Commuter Students Research Articles

Public Service Communication of Trans Metro Deli as a Commuter Transportation: A Study on UINSU Students

The purpose of this research is to explain and analyze public service communication applied by Trans Metro Deli to users, especially commuter students of the State Islamic University of North Sumatra. With the research method used by researchers in this study is a qualitative method with a descriptive approach. And for data collection using methods by means of interviews, observation and documentation. The results of this study indicate that Trans Metro Deli implements various communication strategies to improve services to users. These include establishing open and transparent communication by providing accurate and up-todate information to users, responding quickly and effectively to complaints and feedback from user. This research is expected to make an important contribution in understanding how public service communication is implemented.

Academic performance of boarder and commuter students in Nueva Ecija University of Science and Technology board programs: Informing the development of an academic tracking program

Academic performance of boarder and commuter students in Nueva Ecija University of Science and Technology board programs: Informing the development of an academic tracking program

Commuting students before and during COVID-19: academic identity across home and campus spaces

Commuter students are believed to lack academic engagement because they do not `stick around´ on campus, but narratives of student belonging as tied to campus presence were challenged by emergency remote learning during the COVID-19 pandemic. This paper reports on a longitudinal project on geographical, cultural and emotional dimensions of student practices of learning in an English widening participation university. We use theories of student belonging and mobilities as thinking tools to understand the relationships between students, spaces and learning practices in constructing fluid understandings of academic identity for commuting and residential students. Between 2016 and 2021, 28 students were interviewed. Geographical and cultural distance from university, but closeness to family or the domestic duties of home, affected commuter student practices of learning differently before and during emergency remote learning. When distance was enforced, remote learning was not necessarily easier for commuters, who had complex responses to losing social interaction. By rethinking how the benefits of being physically on campus are conceptualised and communicated, and how commuter identity is shaped by continuing interactions across home, digital, travel and campus spaces, we argue that commuter students′ multiple experiences should inform the post-pandemic university.

Majestic Road to the Bright Future: A Lived Experience of Stem Students from Esperanza, Agusan Del Sur Who Schooled in Bayugan National Comprehensive High School

There is evidence to suggest that commuter students had poorer outcomes from their higher education and will be unsatisfied with their academic experiences compared to residential students. This study investigates the actual experiences of commuter students from Esperanza, Agusan del Sur, who attended Bayugan National Comprehensive High School.This study employs a qualitative approach using phenomenological research and a thematic design to evaluate students' perceptions of their lived experiences. It was found out that living far from school presents both benefits and disadvantages for students. Their participation in school activities and relationships with peers may suffer because of physical separation due to feelings of isolation. Getting access to required materials, such as books and labs, could be difficult, which would hinder their whole educational process. On the other hand, overcoming these obstacles promotes independence and adaptability, which are important life skills. With the seen result, it is recommended that if a student lives far away from the school, think about setting up a support system for them, such an online study group or study materials, so they may stay connected to their friends and have access to educational resources. Collaborations with community resources and mentorship initiatives provide additional assistance, making education more inclusive for those facing geographic barriers.

Sleep quality of Chinese high school seniors before and after school reopened from quarantine: differences between commuter students and residential students

Sleep quality of Chinese high school seniors before and after school reopened from quarantine: differences between commuter students and residential students

Migration and academic performance in higher education: evidence for Colombia

ABSTRACT We study the relationship between academic performance of students in higher education and the decision to migrate. We focus on the case of Colombia due to the good availability of data on standardised tests for students in higher and secondary education. We exploit this information following an empirical strategy that allows us to identify the existence of negative effects associated with the decision to migrate, controlling for potential academic benefits of migration, such as belonging to better social networks in the receiving cities of migrants. These negative effects are associated with the psychological and financial costs that students face when migrating. Similarly, we follow a novel strategy by controlling for potential commuter students who are not identified in the sample, or who may be misclassified as migrants. These robustness exercises show that the result found previously is maintained, which is favourable to the hypothesis of the existence of negative effects associated with migration on academic performance. This result is relevant for the elaboration of educational policies in developing countries.

