Students as catalysts of city and regional growth Mark Livingston, Moira Munro and Ivan Turok...
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![Page 1: Students as catalysts of city and regional growth Mark Livingston, Moira Munro and Ivan Turok University of Glasgow.](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e6a5503460f94b68985/html5/thumbnails/1.jpg)
Students as catalysts of city and regional growth
Mark Livingston, Moira Munro and Ivan Turok
University of Glasgow
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“Britain’s great teenage transhumance”
Students - rapidly growing section of city populations:– 0.8m (1991) - 2.3m (2005)– Transient – but distinct (& relatively fixed) characteristics– Increasingly varied (though social disparities remain)– A growing target of policy attention – talent attraction
Potential impacts:
1. Source of (skilled) labour supply
2. Stimulus to neighbourhood revitalisation
3. A catalyst for new consumer services & amenities
4. Intangible effects: atmosphere, image, reputation
![Page 3: Students as catalysts of city and regional growth Mark Livingston, Moira Munro and Ivan Turok University of Glasgow.](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e6a5503460f94b68985/html5/thumbnails/3.jpg)
Especially important in former industrial cities?
• Economic diversification• Human capital in-migration• Low demand housing• Richer amenities• Image enhancement
• AND student location decisions less influenced by state of the local labour market so can help to initiate growth
![Page 4: Students as catalysts of city and regional growth Mark Livingston, Moira Munro and Ivan Turok University of Glasgow.](https://reader035.fdocuments.net/reader035/viewer/2022062718/56649e6a5503460f94b68985/html5/thumbnails/4.jpg)
Objectives
• Analytical framework to examine effects on cities, neighbourhoods and disadvantaged communities
• Net effects at regional scale (origins & destinations)• How effects differ between types of HEI and regional
contexts• Tensions and policy lessons
Methods• Quantitative national picture of student places• 5 case studies across the UK for causal relationships
and detailed impacts
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Example of simple typology
HEI Type Student
origin
Graduate destination
Examples
Local ladder Local Local ?
Springboard Local Elsewhere ?
Magnet Elsewhere Local ?
Training ground Elsewhere Elsewhere ?
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1. Students as workers
• Do students occupy distinct niches or displace locals for jobs?– Great majority work in ‘low value’ service industries
• Students may offer:– Flexibility– Greater social capital & soft skills– Lower wage expectations?– Specialised skills?
• Could block entry points, depress wages, increase casual work
• But could attract/retain businesses, foster learning, increase competitiveness
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Student workers (2001 census)
% of students economically active
England 36.3
Scotland 44.0
Wales 33.0
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Student workers
% of students economically active
% of economically active students living at home
Gloucester 53.7 44.3Aldershot 52.9 49.5Swindon 52.4 40.6Ipswich 51.7 33.2Worthing 51.2 50.2Milton Keynes 50.7 42.8Wigan 50.4 65.3Southend 49.3 52.1Crawley 49.2 54.4Peterborough 49.0 41.8Blackburn 48.9 49.7Warrington 48.5 54.0Hastings 48.5 40.7Blackpool 48.4 51.9
% of students economically active
% of economically active students living at home
Leicester 34.16 28.39Newcastle 33.37 36.26Manchester 33.15 31.45Leeds 33.05 19.49Liverpool 32.56 34.74Bristol 32.25 21.49York 31.35 14.14Norwich 31.08 19.49Southampton 30.34 16.88Hull 29.89 23.42Sheffield 29.58 23.44Coventry 28.55 23.88Nottingham 25.86 20.32Oxford 19.24 5.73Cambridge 14.26 7.39
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Students and economic activity
Economically active students as a % of economically active population
Oxford 7.08Cambridge 5.28Southampton 3.99Coventry 3.63Brighton 3.60Leeds 3.51York 3.46Luton 3.34Leicester 3.34Plymouth 3.17Liverpool 3.10Nottingham 2.79Sheffield 2.71Derby 2.70London 2.68Bristol 2.68
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Hours worked
% of students
1-2 hours 0.7
3-5 hours 4.0
6-15 hours 36.9
16-30 hours 30.2
31-37 hours 9.2
38-48 hours 14.9
49 + hours 4.1
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More students tend to work where there is more work
0
10
20
30
40
50
60
40.0 45.0 50.0 55.0 60.0 65.0 70.0 75.0
overall employment rate (%)
% o
f s
tud
en
ts e
mp
loy
ed
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Students work more where more students work
% Economic active vs % of full time working students
0.0
10.0
20.0
30.0
40.0
50.0
60.0
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0
% of full time students
% E
cono
mic
ly a
ctiv
e
PUA
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2. Student as residents
• Negative media portrayals are common:– Anti-social, attract crime, create grime, undermine
neighbourhood cohesion– ‘Studentification’ and displacement
• BUT also – vibrant, ‘buzzy’ quarters; novel and interesting businesses; social diversity
• Can students help neighbourhood regeneration?
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How students live
0%
20%
40%
60%
80%
100%
England Scotland Wales
Other
Alone
Student hhlds
Communal
With Parents
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% of population that are students
Aldershot 1.2Warrington 1.2Wakefield 1.2Ipswich 1.2Burnley 1.2Milton Keynes 1.2Barnsley 1.1Wigan 1.1Worthing 1.1Crawley 1.1Gloucester 1.1Hastings 1.0Swindon 1.0Doncaster 1.0Peterborough 0.9Mansfield 0.9Grimsby 0.9Southend 0.9
Cambridge 17.0Oxford 16.7Southampton 6.5Coventry 5.7York 5.5Leeds 5.1Nottingham 5.0Brighton 4.9Leicester 4.5Sheffield 4.2Bristol 4.2Plymouth 4.1Liverpool 3.9London 3.6Luton 3.5Norwich 3.5Newcastle 3.5
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Leeds: Census 2001
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Bradford: Census 2001
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Students & area deprivation
0
2
4
6
8
10
12
14
16
18
20
Least 2 3 4 5 6 7 8 9 Most
England
Scotland
Wales
(Students living independently)
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Bristol
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Newcastle
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3. Students as consumers
• Supporting the night-time economy• Demand for (& supply of) culture, arts, music,
entertainment – lively attractive urban areas• Can these amenities help to attract other forms of
investment?
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Conclusions
• Initial support for significance of students as workers and residents
• Suggests different kinds of ‘student cities’ with different kinds of impact, positive and negative
• Next steps:– More data analysis– And then case studies…