Research portfolio

RESEARCH PORTFOLIO
Crime & Safety
CCA505
Alexandra Robitu

INTRODUCTION
This piece of work constitutes a research portfolio regarding the efficiency of the
communication between Southampton Solent University and its students
concerning the subject of ‘Crime & Safety’.
The aim is to evaluate and analyse the communication process through primary
research such as: surveys, interviews, focus groups, observation and secondary
research such as: literature search, content analysis. The evaluation ends with a
VMM, one of the most efficient methods of measurement in PR at the moment.
Throughout the portfolio, the entries will go deeper into different barriers of
communication that have been overcome through the student-to-student
approach.

Literature search
DATABASES:
Academic OneFile
Applied Social Sciences Index & Abstracts (ASSIA)
European Newsstand
IBSS: International Bibliography of the Social Sciences
Index to Theses
Social Sciences Citation Index
Sociological Abstracts
JOURNALS AND ARTICLES
Sung, M. (2009). Student-university relationships and reputation: a study of the
links between key factors fostering student' supportive behavioral intentions
towards their university. Higher education .57 (no.6), 787-811.
Quan-Haase, A.. (2007). University students' local and distant social ties: using
and integrating modes of communication on campus. Information,
Communication and Society.10 (no.5), 671-693.
Jones, E. (1994). Evaluations of interactions between students and academic
staff: influence of communication, acommodation, ethnic group and status.
Journal of language and social psychology.13 (no.2), 158-191.
Petty, M. (1980). Measuring the Communication Gap between Teacher and
Student: A Qualitative study of Role-Taking Ability. Journal of Sociology .16
(no.2), 25-31.
Fagan, C. (2011). I've joined the ranks of the Twitterati. Leicester Mercury. 24.
Welsh, S. (2001). Play it safe! : STUDENT FOCUS. South Wales Echo. 23.
Staines, C. (2009). Keeping an eye out on the country and campus beat. The West
Briton . 10.
Anon. (2012). Students demand action on jobs and crime. Evening Times. 2.

Nasar,J. (2007). 'Call If You Have Trouble': Mobile Phones and Safety among
College Students. International Journal of Urban and Regional Research .31 (no.
4), 863-873.
Torney, K. (2008). Fresh plea to students on crime prevention. Belfast Telegraph.
2.
Anon. (2005). Students urged to be watchful as security scheme is launched. The
Yorkshire Post. 1.
Morral, P. (2010). Crime and health: a preliminary study into the effects of crime
on the mental health of UK university students. Journal of Psychiatric and Mental
Health Nursing.17 (issue 9), 821-828.
Homel,R; Hauritz, M; Wortley, R. (1997). PREVENTING ALCOHOL-RELATED
CRIME THROUGH COMMUNITY ACTION: THE SURFERS PARADISE SAFETY
ACTION PROJECT. Criminal Justice Press.
Fisher, B. (2013). Crime and Fear on Campus. he ANNALS of the American
Academy of Political and Social Science. 539 (vol. 1), 85-101.
Sloan, J. (1994). The correlates of campus crime: An analysis of reported crimes
on college and university campuses. Journal of Criminal Justice.22 (issue 1), 51-
61.
BOOKS:
Hughes, G (2002). The shifting sands of crime prevention and community safety.
London: SAGE Publications Ltd.
Anon (2004). Campus crime. Silver Spring, MD : Silver Spring, MD Eli Research,
Inc.
Millie, A (2009). Anti-social behaviour. Maidenhead : Open University
Press/McGraw-Hill

