Index
ISBN: 978-1-83549-501-8, eISBN: 978-1-83549-498-1
Publication date: 11 November 2024
This content is currently only available as a PDF
Citation
Riddell, S., Tett, L., Christie, H., King, R. and Shan, S. (2024), "Index", Living and Studying at Home (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 173-179. https://doi.org/10.1108/978-1-83549-498-120241020
Publisher
:Emerald Publishing Limited
Copyright © 2025 Sheila Riddell, Lyn Tett, Hazel Christie, Rachael King and Sofia Shan. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic consequences of commuting, 44
Access, 2, 6
Accommodation, 152–153
Alienation, 66–67, 78
Ambivalences, 146–147
Anxiety, 6, 77–78, 100, 126, 143–144
Autistic spectrum disorder, 121
Belonging, 12–15, 54–55, 96, 103–104, 155
Black, Asian and minority ethnic (BAME), 3–4, 6, 10–11, 30–31, 33–34
ethnic inequalities in higher education, 96–97
experiences of students from minority ethnic backgrounds, 97–116
race and ethnicity in higher education, 94–96
students, 93
Bologna Process, 27–28
British Sign Language (BSL), 124
Capital, 51
Case study approach, 19
Cognitive dissonance, 96–97
Commitments
childcare, 134
cultural and religious, 12–13
employment, 79
family, 33
shared political, 129
Commuter students, 12–14
and age on entry, 33
and disability, 35
disciplinary backgrounds of, 35–37
and ethnicity, 33–34
financial situation of, 46
and social class background, 30–33
Commuters, 1–2, 19, 144
Commuting, 1–3
cost of, 13
disadvantages of, 145–146
factors associated with commuting decisions, 142–144
for financial and social reasons, 87–89
pros and cons, 3–4
reasons for, 144–145
reasons for commuting and implications, 42–45
students, 15–17
COVID-19 pandemic, 2
impact on lives of commuting students, 17–18
Cultural commitments, 12–13
Degrees of inequality, 141
ambivalences, 146–147
disadvantages of commuting, 145–146
factors associated with commuting decisions, 142–144
lessons from pandemic, 148–149
reasons for commuting, 144–145
responding to students’ academic and social needs, 149–157
temporary commuters, 147–148
Deprivation, 26, 30–31
Disability, 9–10, 26–27, 35
discrimination, 120–121
Disability Discrimination Act, 120–121
Disabled students, 119–120
experiences of disabled students commuting to university, 125–137
and institutional support, 123–124
living with social deprivation and anxiety, 125–128
mature student living with multiple disabilities, 128–133
policy context, 120–121
profile of disabled students in higher education, 121–123
young student with diagnosis of autistic spectrum disorder, 133–137
Disabled Students Allowance (DSA), 10, 121, 123–124
Disadvantages of commuting, 145–146
Discrimination, 12–13
Disproportionality, 26
Diversity
neural, 121
students’, 3–5
Dominant culture, 55, 143–144
Education, 120
Employment, 5–6, 54, 82, 90–91
commitments, 79
paid, 159
part-time, 13
Engagement, 158
academic, 14
quality of, 148–149
social, 13–14
studies of, 15–16
Equality, 27–28
Equality Act 2010, 94, 123–124
Equity, 25–26
Ethnic inequalities in higher education, 96–97
Ethnicity, 9–11, 33–34, 93
in higher education, 94–96
European Higher Education Area (EHEA), 27–28
Exclusionary spaces, 96–97
Experiences, 1
of BAME students, 6
of commuting students, 4
of disabled students commuting to university, 125–137
intersectionality of, 141–142
students’, 1–2
WP students’ experiences of commuting, 38–47
Facilities, 153–155
Family, 3–4, 15–16, 153
Finance, 144
Financial situation of commuter students, 46
Friendship, 15, 63, 147–148
Geographical mobility, 11–12
Hearing impairments, 122
Higher education (HE), 1–2, 9–10
ethnic inequalities in, 96–97
participation in, 93
profile of disabled students in, 121–123
profile of low SES students in, 54–55
profile of mature students in, 77–79
race and ethnicity in, 94–96
social policy on tackling inequalities in, 26–29
Home-based students, 144
Humanities and Social Sciences (HSS), 35–36
Identities, 1–3, 15, 90
Impairment, 122
Inclusive culture, 155–157
Individual interviews, 21
Inequality, 141
Institutional support, 123–124
Institutions, 153
