research about the increasing number of students living of campus "STUDENTIFICATION''

1. Nyambi S.N 215027650
Geography Research Project : Studentification
Lecturer Mr. J.J Gregory 10/30/17 Geography 3B FET

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Table of content
Declaration……………………………………………………………………………………...
Dedication………………………………………………………………………………………
Acknowledgement………………………………………………………………………………
Table of content…………………………………………………………………………………
List of figures…………………………………………………………………………………...
Abbreviations …………………………………………………………………………………..
CHAPTER 1
1. Introduction………………………………………………………………………….1
CHAPTER 2
1. Literature review……………………………………………………………………1-7
1.1 Studentification
1.2 Studentification emerged in the following countries
1.3 Impacts of studentification
1.3.1 Impacts of studentification in society
1.3.2 Economic issues of studentification
1.3.3 Physical impacts of studentification
1.4.Studentification in the global south
1.4.1. Studentification in South Africa.
CHAPTER 3………………………………………………………………………………7-9
1. Research methodology
2. Quantitative and qualitative research methods.
3. Sampling research method
4. Questionnaires
5. Methods used.
CHAPTER 4………………………………………………………………………………9-14
1. Findings
1.1.Profile of the students
1.2.Type of accommodation and if it is accredited by NSFAS, UJ and other bursaries
1.3.Motivations for choosing Brixton
1.4.Satisfaction levels
1.5.Changes of neighborhood (economic, social, and physical)
CHAPTER 5 ……………………………………………………………………………14-15
1. Discussion
CHAPTER 6…………………………………………………………….....……………15-16
1. Conclusion

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REFERENCE LIST ……………………………………………………………….17-18
LIST OF FIGURES
1. Figure 1: Map of Brixton
2. Figure 2. First language of students interviewed in Brixton.
3. Figure 3. Different lease that accommodations have off campus (in Brixton)
ABBRIVIATIONS
1. HMO- House in Multiple Occupancy
2. PBSA- Purpose-Built Student Accommodation
3. UK- United Kingdom
4. US-United States
5. NSFAS- National Student Financial Aid Scheme

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CHAPTER 1
Introduction
This research is about studentification which is becoming a trend in areas around university
towns. Studentification is the result of the rising number of students living in private
accommodation due to shortage of accommodation on campus. This study looked at research
which was previously conducted by previous researchers on studentification. This research will
look on how the increasing number of students affect the areas around universities, looking at
the social impacts, physical impacts, and economic impacts of studentification.
The aim of this research is to find the reasons behind the increasing number of students moving
on areas around the university and the impacts of these. The objectives of the research are to
prove that shortage of accommodation on campus leads to the development of private
accommodation and that these is not the only cause of students to move on these areas. This
study was conducted in Brixton which is an area near the University of Johannesburg where
some of the students who are studying at the University of Johannesburg reside while studying.
Questionnaires were used during the study to gather data and evidence based on private
accommodation and why students chose this certain area. During the study, a certain number
of students was selected to conduct this research. Random selection was used during the
selection of students. These students were given questionnaires to answer which were based on
private student accommodation. This research is a qualitative type of research since opinions
of other people were used to complete this study.
The main findings of this study are based on the answers that the students provided. This
includes the motivations for choosing the place they are currently living in, satisfaction level
and the type of accommodation and if it is accredited by NSFAS or the University of
Johannesburg. The findings also focus on the changes caused by the increasing number of
students on the area such as the economic changes, physical changes, and social changes.
CHAPTER 2:
Literature review.
1. Studentification.
Accommodation shortages on campus force students to find accommodation in the private
sector (Donaldson et al, 2016). These shortages result in single family residents increasingly

