Dedication

To my beloved mother and all the courageous women of Balochistan whose stories of
perseverance inspire and guide me.

3
 Acknowledgements
All praise is to the Almighty God, Who enabled me to conduct and write this research.

I would like to thank my supervisor,my Parents, cousins and friends especially for being a
constant source of encouragement for me. Finally, I would like to thank my department and
esteemed faculty for supporting and facilitating me throughout my academic.

4
 Abstract
Hostel is an essential concern for educational institutions, parents, and students alike because
it dramatically impacts academic achievement and personal success. Even with its essential
significance, there is a noticeable absence of scholarly knowledge on the subject of student
housing issues, especially when it comes to Kenya.

. By performing a complete examination of the problems experienced by students living in

both public and private hostel in Kenya, this study aims to close a research gap. The study
highlights several issues, including overcrowding, a lack of resources and social places,
obstacles to academic growth, adverse effects on emotional health, and infrastructure
problems. The research utilizes a combination of qualitative and quantitative methodologies
to comprehend the complex interaction of variables influencing the living circumstances of
students. The results emphasize how important it is to upgrade the facilities, infrastructure,
and resource management in Kenyan hostel environments to reduce these student's social,
emotional, and academic problems.

Keywords: Student accommodation, Student housing, Academic performance, Mental

wellbeing, Insufficient facilities, Effective resource management.

Table of Contents
Chapter 1...........................................................................................................................................10
1. Introduction..................................................................................................................................10

5
 1.1 Importance of hostel accommodation for students...............................................................11
1.2 Problem statement..................................................................................................................12
1.3 Objectives of the research.......................................................................................................13
1.4 Research questions..................................................................................................................13
1.5 Units of data collection............................................................................................................13
1.6 Contributions of the Study.....................................................................................................13
1.7 Thesis structure.......................................................................................................................14
Chapter 2...........................................................................................................................................16
2. Literature review..........................................................................................................................16
2.1 The global experience of accommodation for students.........................................................17
2.2 Importance of quality of student accommodation................................................................19
2.3 Comparison of on and off campus students..........................................................................21
2.4 Challenges associated with hostel accommodation...............................................................22
2.5 Challenges associated with hostel accommodation in Pakistan...........................................24
Chapter 3...........................................................................................................................................26
3. Methodology..................................................................................................................................26
3.1 Research approach..................................................................................................................26
3.2 Sampling techniques and data collection methods................................................................26
3.4 Data analysis............................................................................................................................30
3.5 Ethical considerations.............................................................................................................30
3.6 Limitations...............................................................................................................................30
Chapter 4...........................................................................................................................................32
4. Comparative analysis...................................................................................................................32
Chapter 5...........................................................................................................................................39
5. Results and analysis......................................................................................................................39
5.1 Regional representation of students living in hostels in Islamabad.....................................39
5.2 Room occupancy in hostels.....................................................................................................40
5.3 Employment status of students living in hostels in Islamabad.............................................41
5.4 Students division in types of hostel........................................................................................41
5.5 Sectoral representation of students living in hostels in Islamabad......................................42
5.6 Challenges faced by hostel students.......................................................................................43
5.19 Qualitative part.........................................................................................................................58
Chapter 6...........................................................................................................................................63

6
6. Discussion and conclusion............................................................................................................63
6.1 Discussion................................................................................................................................63
6.2 Conclusion...............................................................................................................................64
6.3 Policy recommendations.........................................................................................................66
References.........................................................................................................................................69
Appendix...........................................................................................................................................74

7
List of figures:
Figure 1: Geographical distribution of hostel-residing students in Islamabad...................................... 39
Figure 2: Hostel room occupancy analysis ........................................................................................... 40
Figure 3: Employment status of Islamabad hostel residents ................................................................
41
Figure 4: Student distribution across hostel types ................................................................................ 42
Figure 5: Sectoral distribution of Islamabad hostel residents ...............................................................
43
Figure 6: Hostel noise level assessment ................................................................................................
44
Figure 7: Hostel cleanliness rating ........................................................................................................
45
Figure 8: Hostel environment and its impact on academic performance ..............................................
46
Figure 9: Assessment of hostel restroom cleanliness and availability ..................................................
47
Figure 10: Hostel kitchen cleanliness and availability assessment .......................................................
48
Figure 11: Hostel laundry facilities cleanliness and availability evaluation .........................................
49
Figure 12: Enhancing hostel infrastructure to meet student demands .................................................. 50
Figure 13: Assessing hostel administration responsiveness and Issue resolution .................................
51
Figure 14: Inadequacy of hostel accommodations for out-of-province students ..................................
53
Figure 15: Impact of hostel overcrowding on accommodation quality and facilities ...........................
54
Figure 16: Impact of hostel privacy on well-being and academic performance ...................................
56