Intersectionality of experience, 141–142
Last-minute class cancellations, 151
Learning, 150–152
Linguistics, 79–80
Living and commuting arrangements, 40–41
Living at home, 15–16, 104–105
Lockdowns, 17–18
Marginalisation, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student, 80–84
at case study university, 79–89
commuting for financial and social reasons, 87–89
experiences of, 77
profile of mature students in higher education, 77–79
returning to study at later stage in life, 85–87
Medicine and Veterinary Medicine (MVM), 35–36
Mental health, 63–64
difficulties, 6–7
problems, 122
Microaggression, 96–97
Microsoft Teams, transcription facility in, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home, 97–101
balancing study and commuting, 112–116
belonging and relatedness at university, 101–104
experiences of students from, 97–116
familial pressures and impact of racism on decision to live at home, 104–108
overcoming loneliness and isolation as commuter student, 108–112
Mixed methods approach, 4
Mobility issues, 122
National of Students (NUS), 96
National policies, 77–78
Neural diversity, 121
Non-commuters, 1–2
Normative assumptions, 157
Normative difficulties, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Academic consequences of commuting
, 44
Access
, 2, 6
Accommodation
, 152–153
Alienation
, 66–67, 78
Ambivalences
, 146–147
Anxiety
, 6, 77–78, 100, 126, 143–144
Autistic spectrum disorder
, 121
Belonging
, 12–15, 54–55, 96, 103–104, 155
Black, Asian and minority ethnic (BAME)
, 3–4, 6, 10–11, 30–31, 33–34
ethnic inequalities in higher education
, 96–97
experiences of students from minority ethnic backgrounds
, 97–116
race and ethnicity in higher education
, 94–96
students
, 93
Bologna Process
, 27–28
British Sign Language (BSL)
, 124
Capital, 51
Case study approach, 19
Cognitive dissonance, 96–97
Commitments
childcare, 134
cultural and religious, 12–13
employment, 79
family, 33
shared political, 129
Commuter students, 12–14
and age on entry, 33
and disability, 35
disciplinary backgrounds of, 35–37
and ethnicity, 33–34
financial situation of, 46
and social class background, 30–33
Commuters, 1–2, 19, 144
Commuting, 1–3
cost of, 13
disadvantages of, 145–146
factors associated with commuting decisions, 142–144
for financial and social reasons, 87–89
pros and cons, 3–4
reasons for, 144–145
reasons for commuting and implications, 42–45
students, 15–17
COVID-19 pandemic, 2
impact on lives of commuting students, 17–18
Cultural commitments, 12–13
Degrees of inequality, 141
ambivalences, 146–147
disadvantages of commuting, 145–146
factors associated with commuting decisions, 142–144
lessons from pandemic, 148–149
reasons for commuting, 144–145
responding to students’ academic and social needs, 149–157
temporary commuters, 147–148
Deprivation, 26, 30–31
Disability, 9–10, 26–27, 35
discrimination, 120–121
Disability Discrimination Act, 120–121
Disabled students, 119–120
experiences of disabled students commuting to university, 125–137
and institutional support, 123–124
living with social deprivation and anxiety, 125–128
mature student living with multiple disabilities, 128–133
policy context, 120–121
profile of disabled students in higher education, 121–123
young student with diagnosis of autistic spectrum disorder, 133–137
Disabled Students Allowance (DSA), 10, 121, 123–124
Disadvantages of commuting, 145–146
Discrimination, 12–13
Disproportionality, 26
Diversity
neural, 121
students’, 3–5
Dominant culture, 55, 143–144
Education, 120
Employment, 5–6, 54, 82, 90–91
commitments, 79
paid, 159
part-time, 13
Engagement, 158
academic, 14
quality of, 148–149
social, 13–14
studies of, 15–16
Equality, 27–28
Equality Act 2010, 94, 123–124
Equity, 25–26
Ethnic inequalities in higher education, 96–97
Ethnicity, 9–11, 33–34, 93
in higher education, 94–96
European Higher Education Area (EHEA), 27–28
Exclusionary spaces, 96–97
Experiences, 1
of BAME students, 6
of commuting students, 4
of disabled students commuting to university, 125–137
intersectionality of, 141–142
students’, 1–2