Literature Search – Critical Analysis
“One of the essential preliminary tasks when you undertake a research study
is to go through the existing literature in order to acquaint yourself with the
available body of knowledge in your area of interest.”(Kumar, 2005, p.30)
In order to analyse the effectiveness of the communication between SSU and
its students regarding the subject of “Crime & Safety”, a literature search has
been made. Starting from it a content analysis will be made and the research
will delve deeper into primary research.
Analysing literature helps in discovering previously used methodologies that
have been successful. A comparison can be made between the researcher’s
methods and previously used methods, guiding the researcher on the best
and most effective path to a complete research.
If not faced with a specific research problem, the literature in the general
range of interest should be reviewed in order to simplify the narrowing down
of the subject.
This literature search started off with a search for the general subject of
communication between universities and their students, narrowing down
towards the end to the subject of crime and safety being communicated in
universities and best tactics used.
The best method to search for existing literature is by starting with library
catalogues, moving on to “specially prepared electronic databases”.
When using books as part of a literature search, there are both advantages
and disadvantages. The fact that the material published in books is very often
important and valuable makes it easy for the data to be integrated with the
rest of the research findings. On the other hand, the risk of the information
not being up to date is quite high as usually a few years pass between the
completion of a piece of work and its publication. Adding this to the years
since the book was published, the data becomes less reliable.
For the most up to date information, journals are the best material to
research. Depending on the topic, the number of journals found might be
limited, but it is advisable to use as many as possible.
For the Crime & Safety literature search, the research started with the SSU
library books, moving on to the databases and journals, as can be observed in
the list.

Content Analysis – Critical Analysis
“Content analysis is a research technique for making replicable and valid
interferences from texts (or other meaningful matter) to the contexts of their
use” (Krippendorff, 2004, p.18)
Content analysis offers fresh perceptions and helps increase a researcher’s
understanding of data, this way becoming a very efficient research tool.
(Krippendorff, 2004). It is a qualitative and quantitative process of “sampling,
reading and analysing messages.” (Krippendorff, 2004, p.18)
The main purpose for this kind of research is the acknowledgement of meanings
behind text. “A content analyst must acknowledge that all texts are produced and
read by others and are expected to be significant to them, not just to the analyst.”
A researcher must think outside the box when interpreting data, looking at how
different people perceive that data.
The “Student Survival Guide”, the main document used for ‘Crime & Safety’ at
SSU, is being analysed from the student’s point of view. As the results show, at
the beginning it appears to be a simple, but effective document to send the
messages across. The role of the content analysis is to discover the deeper
meanings that are being transmitted through the text and pictures in the guide
and how the students “engage with them conceptually”. (Krippendorff, 2004)
“The most distinctive feature of communications is that they inform recipients,
invoke feelings, or cause behavioural changes.” (Krippendorff, 2004, p.23). This
content analysis is not limited to analysis of text only, but goes further into
analysis of illustrations and symbols throughout the ‘Student Survival Guide’.
Images tend to contain valuable information from a social and cultural point of
view, inevitably containing contrasting kinds of data. (Silverman, D, 2011)

SURVEY- CRITICAL ANALYSIS
This survey is targeting Southampton Solent University students. Its aim is to
find out students’ opinion on their communication with the University
concerning Crime & Safety issues. A random sample of at least 50 students will
be reached to represent the 10,988 students who attend the university.
The process of self-selection sampling is based on the judgement of the
researcher. It is quite useful as it diminishes the time needed to search for the
right audience and it also assures the personal involvement of the respondents.
The only down side to it is that the risk of self-selection bias is quite high. The
consequences to this could lead to the sample not being trustworthy.
This survey is an example of self-selection survey and respects the two steps
generally used: publicising the need for respondents and checking the relevance
of the answers.
The survey has been published on social media on pages and groups related to
Southampton Solent University only and its first question makes it easy for the
researcher to check the relevance of the answers. However, it still runs the risk
of biased opinions.
The Crime & Safety survey provides both qualitative and quantitative data,
which provides further assurance for the researcher that the survey will be
useful throughout the research process.
“Quantitative research is designed to give numerical results which can be
reported in tables, graphs and charts stating the number of something, the
proportion of something “
“Qualitative research has a different goal. It is designed to provide an
impression.” (Bouma, 2000, p. 171)
The questions, combined, bring valuable information concerning number of
students reached but also students’ opinions on the value of the information
provided by the university on the subject.
“The first stage of the interview process is the briefing of respondents to ensure
standardized performance within a framework of apparently natural behaviour.”
(Sapsford, 1999, p. 126). The introduction to the survey creates a feeling of
confidence for the respondents, as it assures them their answers will remain
private and anonymous.
The questions themselves seem to be well constructed, as they avoid being
complex or lengthy, so the chance of them being misunderstood or seen as
inappropriate is smaller.
The survey combines all types of questions, such as: Likert, closed questions,
open questions and about me questions. Because of this combination, the survey

has a high rate of success. This mix of types of questions brings together facts as
well as opinions and feelings and lets the interviewer keep control of the
conversation with the questioner for as long as necessary. This also makes it
easier to segment the respondents by type of audience.