8
List of tables:
Table 1: Hostel facilities in universities of Pakistan .............................................................................
35
Table 2: Hostel facilities in universities of India .................................................................................. 35
Table 3: Hostel facilities in universities of Iran ....................................................................................
36
Table 4: Hostel facilities in universities of USA .................................................................................. 36
Table 5: Hostel facilities in universities of Finland .............................................................................. 37
Table 6: Hostel facilities in universities of China ............................................................................... 37
Table 7: Summary of hostel living challenges in Islamabad ................................................................ 60

9
 Chapter 1

1. Introduction
Introduction
Finding housing is crucial for College students, particularly those who live in hostels.
As a result, the student housing standard dramatically affects their academic performance and
general well-being, making it a crucial concern for the institution, parents, and individual
students. Housing for students is not only an important part of going to college, but it may
also boost self-efficacy and academic success. But, despite its important role, the area doesn't
have enough thorough research, leaving a clear knowledge gap that begs to be filled. Student
housing is more than just hostel rooms. It includes shared bathrooms, kitchens, laundry
rooms, toilets, common areas for fun and studying, and eating rooms, whether they are spread
out over floors, blocks, or for all the students living there . Additionally, College offer many
extra services that improve students' overall quality of life, going beyond just housing. These
include bathrooms, kitchens, common areas, and places to relax

Because of this complicated web, there is a strong reason to look into the living
problems students in public and private hostels face, which is what this study will
specifically do. The results of this research are important for two reasons: they shed light on
how serious problems with student living are and how they affect both students and
communities; this will hopefully lead to more public support and political will to fix these
problems . This study project also promises to find great ways to deal with problems in
student housing, giving college, housing providers, and policymaker’s useful information as
they look for solutions that work. This study builds a strong foundation for building evidence-
based solutions by shining a light on how big and bad this problem really is.

Kenya census of 2023 points with 29% of the population is between the ages of 19
and 29. This shows how important young are to the country's population. Kenya is mostly
made up of young people, so there needs to be a united effort to educate them to protect their
health and future. Still, the housing situation for college students, which includes problems
like traffic, bad infrastructure, and not enough services, has a complex but significant effect
on their overall performance and progress.

The problems get worse when the number of students is higher than the number of
hostels that are accessible, so supply doesn't keep up with demand. In the midst of these

10
problems, overcrowding stands out as a major issue when more students live in a room than
its planned capacity allows. This situation makes the lack of resources even worse when
compared to the rising demand. As a result, important facilities like rooms, bathrooms, study
rooms, kitchens, electricity, and water, creating an unhealthy and unclean atmosphere. In turn,
this unsafe setting hurts students' mental, social, and physical health, which makes it harder
for them to do well in their studies. The environment where a student lives has a big impact
on how productive they are, which shows how important it is to solve living problems in
general.

1.1 Importance of hostel accommodation for students

Repeating the need to guarantee youth’s access to first-rate hostel accommodations is
necessary. Students' general health, academic performance, and personal development are
strongly correlated with a supportive living environment. Numerous scholarly sources
highlight the significance of quality hostel accommodations and demonstrate its profound
impacts.

• Improved academic performance: A student's success in college is directly correlated