WP students’ experiences of commuting, 38–47
Facilities, 153–155
Family, 3–4, 15–16, 153
Finance, 144
Financial situation of commuter students, 46
Friendship, 15, 63, 147–148
Geographical mobility, 11–12
Hearing impairments, 122
Higher education (HE), 1–2, 9–10
ethnic inequalities in, 96–97
participation in, 93
profile of disabled students in, 121–123
profile of low SES students in, 54–55
profile of mature students in, 77–79
race and ethnicity in, 94–96
social policy on tackling inequalities in, 26–29
Home-based students, 144
Humanities and Social Sciences (HSS), 35–36
Identities, 1–3, 15, 90
Impairment, 122
Inclusive culture, 155–157
Individual interviews, 21
Inequality, 141
Institutional support, 123–124
Institutions, 153
Intersectionality of experience, 141–142
Last-minute class cancellations, 151
Learning, 150–152
Linguistics, 79–80
Living and commuting arrangements, 40–41
Living at home, 15–16, 104–105
Lockdowns, 17–18
Marginalisation, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student, 80–84
at case study university, 79–89
commuting for financial and social reasons, 87–89
experiences of, 77
profile of mature students in higher education, 77–79
returning to study at later stage in life, 85–87
Medicine and Veterinary Medicine (MVM), 35–36
Mental health, 63–64
difficulties, 6–7
problems, 122
Microaggression, 96–97
Microsoft Teams, transcription facility in, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home, 97–101
balancing study and commuting, 112–116
belonging and relatedness at university, 101–104
experiences of students from, 97–116
familial pressures and impact of racism on decision to live at home, 104–108
overcoming loneliness and isolation as commuter student, 108–112
Mixed methods approach, 4
Mobility issues, 122
National of Students (NUS), 96
National policies, 77–78
Neural diversity, 121
Non-commuters, 1–2
Normative assumptions, 157
Normative difficulties, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Capital
, 51
Case study approach
, 19
Cognitive dissonance
, 96–97
Commitments
childcare
, 134
cultural and religious
, 12–13
employment
, 79
family
, 33
shared political
, 129
Commuter students
, 12–14
and age on entry
, 33
and disability
, 35
disciplinary backgrounds of
, 35–37
and ethnicity
, 33–34
financial situation of
, 46
and social class background
, 30–33
Commuters
, 1–2, 19, 144
Commuting
, 1–3
cost of
, 13
disadvantages of
, 145–146
factors associated with commuting decisions
, 142–144
for financial and social reasons
, 87–89
pros and cons
, 3–4
reasons for
, 144–145
reasons for commuting and implications
, 42–45
students
, 15–17
COVID-19 pandemic
, 2
impact on lives of commuting students
, 17–18
Cultural commitments
, 12–13
Degrees of inequality
, 141
ambivalences
, 146–147
disadvantages of commuting
, 145–146
factors associated with commuting decisions
, 142–144
lessons from pandemic
, 148–149
reasons for commuting
, 144–145
responding to students’ academic and social needs
, 149–157
temporary commuters
, 147–148
Deprivation
, 26, 30–31
Disability
, 9–10, 26–27, 35
discrimination
, 120–121
Disability Discrimination Act
, 120–121
Disabled students
, 119–120
experiences of disabled students commuting to university
, 125–137
and institutional support
, 123–124
living with social deprivation and anxiety
, 125–128
mature student living with multiple disabilities
, 128–133
policy context
, 120–121
profile of disabled students in higher education
, 121–123
young student with diagnosis of autistic spectrum disorder
, 133–137
Disabled Students Allowance (DSA)
, 10, 121, 123–124
Disadvantages of commuting
, 145–146
Discrimination
, 12–13
Disproportionality
, 26
Diversity
neural
, 121
students’
, 3–5
Dominant culture
, 55, 143–144
Education, 120
Employment, 5–6, 54, 82, 90–91
commitments, 79
paid, 159
part-time, 13
Engagement, 158
academic, 14
quality of, 148–149
social, 13–14
studies of, 15–16
Equality, 27–28
Equality Act 2010, 94, 123–124
Equity, 25–26
Ethnic inequalities in higher education, 96–97
Ethnicity, 9–11, 33–34, 93
in higher education, 94–96