INTERVIEW
1) How well do you think students are informed about crime & safety in general
in Southampton?
2) Have you got any different communication channels and key messages
depending what year of study the students are in?
3) Do you use the same channels of communication for all students?
4) Does the university base its judgement on the efficiency of channels on the
student’s opinions and interactions?
5) Have any students come to you to talk about any serious problems he or she
had had? From a Crime & Safety point of view.
6) What is the university’s stance on the stabbings at Kimber Halls of Residence a
few weeks ago? And what measures will you take?
7) When do you have to collaborate with the police regarding some of your
campaigns?
8) Can you tell us more about the time frame of crime prevention and safety?
9) Do you consider there is a difference in behaviour between the students living
in University residences and students living in private accommodations?
10) Would it be all right to contact you again if we have further questions?

INTERVIEW- Critical analysis
Amber Wilson- Community Relations Officer at SSU
“The purpose of evaluation research is to discover if programs and policies are
working, for whom are they working, and what could be improved. “
(Rubin, 2005, p. 9)
This interview has the purpose of analysing the effectiveness of the
communication process between Southampton Solent University and its
students regarding the Crime & Safety subject from the university’s point of
view. Amber Wilson has been selected to be the interviewee, as she can offer
valuable insight in the university’s actions.
This interview is considered to be a “face-to-face interview in a free format” as it
is led like a normal discussion between two people. It is also recorded in full for
future study. The qualitative data collected from this interview comes from the
researchers approach to it. The interviewer listens to the interviewee’s
responses and perceives the meaning of the words instead of just the literal
meaning.
Qualitative interviews are very much alike common discussions. “Questions and
answers follow each other in a logical fashion as people take turns talking.” The
answers are evaluated by the researchers and influence the following questions.
It is not normal for interviewers to decide on a few questions before hand and
got through with them regardless of how the conversation is flowing. (Rubin,
2005)
This interview is carried out in a leisurely fashion, making it seem more like a
conversation than an interview, while keeping a professional perspective. The
interviewer is focussing the conversation on a limited variety of issues and puts
effort into finding more details about them. (Rubin, 2005)
According to Rubin (2005), “to get to a level of detail, depth and focus,
researchers work out main questions, probes and follow-ups. Main questions get
a conversation going on a specific matter and ensure that the overall subject is
covered, whereas probes are standardised ways to ask for more depth and detail
and encourage the interviewee to expand on what he or she has said that the
researcher feels is important to the research.” It appears that this interview has
been conducted in a similar fashion, allowing the researcher to collect important
data. However, the questions have been too focused on only one side of the
university’s activity, and the interviewee had to add at the end valuable
information that could have been further developed if brought into discussion
earlier.

FOCUS GROUP
A focus group for the ‘Crimes & Safety’ brief has been conducted. The focus group
had 5 participants, students from levels 4 and 5 at Southampton Solent
University.
A video recording and an audio recording have been provided in the portfolio so
that the essence of the focus group is better perceived.

FOCUS GROUP – Critical Analysis
The purpose of this focus group is to evaluate the efficiency of the
communication between the university and its students regarding the “Crime &
Safety” theme. The 5 people participating in the focus group represented a
balanced mix of first years and second years who successfully interacted and
discussed the proposed subject. The researcher had the opportunity to “witness
one of the most important processes for the social sciences – social interaction”.
(Madriz, 2003, p.372)
This research method has been chosen because, in focus groups interviews, the
reactions of the participants and their interaction can be observed directly,
giving more meaning to the data collected. This could not be achieved without
the group element being involved. (Liamputtong, 2011)
“Focus groups ‘tap into’ the authentic communication process that people engage
in their everyday life, such as joking, teasing, boasting, arguing, disagreeing,
challenging and persuading.“(Wilkinson, 2004, p. 274)
An important part of focus group is ethics. “Ethics is a set of moral principles
which aims to prevent the research participants from being harmed by the
researcher and the research process. (Israel & Hay 2006,
Liamputtong,2007;2009; Ramcharan, 2010).The researcher must always take his
ethical responsibilities seriously, or grave consequences might follow.
“According to Clifford Christians (2008), codes of ethics comprise informed
consent, deception, privacy and confidentiality, and accuracy. “
The main disadvantage for a focus group, from an ethical point of view, is the
number of people participating. Where the researcher can assure the participant
that the data collected will remain confidential or used for other purposes, he
can’t guarantee the same for the rest of the participants.
The ‘Crime & Safety’ focus group starts off with the researcher informing and
asking the group for consent for filming and recording the whole interview.
However, she fails to present a list of ‘dos’ and ‘don’ts’ to the group, which would
have diminished the risk of the participants divulging information. (Smithson,
2008) (Smith, 1995)

