Renting privately is a minority tenure in the UK, but the sector is recognised as being essential to the smooth operation of the wider housing market. The need to target policy effectively has led to an increasing stress on the importance of understanding how local private rental markets operate. Using a number of local case study areas from throughout the country, this paper explores the nature of demand for private rented housing from students. This niche market is a substantial and growing feature of the private rented sector. The paper demonstrates that although student demand shares a number of common characteristics throughout the UK, its localised impacts can vary. Both qualitative and quantitative methods are required to gain an understanding of how student demand affects all aspects of the local housing market, and it is concluded that greater attention needs to be paid to exploring ways of understanding the dynamics of rental market development.

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ISBN 978 1 78347 403 5 (cased) ISBN 978 1 78347 404 2 (eBook)

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This paper critiques the journey of pedagogical change over three mobile learning (mlearning) project iterations (2009 to 2011) within the context of a Bachelor of Architecture degree. The three projects were supported by an intentional community of practice model involving a partnership of an educational researcher/technologist, course lecturers, and course students. The pedagogical changes achieved over three years of sustained collaborative participatory action research illustrate the potential for using a community of practice model for supporting pedagogical transformation in broader educational contexts. The Architecture case study thus serves as an example of the ethical, sustained, and collaborative educational technology research called for by Reeves, Herrington, and Oliver (2005) and reiterated by others. We use the concept of the pedagogy-andragogy-heutagogy continuum as a measure of the pedagogical change achieved by the integration of mobile social media within the Architecture curriculum. From our experiences of utilizing mobile social media to support a pedagogical change towards heutagogy we develop a framework for scaffolding a move along the PAH continuum and explore the application of this framework to the establishment of a wider global community of practice (icollab11).