with the standard of their hostel. A 2020 research by Khan et al., found that university
achievement and engagement are higher for students living in clean, comfortable
hostels. Good hostel living fosters a community that makes it easier to study quietly
and fosters a feeling of community that supports successful teaching (Khan et al.,
2020).
• Decreased stress and anxiety: Comfortable hostel accommodations may significantly
reduce students' stress and anxiety levels. According to Sultan et al., (2019), students
who reside in safe, cozy hostels with enough amenities have lower stress levels than
those experiencing problems locating accommodation. Students may concentrate on
their academics without worrying about housing when they have a secure and pleasant
residence (Sultan et al., 2019).
• Personal development: It turns out that staying at a hostel is a terrific way to advance
yourself. People living in a varied, friendly neighborhood are likelier to be tolerant,
get along with others, and learn about various cultures. According to 2020 research by
Simpeh et al., interactions in hostel areas can help people become more adept at
communicating, resolving conflicts, and adjusting to multicultural environments.
• Healthy lifestyle: Excellent hostels frequently include facilities to support guests'
better lifestyles. Maintaining wholesome routines is more straightforward with gym
11
 facilities, entertaining amenities, and well-stocked kitchens. According to Prashar et
al., (2021), providing students with access to a clean living environment, wholesome
food, and exercise opportunities benefits their physical and mental well-being.
• Community and networking: Hostels provide an atmosphere where guests may meet
new individuals and establish enduring business relationships. Hostels foster a feeling
of community that encourages individuals to socialize, collaborate on learning
projects, and exchange ideas. According to Hasan and Badge 2013, living in a hostel
allows students to make friends with individuals from other backgrounds, which
broadens their outlook and improves their social skills.
• Maintenance and graduation rates: Higher rates of student engagement and graduation
are linked to good hostel housing. Researchers Dekker et al., (2011) show that
students who live on campus and have access to good housing are more likely to stay
in university and finish their requirements for the degree on time. The friendly
atmosphere of hostels can help students feel less alone and more like they belong
(Dekker et al., 2011).

Providing good hostel housing is essential for students' success in university, growth
as individuals, and overall health and happiness. Scholarly research keeps pointing out the
many benefits of living in a better hostel, such as higher academic success, less stress, better
personal growth, healthier choices, community building, and higher retention rates. Academic
institutions and politicians should recognize the important role that hostels play in creating a
good learning environment and put money into programs that prioritize students' housing
needs.

1.2 Problem statement

The most important element of all enabling university environment aspects is
generally agreed to be hostel accommodations. One of the physiological requirements for a
student's quality survival in terms of health, academic performance, and learning is housing.
This study focuses on the housing issues that face students with hostel accommodations in
Kenya living in public and private hostels. The impact of hostel accommodations is very
influential on the performance of students, and these impacts vary depending on the type of
hostel facilities, specifically public and private hostels. This will be the main objective of the
research: to identify the needs and challenges of accommodation faced by the students
residing in hostels.

12
1.3 Objectives of the research
• To identify existing condition of the hostel accommodation faced by students
residing in public and private hostels.
• To explore the challenges faced by the student related to accommodation in
educational institutes of Kenya and to explore what are the needs and preferences
of students related to student accommodation.

1.4 Research questions

• What kind of problems do college students face with their hostel accommodation
in public and private hostels?
• What hurdles face by students of other provinces living in an urbanized city like
Nairobi?

1.5 Units of data collection

• Male and female students of Kenya live in public hostels.
• Male and female students of Keny live in private hostels.
• Private hostel providers.

Students are our unit of data collection because they are directly involved in housing
issues.

1.6 Contributions of the Study

The study provides a valuable contribution by filling important gaps in the current
understanding of the significance of hostel accommodations for university students, which
has been previously studied in existing literature. Firstly, it offers a thorough examination of
the difficulties encountered by students living in public and private hostels in Kenya,
highlighting the specific complexities and differences between these types of
accommodations. This study provides a deeper understanding of the specific challenges faced
by students in Kenya, going beyond the broad topics seen in earlier research.

In addition, this study adds the existing body of literature by investigating the
influence of hostel accommodations on students' academic achievement, personal growth, and
overall well-being within a specific physical context. By analyzing the needs and demands of
students about housing, this study provides practical implications for policymakers, hostel
administrators, and educational institutions to improve the quality of living conditions and
support services provided to students.

13
 Furthermore, the objective of this study is to narrow the divide between conceptual
understanding and practical application by suggesting empirically-supported solutions that
address known challenges in student housing. This study offers helpful findings that may
direct decision making processes and helps positive changes in the student lifestyle.

The population of Kenya is 50 million, with the passage of time students are moving
towards cities like Nairobi,Kisumu and Thika etc. the influx in Islamabad is a lot so it is a
pragmatic topic as every year more students came here and many of them settle down in
Islamabad so in this regard the contribution of study is important with the help of this
research the policymakers must know that what challenges and problems students face. That’s
why the contribution of study is timely and pragmatic. The study significantly improves the
understanding of student housing challenges in Islamabad, by presenting practical suggestions
for enhancement and establishing a foundation for future research and policy initiatives in this
domain. This study seeks to improve the current literature and encourage more discussion on
the significance of providing university students with high-quality hostel accommodations by
clearly highlighting these contributions.