OBSERVATION
The observation process consisted of the researcher working undercover in the
Bedford Place area in Southampton. This offered the opportunity of observing
SSU students in their natural environment and their behaviour when under the
influence of alcohol regarding their own safety.
The observation process was carried out for 3 weeks, 4 nights a week. It implied
observing the changing of behaviour from clear headedness to alcohol-
influenced.
The researcher worked as a promoter for one of the clubs, this way succeeding in
being involved in the environment without causing any suspicion.
Valuable data regarding student’s view on safety when under the influence of
alcohol has been gathered.

OBSERVATION- Critical Analysis
“Observation offers the social researcher a distinct way of collecting data. It does
not rely on what people say they do, or what they say they think.” (Denscombe,
2007, p.206)
The principle behind it is that usually, the best approach is to observe and take
notice of what actually happens.
As opposed to other methods such as questionnaires or interviews, direct
observation does not base its data on what the informants tell the
researcher.(Denscombe, 2007)
While performing a successful observation process, the researcher is required to
go in search of information and do ‘fieldwork’, in order to collect data in real life
situations. This has to take place in a ‘natural setting’, observing situations that
would have happened whether or not the investigation had taken place. The
main idea is to “avoid disrupting the naturalness of the setting when undertaking
the research. “(Denscombe, 2007, p.207)
The observation process concerning ‘Crime & Safety’ focuses on total participant
observation. In this situation, the researcher works in a completely undercover
way. No one knows about the research in progress, which implies that all
participants will act in a normal way. This achieves the goal of preserving the
‘naturalness of the setting’.
“Total participation implies that the researcher’s role is kept secret. The
researcher assumes the role of someone who normally participates in the
setting.” (Denscombe, 2007, p.224)
The most effective observation will be achieved through spending as much time
as possible ‘on site’, giving the researcher the opportunity to gather more data
about the situation.
“The researcher doing fieldwork needs to develop a strategy for writing up field
notes as soon as possible after the observation. This might be ‘field notes’ in the
form of written records or tape-recorded memos.” (Denscombe, 2007, p.224)
The best way to do this could be in the form of either ‘field notes’ or tape-
recorded memos. In the case of ‘Crime & Safety’ investigation, both methods
have been used, reinforcing the researchers reliability of data.
The reliability of data and its value in the research process are clear through the
fact that the type of participation (total participation) is obvious. Also, the
‘naturalness of the setting’ was not disrupted and the time spent in the field was
quite extensive.

The only disadvantages to this process of observation are from an ethical point
of view. By keeping her true identity, the researcher has conducted the
observation without the participants consent. However, none of those studied
have suffered as an effect of being researched, so the observer can reason that
ethical standards were preserved.

Value Metrics Matrix
VALUE METRICS MATRIX
As PR practitioners, our main responsibility is to create communication plans
intended to change the public’s attitudes and behaviours.
One of the biggest issues in PR at the moment is how to best evaluate such
campaigns, as the variety of methodologies accessible can be confusing.
Regardless of the success of a certain campaign, PR practitioners are still having