College higher education commuter students’ experiences of belonging, mattering and persisting with their studies

ABSTRACT When attending predominately residential universities, commuter students are the minority and typically have poorer outcomes than residential peers. Research demonstrates commuter students identify factors impacting on their persistence and success, include time taken to commute, lack of social integration and a poor sense of belonging. In contrast, most students studying in UK college higher education are commuter students. They are already embedded in local communities, with their family and friends outside of university, and have a different sense of university belonging. Data collected during 13 online focus groups over six months explored college higher education commuter students’ sense of belonging and persistence. Reflexive thematic analysis identified that in contrast to the much-researched notion of belonging being important to students’ persistence, in this group of non-traditional commuter students, the notion of mattering was more important. Students spoke about how college higher education staff, particularly their personal tutors, demonstrated students mattered, and this feeling was reciprocated. Feeling like they mattered helped them to engage with learning and persist with their studies. This paper offers insight for higher education providers with high proportions of commuter students, and recommendations about how providers can foster mattering in their students to develop their persistence and success.

Commuter Students and Psychological Sense of Community: How Ties to Home Relate to Academic Success

Abstract Universities spend significant time and energy establishing a sense of community for their students. University personnel strive to increase school community ties for commuter students who travel back and forth from home to campus under the assumption that these increased ties will predict academic success. In an effort to understand those variables related to commuter student success, 335 participants responded to questions regarding commuter status, psychological sense of community with one’s school, psychological sense of community with one’s hometown, and academic self-handicapping. Results indicated that those with a strong sense of community with their hometown were less likely to engage in academic self-handicapping. Moreover, this relationship was moderated by commuting status, such that the effect was stronger for commuter students than for non-commuter students. Implications for commuter student success and future research are discussed.

Fostering Social Connection in Large Lecture Classes

Urban universities with a predominantly commuting student population face distinct challenges in fostering social connections. Commuting students spend less time on campus and have fewer opportunities for organized and spontaneous social interactions with other students. The campus experience for commuter students tends to center around the classroom. Social connection is vital to various outcomes, such as persistence and well-being, and thus instructors need to find ways to promote different forms of interaction. This study uses focus groups and a survey instrument to examine student perceptions of the social benefits of collaborative active learning activities in a first-year introductory political science course. The data indicate that students positively assess their experiences with collaborative learning, highlighting its benefits on social connection and well-being.

Analysis of Student Mode Selection Behavior at Batam International University

University students in many developing countries do not experience the same mode choices in developed countries. This study implements existing influence factors of mode choice towards a university in a developing country by analyzing the characteristics of the student’s preferences in choosing the best transportation modes under different circumstances. The primary data is taken through a stated preference survey which is then analyzed using a descriptive statistics approach and findings are compared with existing studies. Firstly, commuter students show a significant interest in driving-alone mode compared to the other four mode choices. Secondly, proximity to campus proves to be influential on students’ mode choices. Thirdly, the majority of students live within their family residences, and this influence their mode choice behavior. Lastly, the results shown are correlated only with evening-period students.

“A Hard Shuffle To Get It All Done”: Challenges Faced By Commuter Students In Historically White Sororities And Fraternities

Commuter students face a number of challenges, yet how they influence the experience of those who join sororities and fraternities is unknown. The purpose of this study is to explore those challenges, the strategies participants used to overcome them, and how policies and practices influenced their experience through interviews with eight alumni of historically White sororities and fraternities (HWSFs) that attended primarily commuter institutions. The findings suggest the participants in this study had many “typical” challenges associated with commuting, employed a variety of strategies to overcome those challenges, and were affected by chapter and national organization policies and practices over those at the campus level.

“Ok—I Need Help from Somewhere”: ‘The Educational Value of Multiplex Student Relationships in a Commuter College’

The present mixed-methods study provides insight into how students in higher education describe and form multiplex relationships in a cohort of students attending a commuter college, thereby improving our understanding of the complex relationships within student groups and their relation to learning. The main aim was to understand the student experience of networking with other students, particularly how commuter students perceive their academic multiplex relationships. Relational data were collected in a cohort of students (n = 109), complemented by 15 semi-structured interviews. One main finding was that students perceived that their largely homophilous multiplex relationships were central to academic achievement, but if students also had limited friendship relations these multiplex relationships could limit students’ academic experience. Another finding was how orientation week and group work done during the first semester mainly supported the formation of multiplex networks but were also perceived as barriers by some students. Likewise, commuting both scaffolded network building and became a barrier, especially for students with an immigrant background. One important implication for curriculum development is that faculty cannot leave relationship building to the students alone. A strategic model is discussed that supports emerging multiplex relationships, which can lead to gains in learning, retention, and integration.