1.7 Thesis structure

This thesis is organized into several chapters to comprehensively investigate the
challenges burden faced by students accommodated in hostels in Islamabad:

• Chapter 1: Introduction - This chapter comprehensively analyzes the study,

emphasizing the significance of high-quality hostels for university students. The
document provides contextual background, significant arguments, problem
definition, research goals, and the larger impacts of fixing student housing issues.
• Chapter 2: Literature Review - This study reviews student housing and hostel
literature to gather and examine it. This summary adds to subject knowledge by
explaining key concepts and identifying gaps in knowledge. This chapter analyzes
the pros, cons, and effects of hostel living on students.
• Chapter 3: Methodology - This chapter explains the mixed-method methodology
used in the study, including data collection, analysis, and ethical problems. The
research method's flaws are addressed.

• Chapter 4: Comparative Analysis - This chapter compares student housing and

hostels in different countries, highlighting their offerings, quality, and culture. The

14
 study provides special insights into the global student housing work, affecting
thesis discussions and recommendations.
• Chapter 5: Results and Analysis a structured study of quantitative and qualitative
interview and survey data to improve comprehension and interpretation. This
discussion discusses how the findings affect student housing and policymakers,
implementation, and research.
• Chapter 6: Discussion and Conclusion - A comprehensive overview of the study's
findings, significant information, and significant contributions, highlighting the
research's importance in understanding hostel standards and their effects on
students. The conversation concludes with real-world implications and empirical
policy ideas for students, universities, and policymakers.
• References - Includes a complete list of references, acknowledging research
sources.
• Appendix - The questionnaires used for the purpose of data collection are included
in the appendix.

15
 Chapter 2

2. Literature review
Teaching, learning, research and community service are commonly regarded as the
core functions of a university. However, as universities of the world emerged, there has been
an increase in student uptake over the years which offer various programs from which
students may choose. This phenomenon necessitates the provision of a safe and secure
educational setting to effectively support student’s intellectual progress, which is crucial for
the advancement of every country. According to a research, it was common for universities
to provide on- campus accommodation to their students. Clearly, this universal expanding
nature of tertiary institutions, coupled with globalization and the number of students seeking
to enter universities, resulted in a demand for accommodation off-campus (Mbara & Celliers,
2013). Students admitted to various degree and diploma programs in tertiary institutions need
to have access to good and affordable student accommodation. Accessibility to
accommodation by students is an integral part to reduce various stress that may be
encountered by students upon receiving admission to the university.

The complexities and dynamics surrounding student accommodation present

significant issues. The challenges are increased by the presence of insufficient academic and
practical strategies to address the repeated problem faced by higher education institutions in
providing enough and improved options for accommodation. Since the year 1994, the
education system implemented after the apartheid era has placed significant emphasis on five
fundamental concepts that are seen major for the provision of high-quality education. These
principles are non-racialism, non-sexism, democracy, redress, and the establishment of a
unitary system. In the creation of an effectual educational system, the post-apartheid
administration encountered a two-fold challenge. Firstly, the system had to be changed to
address the inequalities of the preceding years in terms of participation, access, resources,
success, staff complement and student bodies within higher education. Secondly, there must
be an effective higher education system and well-organized to ensure equity with its
inadequate resources, as well as the variety of graduating classes, researches and services
outputs required for national development (Jansen, 2001). Kader Asmal, who served as the
Minister of Education of South Africa in 1999, articulated a vision aimed at addressing
critical difficulties related to service delivery. This vision encompassed the enhancement of
program quality, enhanced accessibility, faster integration, and the optimization of resource

16
utilization. The primary objective of each educational policy is to facilitate significant
transformations that may result in enhanced educational methods and learning outcomes,
alongside the provision of an optimal physical setting that supports effective academic
endeavors and achievements.

2.1 The global experience of accommodation for students

The issue of student accommodation presents a global dilemma, which is also
observed in institutions, including those in South Africa. The current evaluation is going to
provide insights into the implications of student accommodation challenges, the quality and
accessibility of student accommodation, private accommodation and mass hired
accommodation, as well as safety and security measures at universities (Williams, 2011).