issues with measuring the results in an effective way. Some of the most
frequently used techniques are media content analysis and press cuttings,
alongside with AVE (Advertising Value Equivalents) and OTS (Opportunities To
See).
For an evaluation to be complete and efficient, both qualitative and quantitative
factors must be taken into consideration. From a quantitative point of view,
what counts are number of stories, audience opinions or the fee for media
space/time. These factors go into something called “Weighed Media Cost” (WMC)
From a qualitative point of view, the points assessed are tone, key messages,
article type etc.
However, the efficiency of AVE, the most popular of them all, has been
questioned as of late.
AVE implies a direct association with advertising, despite the massive
differences between PR work and advertising. It often happens that practitioners
“include credit for the entire article without regard to how much space or time is
actually "owned" by the client.”(Anon, 2010)
The industry has become used to the uniqueness of AVE’s, while overlooking the
fact that PR addresses numerous different publics and deals with all kinds of
issues, from selling a product to building a company’s reputation. Evaluating PR
campaigns effectively necessitates more than one metric.
Moreover, for the value of PR to be truly recognised, all metrics need to be
related to the business objectives of the campaigns. “The guidelines are therefore
based on the philosophy that PR measurement has to move beyond measuring
outputs to measuring outcomes.” (Amec, 2011)
PR measurement needs to be presented as a scale of metrics, starting from
outputs, including outcomes and ending with business results. Because of this,
AVE has been dropped and a three-steps Matrix has been created to illustrate the
basic activity of how PR works: PR Activity, Intermediary Effect and Target
Audience Effect.
The Value Metrics Matrix (VMM) for the ‘Crime & Safety’ brief presents in a clear
and simple manner the activity done until now, in order to evaluate what can be
improved. It shows the key-messages being created and conveyed, the
intermediary parts distributing them and finally the story reaching the target
audience.

CONCLUSION
As a result of the research conducted, the communication process seems to be
failing due to the approach taken.
It has been discovered that the printed materials often do not reach the students.
In the rare cases when the students have received them, they tend to be ignored.

This proves the material is not interesting enough and consequently, not
effective.
Most of the campaigns are unheard of by the students, which proves once again
that the approach taken is not the best one.
It is recommended that the awareness campaigns be focused more on face-to-
face communication with the students, because this has proved to be the most
efficient method.
REFERENCES
Amec. (2011). Understanding and Applying Valid Metrics Guidelines
Bouma, G (2000). The research process. 4th ed. Oxford: Oxford UP.
Bryman, A (2008). Social Research Methods . 3rd ed. Oxford: Oxford University
Press.

Denscombe, M (2007). he good research guide : for small-scale social research
projects. 3rd ed. Maidenhead: Open University Press.
Krippendorff, K (2004). Content analysis: an introduction to its methodology. 2nd
ed.. 2nd ed. London: Sage.
Kumar, R (2005). Research methodology: a step-by-step guide for beginners..
2nd ed. London: Sage.
Liamputtong, P (2011). Focus group methodology: principles and practice.
London : Sage.
Rubin, H (2005). Qualitative interviewing: the art of hearing data. 2nd ed.
Thousand Oaks, CA : Sage.
Sapsford, R (1999). Survey research. London: Sage.
Silverman, D (2011). Interpreting qualitative data: a guide to the principles of
qualitative research. 4th ed. London: Sage.
BIBLIOGRAPHY
Brace, I (2008). Questionnaire design : how to plan, structure and write survey
material for effective market research. 2nd ed. London: Kogan Page.

Srinagesh, K (2006). The principles of experimental research.. Burlington, MA:
Elsevier.
Mason, J (2002). Qualitative researching. 2nd ed. London: Sage.
Davis, A (2004). Mastering public relations. Basingstoke: Palgrave Macmillan.
Rumsey, S (2008). How to find information : a guide for researchers. 2nd ed.
Maidenhead: McGraw-Hill/Open University Press .
Heath, R (2001). Handbook of public relations. Thousand Oaks, CA : Sage.
Ghosh, BN ; Chopra, P (2003). A dictionary of research methods. Leeds: Wisdom
House .
Quinlan, C (2011). Business research methods. Andover: CengageLearning .
Tim, M (2011). Social research : issues, methods and process. 4th ed.
Maidenhead : Open University Press .
David, S (2005). Doing qualitative research : a practical handbook. 2nd ed.
London: Sage.
Richards, L (2013). Readme first for a user's guide to qualitative methods. 3rd
ed. London: Sage.
Appendix
Appendix 1.0 – Literature Search

Appendix 2.0 – Content
Analysis

The first page of the Student Survival Guide appears to be friendly to the readers,
inviting them to explore the rest of the guide.
The friendly welcome to
the city removes some
the strictness of the
rules that will follow,
this way making the
students to feel at home while informing
of possible dangers.
Even though this is supposed to be a
‘Student Survival Guide’, this document
gives a negative feeling, as every page in
it contains the word: ‘don’t’.