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being targeted for redevelopment into student housing which will lead to studentification since
the area will now be occupied by students and the original residents will have to relocate
(Donaldson et al, 2014). Studentification is a process where the original residents near tertiary
institutions are gradually displaced due to an in-migration of students causing spatial
dysfunctionality where, eventually, only the needs of a student subculture are catered for.
According to Smith (2002b), cited on Sage et al (2012), when studentification emerged as a
social issue in early 2000, it was associated with the movement of young middle-class
populations to established residential neighbourhoods in university towns, which led to the
concentrated production of student. Studentification leads to changes of the social composition
of an area, due to the increasing number of students the people who lived in the area are
replaced by the increasing population of students (Sage et al, 2012).
Studentification is a process created from private house ownership and higher concentration of
students (Sabri and Ludin, 2017). According to Hubbard (2006), studentification is the process
by which specific neighbourhoods become dominated by student residential occupation.
Studentification is caused by shortage of accommodation on campus and student are forced to
look out for private accommodation off campus or in areas around campus (Donaldson et al,
2014). The concentration of student on areas around the university leads to neighbourhoods’
changes and people and moving out of the area or renting their houses to the students.
Accommodation available off campus is usually small rooms and two-room flats or larger units
with rooms to rent to students individually or to share with friends (Grabkowska and
Frankowski, 2016). There are different locations within the student areas and these locations
attract various kinds of students (Smith, 2002).
2. Studentification emerged in the following countries
Studentification was first looked at in the global north and west where by researchers looked
at the impact of students moving on areas near by the university due to shortages of
accommodation in the university. Studentification emerged on the global north, this includes
countries such as Europe, America, and the United Kingdom and this is where it was first
looked at. Research on studentification in the UK examined the ways in which the significant
growth of student numbers over the previous years have led to marked changes some parts of
cities in which students lived (Duke, 2009). According to Duke (2009), these changes do not
happen in isolation, the students are associated with the major migration flow into and out of
the studentified areas of the city.

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According to Grabkowska and Frankowski (2016), students are identified as gentrifiers
therefore studentification leads to gentrification. The process of gentrification originated in
Britain, but it has also recently adopted in American English to refer to similar problems arising
from the overpopulation of many U.S. 'college towns' (Sabri and Ludin, 2017). Gentrification
is when a certain group of people move to a certain place, making the place trendy and
accommodating a certain group of individuals, in this case students. It is assumed that such
processes can be seen even in second cities and or the cities in developing countries that desire
to follow the global restructurings in terms of economy, politics, and culture (Sabri and Ludin,
2017). This is the motivation of the current research on studentification in developing countries.
Gentrification links to studentification because students are occupying a certain place replacing
the people who lived there before making the place trendy for students to live in.
3. Impacts of studentification
Studentification impact cities economically, socially, culturally, and physical. In the UK, cities
are economically and physically conducive to studentification or student occupation. In
communities where by studentification is very common, the local group of people or the
residence of the area have mobilised against student accommodation and they are petitioning
against the development of Houses in Multiple Occupancy (HMOs). Studentification have
different social outcomes (Donaldson et al, 2014). This underlines the need to consider the
historically constituted relationship between the community and the students which are
occupying the community. According to Donaldson et al (2014), students living in suburbs on
in cities are mobile and free since they are far from home and from their parents or guardians,
they live freely, and they see this as an opportunity to enter adult hood, this behaviour of
students affect the people who are living in the studentified area and the social behaviour of
students is not acceptable. The increasing number of students impact the community positive
in terms of socio-spatial and the economy (Smith, 2009).
3.1 Impacts of studentification in society
The implications of these dimensions of the effects of studentification may be positive or
negative, depending on the context and the social group it impacts. It can be argued that the
social dimension of the effect of studentification on a university town involves the development
of a new social group of ephemeral and young middle-class residents which displaces the
original established residents of the area (Sabri and Ludin, 2017). Normally the transformation
of population in studentified areas means the influx of chattering classes which will change the