Determinants of wellbeing in university students: The role of residential status, stress, loneliness, resilience, and sense of coherence

Maintaining wellbeing in university students is a government priority, but robust evidence has been lacking. Higher wellbeing is associated with better mental and physical health, higher self-esteem, self-efficacy, and effective coping strategies. This study aimed to identify, through an online survey in 2018, key determinants of wellbeing amongst a sample of 574 (65.5% female) students across all levels of study at a university in the UK. Most respondents (526 (91.8%)) reported feeling unusually stressed or overwhelmed at university. Residential students reported higher loneliness and number of stressors than commuter students, and postgraduate students reported higher wellbeing, resilience, and sense of coherence, and lower perceived stress and loneliness. Hierarchical regression analyses showed that 71.8% of the variance in wellbeing was predicted by a model containing demographics (age/gender, level of study, number of stressors), psychosocial variables, and perceived stress, with perceived stress, sense of coherence, loneliness, and resilience the strongest predictors. The findings suggest that interventions designed to improve resilience and sense of coherence, and reduce loneliness and perceived stress are likely to be effective in enhancing wellbeing in a student population.

In search of self, belonging, and a degree: The lived experience of historically marginalized racial minority college commuter students

AbstractThis study explored the lived experiences of 10 historically marginalized racial minority college commuter students. Data revealed an overarching experience of “in‐betweenness,” consisting of constant transition and yearning for achievement and connections. Major themes include (a) identity negotiations and developmental change, (b) the desire for meaningful work, (c) commuter life as a world of “fear of missing out (FOMO)” and missed connections, (d) adult‐ish: distant familial relationships living under one roof, and (e) desired community resources to facilitate success.

A Win-Win Scheme for Improving the Environmental Sustainability of University Commuters’ Mobility and Getting Environmental Credits

European Union Member States are called upon to meet internationally proposed environmental goals. This study is based, in particular, on the recommendation of the European Union (EU), which encourages Member States to pursue effective policies to reduce greenhouse gas (GHGs) emissions, including through appropriate changes in the behavioral habits of citizens. In this respect, among the main sectors involved, transport and mobility should certainly be mentioned. National institutions should be adequately involved in order to achieve the objectives set; in this regard, universities must certainly be considered for their educational value. These latter, for instance, could commit to improving the environmental performance of the mobility of their commuter students (to a not insignificant extent), since commuting modes are often the cause of high CO2 emissions; indeed, they still largely involve the use of internal combustion engines based on fossil fuels. In this paper, the effectiveness of a smartphone-app-based method to encourage commuter students to adopt more sustainable transport modes is evaluated. In more detail, starting from a statistical analysis of the status quo of mobility habits of a sample of students at the University of Palermo (Italy), an improvement of current habits toward a more sustainable path is encouraged through a new application (specifically created for this purpose) installed on students’ smartphones. Then, the daily and annual distances traveled by commuters with the new mobility modes are calculated, and the resulting savings in energy and CO2 emissions are estimated. Finally, it is proposed that the reduced emissions could be converted into energy-efficiency credits that the University could use to enter the emission trading system (ETS), here contextualized within the Italian “TEE” (“Energy Efficiency Credits”) scheme, while the benefits for students participating in the program could consist of reduced fees and free access to university services. The results obtained show the feasibility of the proposal. This approach can be considered a useful model that could be adopted by any other public institutions—not only universities—to facilitate their path toward decarbonization.

Improving Retention of Commuter STEM Students through Undergraduate Research

Student retention is important to any university, especially keeping commuter students who are traditionally less anchored in campus life. Even more at risk, given the leaky STEM pipeline, are STEM commuter students. In 2016, Valparaiso University launched the Establishing Practices Integrating Commuter Students (EPIC) program, centered around engaging students in undergraduate research. Students participate in a research laboratory for their four academic years, and take part in one summer of funded research. This program has achieved its goal of providing scholarships, research opportunities, and cohort support to over 30 commuter and residential students while preparing them for research-oriented careers. This article shares successes and lessons learned, along with data demonstrating the program’s impact on broadening participation in STEM and increasing retention.

