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Using Historical Approaches to Understand Contemporary Student Loneliness

Sarah Crook Orcid Logo

Higher Education Research and Development

Swansea University Author: Sarah Crook Orcid Logo

Abstract

Student loneliness is a global problem, with universities struggling to tackle an issue that has important implications for student success, satisfaction, and mental health. This research uses archival material from the 1960s and 1970s alongside qualitative discussions with contemporary students to...

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Published in: Higher Education Research and Development
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URI: https://cronfa.swan.ac.uk/Record/cronfa67137
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first_indexed 2024-07-15T11:52:58Z
last_indexed 2024-07-15T11:52:58Z
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spelling v2 67137 2024-07-15 Using Historical Approaches to Understand Contemporary Student Loneliness b35484cf604604b6d6bc6873677417d1 0000-0002-1288-1488 Sarah Crook Sarah Crook true false 2024-07-15 CACS Student loneliness is a global problem, with universities struggling to tackle an issue that has important implications for student success, satisfaction, and mental health. This research uses archival material from the 1960s and 1970s alongside qualitative discussions with contemporary students to explore the ways that experiences of loneliness within British higher education have changed across recent decades. Such an approach bridges the divergent approaches taken by different scholarly disciplines, applying focus group methodologies to the consideration of archival material. For this project five focus groups were held with undergraduate students at four universities in England, Wales and Scotland. This article argues for the contemporary relevance of historical research into student loneliness, exploring student responses to their predecessors’ experiences of loneliness. It argues that equipping undergraduates with a deeper knowledge about their forerunners’ experiences of disconnection can trouble some of the stereotypes, assumptions, and expectations around the sociable ‘student experience’ today. Such an approach has widespread implications for researchers’ and policy makers’ understandings of the potential role of interdisciplinary and humanities-generated knowledge in addressing social problems within higher education. Journal Article Higher Education Research and Development 0 0 0 0001-01-01 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University SU Library paid the OA fee (TA Institutional Deal) ESRC via SMARTEN ES/S00324X/1 2024-07-15T12:52:59.2448517 2024-07-15T12:49:52.1615940 Faculty of Humanities and Social Sciences School of Culture and Communication - History Sarah Crook 0000-0002-1288-1488 1
title Using Historical Approaches to Understand Contemporary Student Loneliness
spellingShingle Using Historical Approaches to Understand Contemporary Student Loneliness
Sarah Crook
title_short Using Historical Approaches to Understand Contemporary Student Loneliness
title_full Using Historical Approaches to Understand Contemporary Student Loneliness
title_fullStr Using Historical Approaches to Understand Contemporary Student Loneliness
title_full_unstemmed Using Historical Approaches to Understand Contemporary Student Loneliness
title_sort Using Historical Approaches to Understand Contemporary Student Loneliness
author_id_str_mv b35484cf604604b6d6bc6873677417d1
author_id_fullname_str_mv b35484cf604604b6d6bc6873677417d1_***_Sarah Crook
author Sarah Crook
author2 Sarah Crook
format Journal article
container_title Higher Education Research and Development
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - History{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - History
document_store_str 0
active_str 0
description Student loneliness is a global problem, with universities struggling to tackle an issue that has important implications for student success, satisfaction, and mental health. This research uses archival material from the 1960s and 1970s alongside qualitative discussions with contemporary students to explore the ways that experiences of loneliness within British higher education have changed across recent decades. Such an approach bridges the divergent approaches taken by different scholarly disciplines, applying focus group methodologies to the consideration of archival material. For this project five focus groups were held with undergraduate students at four universities in England, Wales and Scotland. This article argues for the contemporary relevance of historical research into student loneliness, exploring student responses to their predecessors’ experiences of loneliness. It argues that equipping undergraduates with a deeper knowledge about their forerunners’ experiences of disconnection can trouble some of the stereotypes, assumptions, and expectations around the sociable ‘student experience’ today. Such an approach has widespread implications for researchers’ and policy makers’ understandings of the potential role of interdisciplinary and humanities-generated knowledge in addressing social problems within higher education.
published_date 0001-01-01T12:52:58Z
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score 11.016302

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