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balance and coherent feature of previous settlers (Sabri and Ludin, 2017). The social impact of
studentification happens when loss of amenity and high house prices make a considerable
emigration. People become segregated according to their social groups, meaning that he people
who used to live at studentified areas before students will segregate themselves from students
(Smith et al, 2014). The loss of services such as school closure can have effect on failure of
social networks, the one that is a consequent of transient population also. The negative effects
of studentification is the behaviour of students in the community, this include noise caused by
the students, and disorders caused by students (Sage et al, 2013). This affect the people which
have been living in this area for the past years (Hubbard, 2016).
3.2 Economic issues of studentification
Research evidence shows that higher education students are highly influential role players in
the local rental markets (Ackerman, 2016). The increase of student population is a negative
light of undesirable impacts on local housing market (Smith, 2008). According to Pickren
(2012) cited in Ackerman, owners of apartments with high rent rate might have to lower down
their prices so that they can attract more students to live in these areas or accommodation.
According to Rugg et al (2006), cited in Ackerman, they state that research has shown that the
economic impact of the effect of studentification on a university suburb is usually marked by
the inflation of property costs, which is underpinned by the recommodification of ‘single-
family’ houses or the remodelling of private rented housing to supply HMO for the HE
students. The impact of studentification was regarded as positive since it helped with the retail
prices of property (Sage et al, 2012)
According to Sabri and Ludin (2017), Studentification involves the revalorization and inflation
of property prices, the seasonal demand for houses turns the economy to seasonal manner,
which is vital for many small shops. Similar to this is employment, it would be seasonal, and
much in part-time since some of the students will be working on these kinds of jobs and they
leave during the holidays or even change places (Sabri and Ludin, 2017). Sabri and Ludin
(2017) also mention that the knock-on effects can be investigated in high service costs,
including policing, environmental health, cleaning, and insecurity is the other reason which
means high insurance premium, for property, contents, and vehicles.
3.3 Physical impacts of studentification
The impact on the physical environment is characterised as follows. There is an initial
upgrading of the physical environment, driven by valorised property rentals and prices, which

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is induced by the conversion of single-family housing stock to HMO to meet the
accommodation needs of the large HE student population (Hubbard, 2006). According to Smith
and Holt (2007), studentification can also lead to physical degradation of the urban
environment. Regeneration is needed in places where students are going to live, this changes
the physical structure of the area since buildings are being renovated (Hatch et al, 2016).
According to (Hubbard, 2006), the impact of studentification on the private sector is not only
limited to the supply-demand imbalance in accommodation within HMO. According to Benn
cited on Ackerman and Visser (2016), The physical impact of students on a neighbourhood can
be seen, on the one hand, as the environmental decay, or, on the other hand, the upgrading of
the neighbourhoods’ wealth, and this occurs in the social, cultural, economic, and spatial
dimensions (Ackerman and Visser, 2016). The functional diversity of a neighbourhood can
increase, owing to the presence of students, with new bars, restaurants, clothing stores opening
to cater for students’ tastes (Ackerman and Visser, 2016). This also leads to a student
atmosphere reigning in the neighbourhood as students participate in community service and
increase the volunteerism of the neighbourhood. The rising number of in universities have
impact on the development of local property, the demand of local housing market increase and
the influence of students demand of housing has effect on the physical development of cities
and towns (Abdullah et al, 2012).
4. Studentification in the global south
Studentification has not been look at that much in the global south. There are no articles about
studentification in the global South or in Africa, there only articles that are about
studentification are those which are about studentification in South Africa, the Bloemfontein
and Stellenbosch and the Cape Town article. So little research has been done on studentification
in the global South.
4.1 Studentification in South Africa.
There is limited research on studentification in South Africa. There are about two articles that
addresses the concept of studentification. These articles include the Bloemfontein and
Stellenbosch and the Cape Town article which addresses studentification on Cape Town.
According to Odor et al (n.d), the University of Cape Town has grown due to the increasing
number of students that are going to Cape Town to further their studies in the university.
Studentification is associated with seasonal in-migration of students from different part of the
country who are going to further their studies at the university (Odor et al, n.d). Studentification