Appendix 3.0 – Survey Results

Majority 2nd year student.
Safety in top around university area.
Not in parks thought.
Other 7 haven’t heard about anything bad
Not representative
1/7 had been a victim of crime.
Very mixed on the CRIME subject, but not good enough informed was a
general consensus.
Felt more informed on the safety subject.
Both have equal importance.
Handouts was majority informer, with face-to-face and Facebook coming
second shared.
But students opinion was Facebook would be most effective.
Most would prefer to receive information from Accommodation and
University.
Most (2nd years) felt little informed on crime and safety over the last 8
months.
Crime rates by and and times of crime was a general wish to know.

Appendix 4.0 – Interview
INTERVIEWER: Thank you for sharing your time with us as I think you’re the
most qualified person in Solent to talk about Crime & Safety prevention.
So the main purpose of the interview is to find out what and how the university
is communicating to the students about crime & safety and whether or not the
channels are effective.
So my first questions would be how well do you think students are informed
about crime & safety in general in Southampton?
AMBER WILSON: I think when you talk to them face to face about it it’s
something of importance to them. However, when under the influence of alcohol,
or going out with friends, under the hype and excitement around it, the
importance of those two things can be lost.
I:Have you got any different communication channels and key messages
depending on whether they’re freshers or second or 3rd year students or
masters?
A.W.: Yeah I mean, really they’re kind of consistent messages for all the students
in different years at university. However, when it comes to noise nuisance, for
example, which is one element, which is considered a crime, which a lot of
students aren’t aware of, we tend to focus that more to 2nd and 3rd yrs. Because
they’ve moved away from halls they’re out in the local community, they’ve got
loads of neighbours around them, quite often living in the polygon and it’s a
concentrated area and noise nuisance is a massive problem there. But in terms
of the safety messages and general crime preventions, burglary, bike safety,
whatever it might be, taking a mate with you when walking home, that is
consistent throughout all levels.
I:And the channels used, like the booklet and the SU website and the portal,
they’re all the same for all the students?
A.W: Yeah it depends because we’re the university not the SU. So the SU do a
number of campaigns that we work alongside. They also do certain things on
their own, and so do we. So there are various messages going out there through
different channels. Like you say, website, the student survival guide, portal
banners, you might’ve seen on the carousel. Social media is probably my
preferred method of communication at the moment. However, this exercise is to
try to determine what is popular, how do students like to receive that messaging.
I: So based on this, do you think the university bases its judgement about which
channel is the most effective on how students are actually talking about it? Like
Facebook interaction and such?

A.W: Yeah definitely. We try to trial our campaign through….
We have a tick list basically and we’ll make sure we do something print,
something social media based, so that we know we’ve covered all bases with
each campaign.
There’s no point in us doing a campaign and then say: ‘Oh I hope they’ve heard
about that through twitter.’
So we try and cover all bases.
Uhm, it’s difficult to gage, and this is part of this research project, how the
students actually respond to these messages and which channels they prefer. If it
is a case that they prefer a method over the other, then obviously we will use that
evidence and cut out the other things that aren’t working and use the ones that
are. Or if it proves that what we do is present and correct then we will carry on
in that vein. So this kind of research project is essential for us to gleam whst the
students think.
I: So you’re taking into consideration how the students react…
A.W: Definitely. I mean, this is primary research and, I mean, its quite difficult
for the client to react with their target audience anyway and get to the nitty
gritty, so if students are interviewing other students getting that primary data,
this can only be to the benefit of us. Because these are important messages; we’re
talking about safety and crime prevention. It’s not, you know, like university or
anything like that. This is about the welfare of the students so it’s paramount to
get data.
I: Have any students come to you to talk about any problems he or she had? Like
thief or aggression or rape or something serious?
A.W: Uhm, well I’m the community relations officer which is just part of my role.
That kind of response would go straight to student support. So students 1st the
information centre based in the RM ground floor building that’s where students
first port of call is to deal with anything like that, you know, the serious stuff.
What I do is, because I m in PR, I try and produce the campaigns in order to
prevent these things from happening. So it’s the wider awareness of, you know:
be careful not to walk home alone, try and prevent attacks and things like that.
Keep your curtains shut at home, hide your belongings, list them on a mobilise,
whatever it might be, prevent that crime from happening, don t tempt the
burglar, or the attacker.
I: So in the past it already happened a guy or a girl just came to you in this office
and said: it’s a serious issue that’s just happened to me. And then you manage to
do something about it.
A.W: It’s not the students to be fair that notify my team about it. We see trends
though, I mean I work daily with the police and the council, and so, I see the
trends happening. And then of course you read about certain things in the local
media that haven’t reached you yet and that raises the questions: should we be
doing something to prevent this from happening in the future? So working