European Higher Education Area (EHEA), 27–28
Exclusionary spaces, 96–97
Experiences, 1
of BAME students, 6
of commuting students, 4
of disabled students commuting to university, 125–137
intersectionality of, 141–142
students’, 1–2
WP students’ experiences of commuting, 38–47
Facilities, 153–155
Family, 3–4, 15–16, 153
Finance, 144
Financial situation of commuter students, 46
Friendship, 15, 63, 147–148
Geographical mobility, 11–12
Hearing impairments, 122
Higher education (HE), 1–2, 9–10
ethnic inequalities in, 96–97
participation in, 93
profile of disabled students in, 121–123
profile of low SES students in, 54–55
profile of mature students in, 77–79
race and ethnicity in, 94–96
social policy on tackling inequalities in, 26–29
Home-based students, 144
Humanities and Social Sciences (HSS), 35–36
Identities, 1–3, 15, 90
Impairment, 122
Inclusive culture, 155–157
Individual interviews, 21
Inequality, 141
Institutional support, 123–124
Institutions, 153
Intersectionality of experience, 141–142
Last-minute class cancellations, 151
Learning, 150–152
Linguistics, 79–80
Living and commuting arrangements, 40–41
Living at home, 15–16, 104–105
Lockdowns, 17–18
Marginalisation, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student, 80–84
at case study university, 79–89
commuting for financial and social reasons, 87–89
experiences of, 77
profile of mature students in higher education, 77–79
returning to study at later stage in life, 85–87
Medicine and Veterinary Medicine (MVM), 35–36
Mental health, 63–64
difficulties, 6–7
problems, 122
Microaggression, 96–97
Microsoft Teams, transcription facility in, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home, 97–101
balancing study and commuting, 112–116
belonging and relatedness at university, 101–104
experiences of students from, 97–116
familial pressures and impact of racism on decision to live at home, 104–108
overcoming loneliness and isolation as commuter student, 108–112
Mixed methods approach, 4
Mobility issues, 122
National of Students (NUS), 96
National policies, 77–78
Neural diversity, 121
Non-commuters, 1–2
Normative assumptions, 157
Normative difficulties, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Education
, 120
Employment
, 5–6, 54, 82, 90–91
commitments
, 79
paid
, 159
part-time
, 13
Engagement
, 158
academic
, 14
quality of
, 148–149
social
, 13–14
studies of
, 15–16
Equality
, 27–28
Equality Act 2010
, 94, 123–124
Equity
, 25–26
Ethnic inequalities in higher education
, 96–97
Ethnicity
, 9–11, 33–34, 93
in higher education
, 94–96
European Higher Education Area (EHEA)
, 27–28
Exclusionary spaces
, 96–97
Experiences
, 1
of BAME students
, 6
of commuting students
, 4
of disabled students commuting to university
, 125–137
intersectionality of
, 141–142
students’
, 1–2
WP students’ experiences of commuting
, 38–47
Facilities
, 153–155
Family
, 3–4, 15–16, 153
Finance
, 144
Financial situation of commuter students
, 46
Friendship
, 15, 63, 147–148
Geographical mobility, 11–12
Hearing impairments, 122
Higher education (HE), 1–2, 9–10
ethnic inequalities in, 96–97
participation in, 93
profile of disabled students in, 121–123
profile of low SES students in, 54–55
profile of mature students in, 77–79
race and ethnicity in, 94–96
social policy on tackling inequalities in, 26–29
Home-based students, 144
Humanities and Social Sciences (HSS), 35–36
Identities, 1–3, 15, 90
Impairment, 122
Inclusive culture, 155–157
Individual interviews, 21
Inequality, 141
Institutional support, 123–124
Institutions, 153
Intersectionality of experience, 141–142
Last-minute class cancellations, 151
Learning, 150–152
Linguistics, 79–80
Living and commuting arrangements, 40–41
Living at home, 15–16, 104–105
Lockdowns, 17–18
Marginalisation, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student, 80–84
at case study university, 79–89
commuting for financial and social reasons, 87–89
experiences of, 77
profile of mature students in higher education, 77–79
returning to study at later stage in life, 85–87
Medicine and Veterinary Medicine (MVM), 35–36