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embrace the building of purpose built off campus accommodation which is usually high density
within the neighbourhoods of the university (Odor et al, n.d).
The Bloemfontein and Stellenbosch article about studentification states that there are two types
of student accommodation off campus, the Purpose-Built Student Accommodation (PBSA),
and the House in Multiple Occupancy (HMO) (Donaldson et al, 2014). According to
Donaldson et al, (2014), the difference between the two types of accommodation is that the
HMO is a single-family house which accommodates students. Students have their own
bedrooms and private space, but they share public spaces such as bathrooms, kitchen and living
rooms. The PBSA are inclusive complexes that provide students either parking facilities,
laundry facilities, or stores. Students have their own private spaces such as kitchens, bathrooms,
living rooms and bedrooms (Donaldson et al, 2014).
Accommodation shortages on campus force students to find accommodation in the private
sector. These shortages result in single family residents increasingly being targeted for
redevelopment into student housing. Studentification is a process where the original residents
near tertiary institutions are gradually displaced due to an in-migration of students causing
spatial dysfunctionality where, eventually, only the needs of a student subculture are catered
for. The purpose of this paper is to provide insights into the reshaping of urban space due to
studentification in the two South African cities of Bloemfontein and Stellenbosch. Empirical
data on key aspects of studentification was obtained from two questionnaire surveys among
permanent residents, as well as students, in both cities. The paper proposes that the main role-
players, such as universities and local municipalities, should ideally all form part of planning
strategies for student housing.
Studentification can lead to gentrification. According to Donaldson et al (2014), gentrification
contributes to the redevelopment of certain areas and these leads to restriction of a certain
income class that can be able or can afford to buy the property in this gentrified area.
Gentrification which is caused by studentification contributes to a more affluent student being
attracted and eventually pushing up property and rental prices in the studentified areas which
are becoming gentrified by students’ population (Donaldson et al, 2014). According to Smith
cited in Sabri and Ludin (2017), students are the new gentrifies who invade certain areas of the
cities and towns in which popular universities are located. Gentrification lead to the process of
social, environmentally, and economic changed which is known as studentification. This study

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looked at studentification in Johannesburg. It focused on areas around the University of
Johannesburg especially in Brixton.
CHAPTER 3
1. Research methodology
There are different types of methods used in researches to gather information about a research
question. These methods include qualitative data collection method, quantitative data
collection method, sampling method, interviews, and questionnaires. (Clifford et al, 2016).
Below are the definitions and differences between these data collecting methods.
2. Quantitative and qualitative research methods.
A qualitative research is essentially exploratory research (Snap Survey, 2011). It is used to gain
an understanding of underlying reasons, opinions, and motivations. It gives insights of
knowledge into the issue or creates thoughts or speculations for potential quantitative research
(Snap Survey, 2011). According to Snap Survey (2011), qualitative research can also to
uncover trends in thought and opinions, and plunge further into the issue. Methods of collecting
qualitative data vary using unstructured or semi-structured techniques (Snap Survey, 2011).
Snap Survey (2011) also states that other common methods used in qualitative include group
discussions, individual interviews, and observations. It is usually a small sample and
participants are selected to do a specific thing. This research uses qualitative method to gather
data that is needed to complete the study.
A quantitative research methodology is usually used to quantify the problem by a way of
generating numerical data or data that can be transformed into usable statistics (Snap Survey,
2011). According to Snap Survey (2011), quantitative data is used to quantify attitudes,
opinions, behaviours, and other defined variables – and generalize results from a larger sample
population and also uses measurable data to formulate facts and uncover certain patterns in
research. The data collection methods of quantitative research collection are more structured
than the methods of data collection in qualitative research (Snap Survey, 2011). Quantitative
data collection methods include various forms of surveys – online surveys, paper surveys,
mobile surveys and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal
studies, website interceptors, online polls, and systematic observations.

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3. Sampling research method
Sampling method is the process of getting or acquiring information about a small part of people
from a large group of people and the main aim of sampling is to make generalization about a
large group of people (Clifford Et al, 2016). According to Clifford et al (2016), sampling is
important since it is highly impossible to obtain information from a large group of people. In
qualitative research, a set of procedure known as inferential statistics can be applied to sample
data so that generalization can be made (Clifford et al, 2016). Sampling method is the basis of
almost all researches in human geography and in physical geography.
4. Questionnaires
Questionnaires is a method of gathering information about characteristics, behaviour and
attitude of a population by administering a standardized set of questions to a certain group of
individuals (Clifford et al, 2016). According to Clifford et al (2016), questionnaires are used
in geography to explore people’s perceptions or views about a certain concept. Questionnaires
are also used during sampling to gather data from a population by only involving a few people
which will answer the questions so that data can be collected and make conclusions or
assumptions about a certain concept.
5. Methods used.
In this research, a random sampling method was used to obtain data about students living on
private accommodation or off campus accommodation. A certain number of student who are
living off campus and are living in Brixton was chosen to be able to get information about
student accommodation off campus and private accommodation. The purpose for selecting
these students was for gathering data for the research. During the sample, 20 students who are
living in Brixton were chosen to participate in the research. Questionnaires were used to gather
data during the sample. The questions which were given to off campus students were based on
private student housing or accommodation off campus. The student who participated were
supposed to answer the questions about private or off campus accommodation. They had to
provide brief information and explanations about off campus accommodation and provide
reasons for their responses.
Data collection of the research took about nearly two weeks to be completed and to gather all
information about off campus or private accommodation. It was hard gathering the data since
some of the students did not want to answer the questionnaires, some did not give good answers

