‘Residence’ and ‘accommodation’ in higher education: abandoning a tradition

Silver, Harold

doi:10.1080/0022062042000255974

Cited by 13 publications

(12 citation statements)

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“…Sloman (1963) in his Reith Lectures cited a lack of senior involvement as one of the reasons that Essex built student flats rather than halls of residence. Silver (2004) argues that eventually the view that accommodation provided an important part of the educational aspect of higher education gave way to a predominant view that accommodation is part of the marketing of the university. He identifies a largely uncontested progression from residence through accommodation to 'somewhere to live' (127), hence the decline of the role of the warden.…”

Section: Definitionsmentioning

confidence: 98%

“…In this case, the role of the residential warden is compared with the role of the personal tutor in higher education in the UK. These roles co-existed until the decline of the role of the warden from the 1960s onwards (Silver 2004). The paper asks whether the parallels extend to the eventual abandonment of the personal tutor role in the way that the residential warden role was abandoned.…”

Section: Introductionmentioning

confidence: 96%

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Is personal tutoring sustainable? Comparing the trajectory of the personal tutor with that of the residential warden

Myers

2008

Teaching in Higher Education

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Section: Definitionsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 96%

Is personal tutoring sustainable? Comparing the trajectory of the personal tutor with that of the residential warden

Myers

2008

Teaching in Higher Education

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“…Accommodation has been central to discussions of the geographies of students for centuries. Historically, institutions have provided halls in some shape or form to students (Blakely, 1994;Silver, 2004). The Oxbridge college model has, since its inception, acted in loco parentis (Morgan and McDowell, 1979) as surrogate parents, harnessing academic reflection not clouded by domestic responsibilities.…”

Section: Accommodating Studentsmentioning

confidence: 99%

“…These more 'local' institutions were designed without accommodation in mind, instead encouraging learners to remain at home during their education. This, inevitably, did not last with universities recognising the need to accommodate students and by the 1960s student halls had become a ubiquitous feature of HE locations (Holdsworth, 2009;Silver, 2004). This, coupled with the opening of post-1992 universities and the rapid influx of students, contributed to the familiar patterns of home-to-halls-to-rented housing recognised today in most university towns and cities (Smith, 2008).…”

Section: Accommodating Studentsmentioning

confidence: 99%

A place for sharing: The emotional geographies of peer-sharing in UK University halls of residences

Holton

2017

Emotion, Space and Society

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Our homes are important spaces through which emotions are produced, performed and regulated. They carry significant material and symbolic value and are inscribed with meaning and belonging that are often crucial in shaping and (re)producing collective and individual identities. Yet while research has explored the role of the home in the co-production of familial values, networks and behaviours, less is understood of the emotional geographies of accommodation occupied by non-related adultsdefined here as 'peer-sharing'. This paper responds to this gap by exploring how peer-shared living-spaces are emotionally constructed through a case study of students living in a UK university's halls of residences. In doing so, this paper examines how (1) the morphology of shared living-spaces contributes towards the production of sharers' emotions, (2) emotions become inscribed upon home-spaces through place-making activities and (3) diversity is enacted through the emotional work of sharers and how this is performed through friendship in shared living-spaces. This analysis concludes by emphasising the important role of emotions in coproducing different spaces, activities, knowledges and experiences among peersharers and how peer-sharing might be both performed in and influenced by living spaces.

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“…On-campus living or residence halls began in the Middle Ages with "wandering students flocking to universities in Bologna, Paris and Oxford" (Blimling, 2003, p. 23). Thousands of homeless young men created problems for the small cities housing institutions of higher education, and in reaction student housing was formed (Silver, 2004).…”

Section: Historical Contextmentioning

confidence: 99%

Resident assistant training design : a narrative analysis

McConnell¹

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The Resident Assistant (RA) position is arguably the most demanding and time-intensive student leadership position on a university campus with responsibilities that include crisis management, counseling, referral, administrative tasks, teaching, leadership, community building, individual student assistance and role modeling (Blimling, 2003). The critical functions of the Resident Assistant role necessitate training with appropriate breadth and depth to prepare them for their role; "because of the importance of the RA role, high quality and effective training is imperative" (Taub & Servaty-Seib, 2011, p.13).This qualitative narrative study examined the experiences of five residence life practitioners whose experience with Resident Assistant training design ranged from 9-17 years.Participants each represented different institution types including a specialized institution of higher education, a large public institution, a small private religiously-affiliated institution, a mid-sized public institution and a gender-specific institution. Each participant was interviewed twice and data were analyzed using holistic, in vivo and evaluative coding.The analysis produced five primary research-based themes for Resident Assistant training design with an additional twenty-five sub-themes. These primary themes included holistic approach to the training design process, training session considerations within training design, alignment of training to the unique needs of the Resident Assistants receiving the training, logistical considerations in training design and use of assessment in training design.

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‘Residence’ and ‘accommodation’ in higher education: abandoning a tradition

Cited by 13 publications

References 0 publications

Is personal tutoring sustainable? Comparing the trajectory of the personal tutor with that of the residential warden

Is personal tutoring sustainable? Comparing the trajectory of the personal tutor with that of the residential warden

A place for sharing: The emotional geographies of peer-sharing in UK University halls of residences

Resident assistant training design : a narrative analysis

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