Mental health, 63–64
difficulties, 6–7
problems, 122
Microaggression, 96–97
Microsoft Teams, transcription facility in, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home, 97–101
balancing study and commuting, 112–116
belonging and relatedness at university, 101–104
experiences of students from, 97–116
familial pressures and impact of racism on decision to live at home, 104–108
overcoming loneliness and isolation as commuter student, 108–112
Mixed methods approach, 4
Mobility issues, 122
National of Students (NUS), 96
National policies, 77–78
Neural diversity, 121
Non-commuters, 1–2
Normative assumptions, 157
Normative difficulties, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Geographical mobility
, 11–12
Hearing impairments
, 122
Higher education (HE)
, 1–2, 9–10
ethnic inequalities in
, 96–97
participation in
, 93
profile of disabled students in
, 121–123
profile of low SES students in
, 54–55
profile of mature students in
, 77–79
race and ethnicity in
, 94–96
social policy on tackling inequalities in
, 26–29
Home-based students
, 144
Humanities and Social Sciences (HSS)
, 35–36
Identities, 1–3, 15, 90
Impairment, 122
Inclusive culture, 155–157
Individual interviews, 21
Inequality, 141
Institutional support, 123–124
Institutions, 153
Intersectionality of experience, 141–142
Last-minute class cancellations, 151
Learning, 150–152
Linguistics, 79–80
Living and commuting arrangements, 40–41
Living at home, 15–16, 104–105
Lockdowns, 17–18
Marginalisation, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student, 80–84
at case study university, 79–89
commuting for financial and social reasons, 87–89
experiences of, 77
profile of mature students in higher education, 77–79
returning to study at later stage in life, 85–87
Medicine and Veterinary Medicine (MVM), 35–36
Mental health, 63–64
difficulties, 6–7
problems, 122
Microaggression, 96–97
Microsoft Teams, transcription facility in, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home, 97–101
balancing study and commuting, 112–116
belonging and relatedness at university, 101–104
experiences of students from, 97–116
familial pressures and impact of racism on decision to live at home, 104–108
overcoming loneliness and isolation as commuter student, 108–112
Mixed methods approach, 4
Mobility issues, 122
National of Students (NUS), 96
National policies, 77–78
Neural diversity, 121
Non-commuters, 1–2
Normative assumptions, 157
Normative difficulties, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Identities
, 1–3, 15, 90
Impairment
, 122
Inclusive culture
, 155–157
Individual interviews
, 21
Inequality
, 141
Institutional support
, 123–124
Institutions
, 153
Intersectionality of experience
, 141–142
Last-minute class cancellations
, 151
Learning
, 150–152
Linguistics
, 79–80
Living and commuting arrangements
, 40–41
Living at home
, 15–16, 104–105
Lockdowns
, 17–18
Marginalisation, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student, 80–84
at case study university, 79–89
commuting for financial and social reasons, 87–89
experiences of, 77
profile of mature students in higher education, 77–79
returning to study at later stage in life, 85–87
Medicine and Veterinary Medicine (MVM), 35–36
Mental health, 63–64
difficulties, 6–7
problems, 122
Microaggression, 96–97
Microsoft Teams, transcription facility in, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home, 97–101
balancing study and commuting, 112–116
belonging and relatedness at university, 101–104
experiences of students from, 97–116
familial pressures and impact of racism on decision to live at home, 104–108
overcoming loneliness and isolation as commuter student, 108–112
Mixed methods approach, 4
Mobility issues, 122
National of Students (NUS), 96
National policies, 77–78
Neural diversity, 121
Non-commuters, 1–2
Normative assumptions, 157
Normative difficulties, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Marginalisation
, 6–7, 96–97, 137–138, 143–144
Mature students
care-experienced student
, 80–84
at case study university
, 79–89