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and they were not comfortable in answering some of the questions while some only answered
the one-word questions and did not answer the other questions and long questions. These were
the limitations for gathering data for this research since every little information was needed to
draw conclusions about off campus accommodation.
CHAPTER 4
Findings
This map bellow is the location in which the study was conducted. It is a map of Brixton
Figure 1. Map of Brixton
1. Profile of the students
During this research, 20 students were interviewed of which 10 of them were females and 10
were males. These students lived in Brixton which is where they stay during studying. All the
students which participated on the interview were Africans. The age of the students ranges
from 18-26.Five students were between the age of 18-20, 13 between the age of 21-23and two
between the ages of 24-26. None of the students interviewed was disabled. They are all South
Africans in terms of nationality. The province of origin of the students is Mpumalanga, Kwa-
Zulu Natal (KZN), Limpopo, and Gauteng. In the 20 students which were interviewed, 12 were
from Mpumalanga, 6 from Limpopo, 1 from Gauteng, and 1 from KZN. First language of the
students included siSwati, isiNdebele, isiZulu, Pedi, Xitsonga, and Venda. There were 7 Swati
speaking students, 3 Venda’s, 3 Tsonga’s, 3 Ndebele’s, 2 Zulu’s, and 2 Pedi’s. The chart below
explains the students’ first language in percentages.

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Figure 2. First language of students interviewed in Brixton.
All the 20 students attended at the University of Johannesburg Auckland Park campus. 12
students were studying education, 5 management, 1 law and 2 were studying science. In terms
of the level of study, 6 students were doing their 1st year, 4 were doing their 2nd year and 10
doing their 3rd year. All the students are studying fulltime at the university. In terms of financial
assistance, 16 of the students are using bursaries and 4 are relying on their parents for financial
support. 19 out of the 20 students are not working due to studying commitments and 1 student
is looking for a part time job.
2. Type of accommodation and if it is accredited by NSFAS, UJ and other bursaries
Within the different types of accommodation that are available for students, 4 students lived in
a house where they shared with friends and other people. 15 students lived in a commune, and
the other student lived in an apartment which is built for students. Not all of them were sharing,
some had single rooms, but shared bathrooms and other public space such as kitchens and
living space. Some of those who were in single had their own bathrooms but shared the kitchen
with other students. In the 20 students, 10 had single rooms, 6 were living in 2 sharing, and 3
were living in 3 sharing and 1 in 4 sharing. Not all accommodations were accredited by NSFAS,
UJ or other bursaries, 15 out of 20 accommodations were accredited by either NSFAS, UJ or
other bursaries.

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3. Motivations for choosing Brixton
The reason for most of the students to choose Briton for accommodation is because of the
facilities and services that Brixton has for the students to go about their daily lives such as
shopping mall, public transport links, and entertainment facilities, services provided by the
accommodation such as security, water, and internet.
Firstly, not all students who are living in Brixton wanted to live there. Some had no choice but
some of them decided that they want to reside in Brixton since it is near campus and near a
mall where they can go shopping. They have access to public transport in case they want to go
out or go to town. Off campus accommodation have less rules and visitors are allowed at any
time and they can also have parties. The distance from Brixton to campus is convenient for
students, all of them walk to campus and they walk for about 0-3 kilometres. There is private
security at the accommodation in which most of the students live. Their movements are not
restricted, and they can invite friends any time of day, unlike on campus where they only allow
visitors after 10 am and after 10 pm all visitors should be signed out.
The students which did not want to live in Brixton had their own reasons. Some said they
wanted to live at campus residence but due to space and not paying the deposit upfront they
were forced to go and look for accommodation elsewhere. Some said they left campus
residence because of the rules, initiations, and that during recess they have to move their
belongings out of the rooms into the storeroom and when they get back they will find some of
their things missing and they had to replace them since no one would be held accountable.
According to these students, campus residence has strict rules and restricts their movement
indirectly so since they were only allowed to have visitors at certain times and sleeping over is
not allowed. Other students who wanted to live at campus residence were forced to live at
Brixton because they did not apply for accommodation on campus.
Private accommodation is affordable since some of these accommodations are accredited by
the university and NSFAS. The lease structure of these accommodation is different, some have
a semester contract, some have a 10 months contract, some have a 12 months contract and the
other student has a monthly lease, but most accommodations have a 10 months lease. The graph
below shows the different lease structures that these accommodations have.

