the increasing costs of commuting, the “sticky campus” model is not always a viable option as the shift to a more transactional approach is becoming more prevalent.
What educators, student-facing colleagues and decision makers need to identify is how they ensure time on campus adds value to the commuter student experience.
The classroom as central
My PhD research focuses on the experiences of ethnic minority commuter students, and how they develop their identity and sense of belonging whilst at university.
Much of the research has found that commuter students are more likely to be from ethnic minority backgrounds, have employed work and caring responsibilities and come from lower socio-economic backgrounds.
Exploring the experiences of participants in my research has revealed how the experiences within the timetabled teaching classroom carries particular significance for commuter students.
This intersectionality of characteristics further emphasises the heterogenous nature of commuter students, and that speaking to, and understanding the experiences of students will help to understand how we can ensure their university experience is the best it can be.
Whilst ensuring all students develop the subject specific knowledge is considered to be top of the list of how we add value, ensuring the classroom provides a space for students to develop networks and their community is one of the ways the classroom environment can better support commuters.
Commuter students are struggling to adapt to pedagogies and policies that are typically designed for students who have relocated. This has started to come to the fore in the responses from students who are perceiving significant value of their experience in the approaches adopted within the classroom.
Findings from my research signify that a sense of belonging is felt by commuter students, both at a course and institutional level, and that sense of belonging is very much driven by the experiences they have in the classroom.
Finding space to belong
To develop this sense of belonging, students often mentioned the importance of space and time.
They spoke about the need to have space and time within their timetabled session to catch up with peers, have the time to speak to academic and professional services teams face to face and to ensure that classroom activities link to the outcomes they are hoping to achieve. To assist in facilitating this, consideration around how taught sessions are delivered, building space into weekly module delivery to maximise the potential for students to get the most out of their time on campus can develop and help foster this sense of belonging and community.
Commuters are constantly making cost-benefit calculations, tying with the transactional approach to education. And the richness of these connections, however short and sporadic, can provide valuable outcomes and develop this sense of community.
Not participating in activities outside of the classroom is not perceived as negatively impacting on their experience, and nor does the act of commuting always limit their ability to engage in activities, but there is an opportunity cost that is often considered.
Differing approaches amongst tutors can impact on the experience students encounter, and the findings from my research signify a correlation between those classroom encounters and the sense of belonging for commuter students.
Identity searching
The institutional identity is also particularly relevant given that the students who are commuting are likely to live within the region, and this further develops the potential affinity they have with their institution.
My research speaks to the importance of commuter students’ feelings of “we are all getting the same experience and opportunity” in ensuring they are not left feeling disadvantaged.
This is not to suggest that engaging in activities outside of the classroom are not of value to commuter students, the benefits of engaging in extra-curricular activities is often considerable to the majority of students. The holistic experience of being in university should, however, support in developing the capital of commuter students.
The classroom should be a space where all students enjoy the learning opportunities that higher education offers, providing the platform on which the student experience is built.
For commuter students in particular, this space and environment is becoming increasingly important in their overall journey.
And if we are to ensure an equitable experience for all students, providing a classroom experience which not only focusses on subject content, but provides time and space for interaction and the building of individual identity and community can help support this journey.
This blog is part of our series on commuter students. Click here to see the other articles in the series.