alongside of the police and the council is a daily part of my role to gleam what’s
happening across the city, on buses, in taxis, in the park, a key area that we have
to keep closer to the ground. So those people inform us. So it’s working with the
local authorities to make sure we have the same set of priorities. They obviously
look at the whole city, we look at just the student sector, but a lot of the issues do
replicate themselves with the students.
I: You know, a few weeks ago 2 students were stabbed in halls. Are you planning
to increase the effort on this kind of problems? As it was about drugs?Are u
planning to talk about it in your crime prevention for next September for
example?
A.W: Uhm, it’s something to be considered. And if students felt this is something
that needs to be discussed and raised, then obviously we will look at that it’s
really something that, because of the severity of the crime, the police really
would need to inform us on. We obviously do certain campaigns but there’s some
that we have to pass onto the police. Or we have to work with the police on them.
But also, we don’t, we have to work with them to make sure we stay within the
guidelines. Really we don’t have much authority as a university. When you come
to university you’re your own person, a young adult, you have to take on the
responsibility. But I think that sometimes that transition doesn’t really work. 18
year olds you’re coming you suddenly have all this freedom, things happen, you
don’t take as much care of your stuff.. That’s when the serious crimes we have to
work with the police on, because they have to be authority to deal with that kind
of reactive situation.
I: So when you’re talking about really serious issues you have to collaborate with
the police, but when it’s more how to live in the community and don’t make too
much noise and don’t drink too much alcohol, it’s more the university’s job to do
that?
A.W: Yes. I think what we have to do is we remember we bring a lot of students
to the area through this university and the other university and its important to
take responsibility and act ethically as a community member. So if we bring
thousands of students here they have to live somewhere and there’s associated
issues with that especially because we’re a city centre university, which is
something to be remembered as well. That everything is walking distance,
students live in an area where there is a night time economy, lots of clubs lots of
bars etc, and that all brings associated social issues, not necessarily bad but
obviously us putting in prevention campaigns: ‘don t drink too much, drink
responsibly’; ‘stay sensible, stay safe’ is one catch phrase that we constantly use.
It’s just important that we do that in order to work in harmony with the rest of
the community. There s so many of us, city college they have their own
community relations plan, so any large organisation that brings lots of people to
the area should do that and I think that’s what the university is doing.
I: Can you tell us more about the time frame of crime prevention and safety? Is it
really focused on September and January when the freshers arrive, or do you