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Figure 3. Different lease that accommodations have off campus (in Brixton)
The amount which the students pay includes other services such as cleaning, Wi-Fi, laundry,
security, water, and electricity. The off-campus accommodation has different facilities and
services provided by the owners to the students based on the amount they pay. The services
include water, electricity, Wi-Fi, cleaning facilities, security, and laundry. Most of the students
are offered this services for the money they pay. They do not pay extra amount for these
services, it is all covered by the amount they pay. Though few of the students must pay for
other services such as Wi-Fi for the selves since the landlord do not offer or pay for Wi-Fi for
the students to use. Out of the 20 students interviewed, 3 must pay for Wi-Fi, 2 have to pay for
cleaning services and laundry since it is not included on the amount they pay so they have to
pay extra money to get these services and if they do not pay, they will not be provided with
these services. This causes these students to be on campus for long hours so that they can access
internet for assignments. This can lead to the students being mugged on their way back to their
rooms since students are victims at night.
Brixton is close to different leisure places which students can go to over weekend or even
during the week. It is close to a shopping mall. Students do not need to take a taxi to go
shopping, instead they walk to do their shopping. The students go to different places for
entertainment. They go to night clubs such as Shosholoza, Stones, and Skyline. For fast foods
they go to Mc Donald, Chicken Licken, Roman’s, and Debonair’s. Some attend church at
campus and around Brixton.

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The state and quality of accommodations motivate learners to choose certain places where they
want to stay while studying. The place must be conducive to learning and provide the students
with resources they need for studying such as comfortable chairs, tables and study lambs for
those students living in sharing. Out of the 20 students which were interviewed, 14 said the
state and quality of the accommodation is good because the furniture is still new, it is taken
care of and the land lord comes and check the place on regular basis to see if it is clean, nothing
is broken and all equipment’s such as cleaning machines and washing machines are working
properly. One student said, “the state and quality of accommodation is superb, and we also
have a pool in the compound”. The other students said, all essential services are provided, and
I would give it 8/10 for quality and state of the accommodation. The six students which said
the state and quality of the accommodation is not good stated their reasons for saying so. Some
said the furniture is old and no longer comfortable. Washing machines and cleaning
equipment’s are not working properly in case they want to clean their rooms. The
accommodation is not taken care of while they are paying good amount. One student said, “the
accommodation should be taken care of, there should be cleaners who clean regularly to keep
the environment clean and neat’’.
4. Satisfaction levels
Most of the students living in Brixton said they are satisfied. Reasons being it is near campus,
shopping mall, they have access to public transport. They are not restricted to have friends
visiting them at any time of day or even sleeping over. They can also host parties and invite
friends over, but if it was at campus residence they were not going to be allowed to host parties.
Most of the students do not pay extra amount for extra services and service provision is good,
I quote, “I am glad that I do not have to pay extra money for services such as Wi-Fi, and the
accommodation is check on a regular basis. They have cleaners who clean on regular basis,
private security and cameras is available and they feel safe when they are in their rooms. Those
who said they are not satisfied stated that they do not feel safe walking around at night since
they might be victims of being mugged. They also stated that the furniture is older and not
taken care off by the owners of the accommodation, and the fact that they must pay for extra
services such as Wi-Fi while they are paying more than R2000,00 does not sit them well. I
quote, “I am not satisfied living in this place because I have to pay for data, or do assignments
on campus late at night and I might be a victim and be mugged on my way to the
accommodation”.