commuting for financial and social reasons
, 87–89
experiences of
, 77
profile of mature students in higher education
, 77–79
returning to study at later stage in life
, 85–87
Medicine and Veterinary Medicine (MVM)
, 35–36
Mental health
, 63–64
difficulties
, 6–7
problems
, 122
Microaggression
, 96–97
Microsoft Teams, transcription facility in
, 21–22
Minority ethnic backgrounds
anxiety strong family and financial support for living at home
, 97–101
balancing study and commuting
, 112–116
belonging and relatedness at university
, 101–104
experiences of students from
, 97–116
familial pressures and impact of racism on decision to live at home
, 104–108
overcoming loneliness and isolation as commuter student
, 108–112
Mixed methods approach
, 4
Mobility issues
, 122
National of Students (NUS)
, 96
National policies
, 77–78
Neural diversity
, 121
Non-commuters
, 1–2
Normative assumptions
, 157
Normative difficulties
, 122
On-line survey findings, 20–21, 38, 47
Online teaching, 48
Open University (OU), 85
Otherness, 78
Outcomes, 2–3, 141
of commuting students, 1
educational, 25–26
equitable, 26
positive, 13–14
Paid work, 13
Participation in higher education, 93
Peers, 13–14
Physical impairments, 122
Post Graduate Diploma in Education (PDGE), 84
Post-university careers, 7–8
Progression, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
On-line survey findings
, 20–21, 38, 47
Online teaching
, 48
Open University (OU)
, 85
Otherness
, 78
Outcomes
, 2–3, 141
of commuting students
, 1
educational
, 25–26
equitable
, 26
positive
, 13–14
Paid work
, 13
Participation in higher education
, 93
Peers
, 13–14
Physical impairments
, 122
Post Graduate Diploma in Education (PDGE)
, 84
Post-university careers
, 7–8
Progression
, 94–96
Qualitative methods, 20
Quantitative methods, 20
Race, 10–11
in higher education, 94–96
Racial inequality, 96–97
Redistribution, 2–3
Religious commitments, 12–13
Research methods, 19–22
Rest of the UK (RUK), 19–20
Retention, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Qualitative methods
, 20
Quantitative methods
, 20
Race
, 10–11
in higher education
, 94–96
Racial inequality
, 96–97
Redistribution
, 2–3
Religious commitments
, 12–13
Research methods
, 19–22
Rest of the UK (RUK)
, 19–20
Retention
, 15–16, 53–54, 93
Science, Computing and Engineering (SCE), 35–36
Scottish Commission for Fair Access (2021), 17–18
Scottish Funding Council (SFC), 17–18, 28–29
Scottish Government, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD), 17–18, 28–31, 51
Scottish university, 2
Sense of belonging, 13–14
Shelter, 153–155
Short case studies, 77
Short vignettes, 93, 119–120
Social activities, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital, 51
Social categories, 9–11
literature review, 11–17
Social categorisation, 11
Social characteristics of commuter students, 25–26
social policy on tackling inequalities in higher education, 26–29
students’ social characteristics at case study university, 29–37
WP students’ experiences of commuting, 38–47
Social characteristics of respondents, 39–40
Social class, 30–33
Social deprivation, 142
Social dimension, 27–28
Social disadvantage, 142
Social dynamics, 4, 25–26
Social inequalities of students, 1
Social justice, 1–3
Social life, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education, 26–29
Social spaces, 7–8, 154–155
Social ties, 144–145
Social-emotional support from families, 15–16
Socio-economic status (SES), 4–5, 51
family-oriented student, 67–71
middle-class student, 71–74
policy context, 52–54
profile of low SES students in higher education, 54–55
student with experience of commuting and living in student accommodation, 59–64
and students’ daily lives, 55–74
young man with minimal university engagement, 64–67
Special Educational Needs and Disability Act, 120–121
Student with experience of commuting and living in student accommodation, 59–64
Students Award Agency Scotland (SAAS), 144
Students’ daily lives, 55–74
Students’ social characteristics at case study university, 29–37
commuter students and age on entry, 33
