Why the on-campus experience matters more than ever

This blog was kindly authored by Lucy Haire, Director of Sector Engagement, UPP. It draws on discussions at a roundtable dinner, held alongside the publication of Professor William Whyte’s report, Moving Away? The Past and Future of Student Accommodation, which was commissioned by UPP Foundation and published by HEPI at the end of the summer term. The discussion brought together university leaders and sector experts to reflect on the changing role of residential life in higher education.

Living away from home has never simply been about having somewhere to sleep. It is about becoming part of an academic community. It is the conversations after lectures, joining societies, making friends from different backgrounds, attending evening events, studying together, building professional networks and developing independence. These experiences are difficult to timetable, but they have long been considered integral to university life.

It is perhaps no surprise, therefore, that the overwhelming majority of prospective students still aspire to experience residential university life. Yet the discussion at our recent roundtable suggested that the debate has become more nuanced than a simple question of whether students move away from home.

Professor Whyte’s report reminds us that the residential university experience has never stood still. Universities have continually adapted to changing student expectations and wider social change, and today’s institutions are no exception. Indeed, one of the strongest themes emerging from the discussion was the extent to which universities are actively investing in and reshaping campus life to meet the needs of contemporary students.

Participants shared examples of institutions creating more inclusive, flexible and wellbeing-focused environments. Traditional social spaces – the student bar, for example – are increasingly being complemented by communal study areas, informal lounges, wellbeing facilities and multi-purpose spaces designed to support both learning and connection. Residential life is increasingly being viewed not simply as accommodation, but as part of a broader ecosystem that contributes to belonging, personal development and student success.

Some contributors reflected on a broader shift taking place across the sector: a renewed focus on the campus itself as a destination. The discussion suggested that universities are thinking carefully about how physical environments can foster community, support wellbeing and strengthen the student experience beyond the classroom. In this context, the value of on-campus living is increasingly being considered alongside the wider opportunities that campus communities can offer.

Affordability nevertheless remains an important consideration. Many students who aspire to the residential experience face significant financial pressures, with many balancing employment alongside full-time study. These realities can affect students’ ability to participate fully in university life, regardless of where they live. But participants were keen to emphasise that affordability is only one part of a much larger picture.

Indeed, several attendees noted that student preferences do not always align neatly with conventional assumptions about cost. Some institutions reported particularly strong demand for en-suite and studio accommodation, while lower-cost options could at times prove harder to fill. This suggests that students are making choices based on a range of factors, including privacy, wellbeing, convenience and the overall experience of university life, as well as price.

The conversation also reinforced that there is no single model of higher education that will suit every learner. Many students choose to commute because of family commitments, caring responsibilities or personal preference. Others actively pursue flexible or distance-learning routes. Institutions such as the Open University demonstrate the enormous value of alternative approaches to higher education. The challenge is not to place one model above another, but to ensure that students have meaningful opportunities to choose the model that best suits their circumstances and aspirations.

Several contributors reflected on the potential relationship between residential life and wider student outcomes. Participants discussed how students living within university communities may benefit from easier access to academic support, wellbeing services, peer networks and extra-curricular opportunities.  There was a discussion about continuation, engagement and attendance, alongside broader questions about how different living arrangements shape a student’s sense of belonging. Some shared concerns over the potentially isolating experience of studying from one’s childhood bedroom while facing lengthy and expensive commutes to engage with campus life. It can become harder to stay for evening activities, easier to miss classes and more difficult to develop the relationships that so often shape the student experience. These examples point towards a broader question. Are universities sufficiently articulating why the residential experience matters?

Yet, as Professor Whyte’s report makes clear, there remains much we do not know. More research is needed to understand which residential environments deliver the strongest outcomes and how students experience different models of accommodation over time.

One particularly interesting aspect of the discussion considered the implications of artificial intelligence. If artificial intelligence increasingly transforms how knowledge is accessed, then perhaps the uniquely human aspects of university become even more valuable. Learning alongside others, engaging in debate, building friendships, encountering different perspectives and developing a lasting sense of belonging are experiences that are harder to replicate virtually.

Perhaps the most important conclusion from the evening was that the debate should not be framed as residential versus commuter students. Rather, it should focus on understanding the distinctive contribution that different forms of higher education can make, while continuing to examine how universities create environments in which students can thrive.

If the on-campus experience offers educational value beyond accommodation itself, and the discussion strongly suggested that it does, then there is a compelling case for continuing to invest in and understand its role. At a time when higher education is being reshaped by technological, economic and social change, the question is not whether one model should prevail over another. It is how we ensure that students have genuine access to the experiences, communities and opportunities that best support their success.