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5. Changes of neighbourhood (economic, social, and physical)
The economic structure of Brixton has changed since students are increasingly moving in this
area. The rising number of students leads to rental rates rising and the lower-class people who
were renting rooms in this area are forced to move because they cannot afford to stay at this
area due to the rising rental prices. Buildings are being renovated, making them expensive and
not affordable to some middle-class people and low-class people. The social structure of
Brixton has changed over the past few years. Most of the people now living in Brixton are
students and only few working-class people or families living there. The change of the social
structure is caused by the rising number of students who are living in Brixton. Due to the rising
number of students moving in this area, families are forced to move out since most of the
population is becoming students and young professionals. The increasing number of students
moving in Brixton leads to changes on rental rates, development of property around this area
so that it can accommodate the increasing number of students. There is environmental decay
since some of the buildings are left alone. Most of the buildings are being sold to people who
would want to convert them into students’ accommodations. This even led to changes on kinds
of shops found on Brixton, they now accommodate students rather than working classes. There
are more fast food shops around the area where students can buy takeaways.
CHAPTER 5
Discussion
In the literature review it is stated that students are forced to move to private or off campus
accommodation due to shortage of accommodation on campus, this result in rising number of
students living off campus or in private accommodations. According to the findings of this
research, it is true that students are forced to look for accommodation in private student housing
due to shortages of accommodation on campus. There is a limited number of students which
can be accommodated on campus residence and this is the cause for the rising number of off
campus or private accommodation. We must also take note that not all students living in private
students’ accommodations wanted to live on campus. Some wanted to live off campus because
there are less rules regarding visitors or visiting hours and they have freedom than students
living on campus. Other students are avoiding off campus accommodations because of
initiations and that they must move their belongings every time they are going for recess.
Campus residence has strict rules which makes students feel like they are in some sort of prison
and they cannot enjoy their freedom, thus moving to private accommodations so that they can

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feel free. Students are noisy, and this cause a destruction to the people who are in the area,
therefore they leave this area.
Most of the accommodation off campus were single-family housing which were converted to
HMO’s so that it can accommodate the increasing number of students. The accommodations
are accredited by NSFAS, UJ and other bursaries, but not all of them. The lease structure of
private accommodation is usually 10 months, they count from February to November. The
increasing number of students leads to gentrification, which is an introduction of a new group
of people to an area which leads to social changes, economic changes, and physical changes of
the old community (as it was first discussed on the literature review). The more the number of
students moving in this area increases, the people who lived in the area are forced to exit the
area. The rental rates increase since buildings are being renovated for the increasing number of
students and this affect the economic structure of the area. Renting becomes more expensive
for low income people, they now must move to cheaper places. In terms of physical changes,
the area upgrades its property to accommodate students, this also includes the rising rental
rates. New shops are built in this area to accommodate the increasing number of students living
in this area. As stated on literature review that studentification affect the people who had been
living in studentified areas, the findings of this research prove that it is true, the increasing
number of students replaces the old community.
CHAPTER 6
Conclusion
This research was about studentification and the shortage of accommodation on campus which
leads to students moving to areas near and around the university. The increasing number of
students in these areas led to changes such as economic changes, social changes, and physical
changes of the existing community. These changes caused the existing community to leave the
area due to the rising number of students and increasing rental rates because buildings are being
renovated. The increasing number of students living off campus led to gentrification. In terms
of social changes of the existing community, new social group of students develop which
displace the old group of people who used to live in these areas. The economic structure
changes in a way that low-income people cannot afford to live on these areas due to the rising
rental prices and renovations of buildings to accommodate students. Upgrading of
infrastructure leads to physical changes of the community or area, pushing away the existing
community.

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According to the findings of the research, most students who are living off campus did not
apply for accommodation on campus because of the rules and regulations of accommodation
inside campus. They want to be free and explore as young stars rather than being locked or
being restricted to having friends and parties. Even though campus accommodation is much
safer than private accommodations, students prefer being off campus. When students are
looking for accommodation, they choose an area which is close to campus, shopping mall,
public transport, and leisure places where they can have fun over the weekends. Students also
prefer private accommodations because they do not have strict rules than campus
accommodation. Most students living in private students’ accommodations are using bursaries
and they rent on accredited accommodations. Private accommodations offer students with
services such as Wi-Fi, laundry, cleaning facilities, and private security for students’ safety.
Though some of the accommodations do not provide all these services, students still prefer
these areas.

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