organise…… because I know in the beginning of the year there’s a policeman
coming talking about crime and safety and stuff so are you doing this only when
students come to uni or?
A.W: It’s staggered throughout the year. It’s quite rightly, like you say, when
freshers arrive for example, we make sure the messages are there both written
and verbal and videos whatever they might be. But their minds will obviously be
on making friendship groups, getting to know their new city, how are they going
to get to university everyday. You know all those kinds of things. So obviously,
whilst it’s important to get there early, we got to be aware that we need constant
reminders throughout the year quite rightly, in January, refreshers week, the key
safety messages went out there again: get home safely, drink responsibly, keep
the noise down. Etc. but we still stagger it constantly. So every week we will have
a community relations message go out on social media for example on the key
student nights, so we try to be as regular as possible. Being a PR office, we can be
very reactive as well. So if I’m inundated with noise complaints, which I am at the
moment, you will start seeing the ‘Keep quiet and carry on’ visuals pop up left,
right and centre because that reminder needs to be pushed because people have
forgotten it or have never seen it or they don’t realise that there’s a family with 5
babies needing to sleep next door. It’s just generating,… keeping it fresh
throughout the year.
I: And these kinds of issues, like noise or alcohol, do you have the age range of
people committing it? Or is it mostly only 18 year olds or people older?
A.W: No and that’s something…. Obviously we’re only dealing with this age
group so we’re presuming it’s this age group. But I won’t act on any complaint
about young people because not all young people aged 18-21 or 18-25 are going
to be students and not all of them are going to be Solent students. Now that’s
something the community largely, as a whole, do presume because we’re a city
centre uni :”oh they must be Solent students”. Well there are people that live in
houses of multiple occupancies, rental properties, who are this age group and
they don’t go to uni. They’re young professionals. They still like to have parties at
friends around, barbeques in the garden, and the noise gets out of hand so we
need the evidence from the police or the council to say: ‘here’s the names, are
they Solent students?’, and we’ll look into contacting them and go about it this
way.
I: And you think, students living in halls, in the residences of the uni, are more
aware of this kind of behaviour, of the right behaviour to have, rather than the
new students that just live in houses?
A.W: No largely because I feel, personally, from my own experience from
working here, that they’re in their own little island. And it’s easier because you’re
in that friendship group, in that target group that perhaps you can forget about
the rest of the community living around you. One thing, is not just neighbours,
it’s when you’re walking through. You pass roads with people living there. It’s
that kind of community awareness that we want to make students think :

‘actually I wanna be a good neighbour, I need to be a good member of the
community and keep the noise down’. Sometimes, freshers in the halls of
residence can be isolated from this. But the messages still go out there so we
have posted stuff about this.
I: Well thank you very much, I think this is it. We don’t want to take up too much
of your time.
If you have anything to add or any suggestion you think it’s important about
crime and safety uhm…
A.W: I think you should just keep doing your research. Find out what other
projects we’re doing, I’m more than happy to give you a list of campaigns we’re
currently running. It’s not just reactive campaigns that I do so everything sounds
ominous, messages people don’t want to hear. We do proactive community
campaigns as well. We work with the police to do student watch volunteering
which means that you volunteer to work with Hampshire police and you get a
reference from the police officers afterwards that can officially go on your cv.
Another thing we do is “love your bin”, which is a recycling campaign to
encourage students to bring their bins in off the road afterwards. Because either
people kick them down, I’m not saying students kick them down but that’s
keeping the community happy. No one wants to walk down their road with 100
bins out on the pavement. Thats one thing we do and its award winning, we won
2 awards with that. And Eco Earnie has won so many awards I can’t even keep
up with it. Recycling student waste at change over, when people come out of one
rental property, maybe they’re moving home for the summer, or just move into
another one. And they’ve just amassed so much stuff that it can be sold off for
charity. And we make hundreds and hundreds of pounds for charity each year.
We do a lot of reactive kind of socially conscious events but then we also do
some community benefiting ones as well, so getting the students to know they re
neighbours as well.
It’s not only about prevention but…
It’s not only about that. It’s just about finding the right balance. I think it’s
important.
I: Well thank you very much, we’ll keep on doing our research and if we have
additional questions we may come to you.
A.W: Of course, anytime
I: Thank you
A.W: Thank you

Appendix 5.0 – Focus Group
Hi guys and thank you for coming.
We are having this meeting today with the purpose of research into the topic of
crime & safety Inside the SSU.
First of all I would like to assure all of you that all information gathered here will
remain confidential and anonymous.
The sole purpose of the video and audio recording is for the gathering of data
and they will be destroyed as soon as the project is finished.
1) Do you guys know what “Crime & safety” in Solent refers to?
2) Do you feel you are being given enough information about these subjects?
3) Have you ever been the victim of a crime?
4) Do u feel you have enough support from the uni?
5) Do u feel safe while walking home alone?
6) Do u feel the university could do more towards your safety
7) Have you heard about the stabbings outside kimber?
8) Do you find the University responsible for that?
9) Do you consider they could’ve done more to prevent it?
10)How do you think the university should act in regards to this subject

Research portfolio

More Related Content

What's hot

Viewers also liked

Similar to Research portfolio

More from Alexandra Robitu

Recently uploaded

Research portfolio