LOCAL LITERATURE

On-Campus Living Experiences among Filipino

The study employed documentary analysis approach to describe

on-campus living experiences of Filipino university students. Data
Sets were extracted from mixed methods study on happiness among
Filipino university students. Findings indicate the following: 1)
Positive emotions about on-campus living, 2) negative emotions
about on-campus living, 3) feelings about off-campus living
arrangements among dormitory residents, and 4) factors
Contributing to happiness among on-campus student residents.

Adolescents are on a significant crescent when studying at university. It involves making

a variety of critical life decisions, such as whether or not one will live independently
away from one's family. On-campus residence is an integral part of university life for
students, but the quantity of residential life on-campus has not received much attention
in the literature, particularly in developing countries. Intrapersonal, interpersonal, and
contextual factors are among the predictors of quality of life among university students
on campus. Student life satisfaction is influenced by self-esteem, relationships with
significant others, socioeconomic status, and housing situation (chow, 2005). housing
situation, as a societal determinant, can be divided into two categories: the physical
condition of the residence, and living arrangements, such as the people being lived with.
The quality of campus-based student residences influences student success and
wellbeing. A factor that accounts for is a calm and peaceful living environment, well-
maintained and clean facilities, fairness in the application of disciplinary systems, and
effective resolution of conflicts (botha, snowball, de klerk, & radloff, 2015). For muslim,
karim, and abdullah (2012), specific aspects of the living environment that influence
student life satisfaction are discussed.
In the philippines, the bulk of universities cater to commuters, and only a handful have
on-campus residential facilities. Due to their proximity to transportation, facilities, and
services essential to higher education, the majority of philippine universities and
colleges are located in urban centers. The urban center's concentration of higher
education often contributes to the migration of new residents as well as the city's
economic growth. It brings about both technological progress and social problems.
Universities often attract the local economy by providing employment opportunities for
businesses that respond to student needs, such as housing, printing, catering, retail,
healthcare, and entertainment, among other things. With the worsening condition of
traffic and public transportation, demand for student housing is only increasing. Filipino
students' living arrangements vary a great deal, from living with parents to living in a
boarding house.

According to research, living on campus triggers both positive and negative emotions,
which are related to students' perception of their well-being. Living on campus provides
opportunities for positive social interactions, a convenient, and secure living
environment. In contrast, it can also be attributed to homelessness, sadness, and
dissatisfaction as a result of poor facilities and interpersonal conflicts. However,
students find living in boarding houses or privately owned dormitories to be more
distressing, alienating, and exhausting than on-campus residence halls. Living on
campus gives them more opportunities to concentrate on academic and related
interests. Students' happiness is enhanced when they are able to engage in meaningful
friendships, feel valued and appreciated, satisfy their basic needs, and share social
support with them and their families. The nature of the living conditions (physical
aspect) and living conditions (psychological aspect) of filipino students need to be
further investigated, particularly in terms of the relationship of both aspects. Factors that
influence on-campus and off-campus residential life should be identified and their effect
on student engagement and development should be further discussed.

https://www.researchgate.net/publication/342572596_On-
Campus_Living_Experiences_among_Filipino_University_Students
Philippine Journal of Counseling Psychology (2016), Vol. 18, No. 1, pp. 30-45.
© Philippine Association for Counselor Education, Research, and Supervision (PACERS)
ISSN 1655-1702

FOREIGN LITERATURE

Not Your Parents’ Dorm Room: Changes in Universities’ Residential Housing

Privacy Levels and Impacts on Student Success

Despite their potential negative effects on student success and well-being, new
student residence halls are being designed to suit students' needs and wants, resulting
in complex living spaces that prioritizes personal space over social group spaces. This
study examines all university residences in a large urban center in northern america,
assessing students' different degrees of privacy in living units classified by housing unit
classification (huc). Using the hipat, this study investigates the degree of privacy in
residence unit typologies, as well as its potential effects on student experiences,
crowding, and isolation, academic performance detriment, or success in various
residence units. The most common use of extra private space in units in apartments or
suites is in apartments or suites. Increases in the privacy requirements of residences'
living units could reduce students' socialization in the built environment, potentially
affecting grade point average (gpa), course completion, feelings of loneliness, and
overall wellbeing.

Student wellness and mental health, as well as the consequences on student

performance, are key components of student life and are partially determined by student
residence and living unit choice due to the level of socialization and privacy of the built
environment. Space shapes the way we interact with each other, and architectural
design can either facilitate or deter socialization, and even encourage isolation.
Achieving balanced privacy is an essential component of the successful design of
students’ living units.

A goal of this study was to illustrate an answer to our initial primary research question
—“How have the primary and secondary territories of living unit space in the design of
residence hall architecture changed over the past 70 years?”—using an empirical
methodology, indicating connections between territorial aspects of unit design, agent
control of the facilities and impact on student socialization, and thus student success
and well-being. We explored the following three hypotheses using a multi-year sample
in a Northern America urban center: the design of university student housing has
changed to reflect the times that they were built (H1); the amount of secondary territory
areas per unit has been reduced over time in favor of primary territories, and this has
impacts on student socialization (H2); and social facilities within the living unit types in
residence halls have changed, and this has negatively impacted students by creating
student housing that does not foster socialization (H3).

https://journals.sagepub.com/doi/full/10.1177/21582440231178540 Shelagh
McCartney, Together Design Lab, School of Urban and Regional Planning, Toronto
Metropolitan University, Toronto, ON

First published online June 9, 2023