commuter students and disability, 35
commuter students and ethnicity, 33–34
commuter students and social class background, 30–33
disciplinary backgrounds of commuter students, 35–37
Support, 72
community-support networks, 15–16
emotional and social, 3–4
financial, 46
institutional, 123–124
Survey respondents’ disciplinary background and year of study, 38
Tackling Elitism
, 61–62
Teaching, 150–152
Temporary commuters, 147–148
Timetabling, 7–8, 14, 21–22, 48, 150, 159
Transition, 11–12, 103, 143–144
Travel grants, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Science, Computing and Engineering (SCE)
, 35–36
Scottish Commission for Fair Access (2021)
, 17–18
Scottish Funding Council (SFC)
, 17–18, 28–29
Scottish Government
, 28–29, 51–52
Scottish Index of Multiple Deprivation (SIMD)
, 17–18, 28–31, 51
Scottish university
, 2
Sense of belonging
, 13–14
Shelter
, 153–155
Short case studies
, 77
Short vignettes
, 93, 119–120
Social activities
, 3–4, 12–14, 46–47, 135, 153
Social and cultural capital
, 51
Social categories
, 9–11
literature review
, 11–17
Social categorisation
, 11
Social characteristics of commuter students
, 25–26
social policy on tackling inequalities in higher education
, 26–29
students’ social characteristics at case study university
, 29–37
WP students’ experiences of commuting
, 38–47
Social characteristics of respondents
, 39–40
Social class
, 30–33
Social deprivation
, 142
Social dimension
, 27–28
Social disadvantage
, 142
Social dynamics
, 4, 25–26
Social inequalities of students
, 1
Social justice
, 1–3
Social life
, 11–12, 42–43, 70–71, 85, 141
Social policy on tackling inequalities in higher education
, 26–29
Social spaces
, 7–8, 154–155
Social ties
, 144–145
Social-emotional support from families
, 15–16
Socio-economic status (SES)
, 4–5, 51
family-oriented student
, 67–71
middle-class student
, 71–74
policy context
, 52–54
profile of low SES students in higher education
, 54–55
student with experience of commuting and living in student accommodation
, 59–64
and students’ daily lives
, 55–74
young man with minimal university engagement
, 64–67
Special Educational Needs and Disability Act
, 120–121
Student with experience of commuting and living in student accommodation
, 59–64
Students Award Agency Scotland (SAAS)
, 144
Students’ daily lives
, 55–74
Students’ social characteristics at case study university
, 29–37
commuter students and age on entry
, 33
commuter students and disability
, 35
commuter students and ethnicity
, 33–34
commuter students and social class background
, 30–33
disciplinary backgrounds of commuter students
, 35–37
Support
, 72
community-support networks
, 15–16
emotional and social
, 3–4
financial
, 46
institutional
, 123–124
Survey respondents’ disciplinary background and year of study
, 38
Tackling Elitism
, 61–62
Teaching
, 150–152
Temporary commuters
, 147–148
Timetabling
, 7–8, 14, 21–22, 48, 150, 159
Transition
, 11–12, 103, 143–144
Travel grants
, 7–8, 154, 159
Uncertainty, 17–18
Universities, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS), 77–78
Universities UK (UUK), 96
University of St Andrews, 155
Visual impairments, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Uncertainty
, 17–18
Universities
, 3, 46–47, 52–53, 142
Universities and Colleges Admissions Service (UCAS)
, 77–78
Universities UK (UUK)
, 96
University of St Andrews
, 155
Visual impairments
, 122
Widening access initiatives, 17–18
Widening participation (WP), 4, 20, 31
students’ experiences of commuting, 38–47
Young commuter students, 15
Widening access initiatives
, 17–18
Widening participation (WP)
, 4, 20, 31
students’ experiences of commuting
, 38–47
Young commuter students
, 15
- Prelims
- 1 Introduction
- 2 Literature Review and Methodology
- 3 The Social Characteristics of Commuter Students: Survey Findings
- 4 Socio-Economic Status and Students' Daily Lives
- 5 The Experiences of Mature Students
- 6 The Experiences of Black and Minority Ethnic Students
- 7 The Experiences of Commuter Students Who Are Disabled
- 8 Degrees of Inequality
- References
- Index