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Challenging the institutional habitus: to what extent has research about commuter student engagement in England transformed higher education providers?

In: Research Handbook on Student Engagement in Higher Education

Author

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  • Liz Thomas

Abstract

UK students usually relocate to study in higher education. In an attempt to understand differential engagement, a study was commissioned into ‘commuter students’, who remain living in the family home. This chapter considers how UK higher education providers (HEPs) have extended knowledge, understanding and practices to support commuter student engagement, following the publication of the initial report (Thomas and Jones, 2017). In particular, do HEPs seek to change commuter students or to transform the ‘institutional habitus’? Seven papers from six HEPs are reviewed to answer these questions. Key themes addressed are how ‘commuter students’ are defined, the impact of being a commuter on student outcomes, and understanding commuting as a positive choice. Implications for practice relate to how commuters are positioned within the institutional context, and consideration for induction, learning and teaching and socialisation. In summary, institutional habitus has not undergone significant change, but raising awareness is a positive step towards normalising and valuing live-at-home students.

Suggested Citation

  • Liz Thomas, 2024. "Challenging the institutional habitus: to what extent has research about commuter student engagement in England transformed higher education providers?," Chapters, in: Cathy Stone & Sarah O’Shea (ed.), Research Handbook on Student Engagement in Higher Education, chapter 13, pages 182-198, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:22430_13
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    File URL: https://www.elgaronline.com/doi/10.4337/9781035314294.00023
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    Keywords

    Education; Politics and Public Policy;

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