“It feels like a job …” Understanding commuter students: Motivations, engagement, and learning experiences

To understand tourism and events commuter students' motivations, engagement, and learning experiences, semi-structured interviews with 14 students at a university in the UK were undertaken. These interviews revealed that in addition to increased tuition fees which incentivise the presumed cost-effective choice of commuting, mental health issues appear to be another major reason why commuter students decide to stay at home for the duration of their course. The findings also indicate that while commuter students in this study tended to prioritise their academic integration, social integration with peers and participating in extracurricular activities were lacking, thus hindering their sense of belonging. As a result, several recommendations for universities are identified and proposed which could enhance commuter students’ sense of belonging. While the findings are particularly relevant to policymakers and academics in the UK, they resonate more widely in an era of changes in higher education on a global scale.

Around the house: A descriptive study of attachment styles, living arrangement, and involvement in undergraduate commuter students

Most undergraduate students still commute to their undergraduate institution, and previous research identified parental involvement as a factor when determining whether a student will be a commuter. It is also assumed that these students are disengaged from their co-curricular experiences. Yet, little research has explored this dynamic of parental attachment and commuter student involvement. Self-reported living arrangements, student involvement, and attachment styles were explored in a singular institutional study of commuter students (n=1,452). The findings were that there was no relationship between attachment style and involvement, but there was between attachment style and living arrangement. Most participants self-disclosed they were involved, which disrupts assumptions of commuter student disengagement. Implications for practice and future directions for research are suggested connected to the study findings to suggest ways in which institutions can facilitate increased commuter student involvement.

Help-seeking behaviours for mental health in higher education

ABSTRACT Researchers have studied help-seeking behaviours regarding students’ mental health, highlighting their reluctance when in higher education. This study aimed to identify the facilitators and barriers to formal and informal sources of help-seeking for mental health difficulties in students based in the UK. Data from 304 participants (82% females) was explored using quantitative self-report methods. The results indicated that help-seeking behaviours were related with living arrangements, sexuality and age: Commuter students were more likely to seek help from their personal tutor compared to those living on campus. Students who identified as Lesbian, Gay, Bisexual, Queer, Questioning and Transitioning (LGBTQQ) were more likely to engage with off-campus services than non-LGBTQQ students and young people were more likely to seek informal support from family and friends compared to older students. In contrast, the findings show that student help-seeking behaviours were related with a sense of belonging and ethnicity: As students sense of belonging to their university increased, so did their help-seeking behaviour. Black, Asian or Minority Ethnic (BAME) students were more likely to engage with professional services from personal tutors and mental health services in comparison to White students, who were more likely to seek help from their peers. Findings highlighted the importance of creating effective programmes that encourage students to discuss mental health and improve help-seeking behaviours.

Description and comparison of exam wrapper learning strategy use in baccalaureate and associate degree nursing students: A descriptive study

BackgroundExam wrapper, a structured self-regulated learning strategy, assists students to review study habits and performance on an exam with the goal of improving future study habits. Little is known about the use of this strategy in nursing students, particularly associate degree students. ObjectivesTo describe and compare demographic characteristics, study habits, reasons for getting content wrong on an exam and future study plans between associate degree and baccalaureate nursing students. DesignA cross sectional, descriptive comparative study of exam wrapper use in associate degree and baccalaureate nursing students. SettingsA medium-sized public university and small private college in the northeastern United States. ParticipantsA convenience sample 102 prelicensure baccalaureate (n = 63) and associate degree (n = 39) nursing students. Mean age of 21.9 ± 5.6, GPA of 3.46 ± 0.38, 7% male, 57% commuter students, 75% employed an average of 14 ± 11.4 h per week. MethodsData were collected by course faculty during an in-class exam review following a multiple-choice examination. Students completed a demographic form and exam wrapper that assessed pre-exam study habits, reasons for getting items wrong on an exam and future study habits. ResultsAssociate degree students had lower GPAs (3.19 vs 3.57, p = .000), were older (27 vs 19.2, p = .000), more often commuted (100% vs 31%, p = .000), were employed (95% vs 65%, p < .001), were more likely to study at home (39.5% vs 13.1%, p = .000) and spent significantly longer on each study activity (p = .000) than baccalaureate students. When comparing reasons for getting a question wrong and intended study habits, baccalaureate and associate degree students did not differ. ConclusionsUse of the exam wrapper strategy allows nursing students at all levels of prelicensure education to actively reflect upon their learning with the goal of improving future learning.