Students have an expectation that universities or private companies will provide

accommodation that meets minimum criteria of comfort and is reasonably priced.
Furthermore, there is an assumption that student accommodation will be readily accessible as
needed. According to Townley (2005), the concept of accommodation is closely associated
with food and is not considered as an independent component. However, Harvey (2001)
emphasizes the significance of accommodation in affecting student satisfaction.

According to Nutt and Calderon (2009), studies show that students globally have been
more economically and socially privileged. In contrast, South Africa is a third world country
and most of its student population is from disadvantaged backgrounds. Especially in the
KwaZulu-Natal region, the majority of the students are from the province outskirts and rural
areas.

Unlike in South Africa, (Brattbak & Medby, 2003) state that student life in Norway does not
include students living in university-provided accommodation. The private sector covers the
major part of student demand.

In South Africa, universities rely on government subsidies for student

accommodation. The private sector has not been tapped enough to come on board and get
involved in providing accommodation for the needy students. The universities nationally and
the government need to revisit the private sector and make an appeal for private investors to
work together with the leadership of the institutions to alleviate the problems of student
accommodation.

Throughout history, German and English universities have applied significant impact
on contemporary patterns in student accommodation. During the early medieval period,

17
students were responsible for finding their own accommodation, independent of any oversight
from the university. The establishment of the first residential colleges in Paris was a response
to the necessity of accommodating financially disadvantaged students. This practice was
subsequently adopted by Oxford and Cambridge Universities (Rashdall, 1895).

The Universities aspires to be a positively transformed institution based on a clear

understanding of its goals for broad and comprehensive change underpinned by shared
values. These values serve as a framework for all its endeavors. The University community
promises to:

• Actively encourage and respect the right of all scholars, staff and students to
engage in critical inquiry, independent research, intellectual discourse and public
debate in a spirit of responsibility and accountability, in accordance with the
principles of academic freedom and institutional autonomy.
• Promote access to learning that will expand educational and employment
opportunities for all. This includes the provision of a secured and safe
environment of accommodation to enable quality output.
• Embrace our responsibility as a public institution to support and contribute to
national and regional development, and the welfare and upliftment of the wider
community, through the generation and dissemination of knowledge and the
production of socially responsible graduates.
• Conduct ourselves according to the highest ethical standards and provide
education that promotes an awareness of sound ethical practice in a diverse
society.
• Manage and run our institution in conscious awareness of the environment, and
foster a culture of responsible, ethical and sustainable use of natural resources.
• Acknowledge the value of the individual by promoting the intellectual, social and
personal well-being of staff and students through tolerance and respect for
multilingualism, diverse cultures, religions and social values, and by fostering the
realization of each person’s full potential. [UKZN Strategic Plan 2007-2016]
In addition to above mentioned facilities, hostel accommodated students are provided
with the following facilities across the globe.

Safety and security is imperative to ensure that students are safe in their
accommodation. The department of residence endures that residences are safe by installing
access control units in residences. Those students in the residences are required to sign a
18
residence code of conduct form. Breach of conduction of the residence code can result in
expulsion depending on the seriousness of the crime. The student card has to be presented at
all points of service at university. The risk management services is a 24 hour service at
universities to attend to emergencies on the campus.

Fire prevention is of critical importance in the student residences. A safety guideline

of regulations is designed to keep the students and their environment safer. All alarms, fire
hoses, fire extinguishers, fire escape routes, emergency exits signage are checked regularly in
according to the university and safety rules. Tampering and disfiguring of equipment is a
criminal office and students are fined if found guilty of an offence.

Fire drills are conducted in all residences once a semester in terms of the by-laws to
ensure that students are aware of the evacuation procedure.

Certain electrical equipment is prohibited within the residences as the may overload
the circuits and blow a fuse. Students for their own safety are not allowed to use barbecue
grills inside the residences or on the outside of the residence premises.

The risk management staff are well trained and are experts in their field of knowledge
of health and safety in the residences.

Safety and security of students is of utmost importance at all universities. Crime in student
residences is unavoidable. Many institutions are challenged by incidents of crime in the
student residences. Statistics on rape is not disclosed to the university community. In some
instances, the media obtains information from their sources and publish the articles.

In the USA. The Jeanne Clery Disclosure of Campus Security Policy and Campus
Crime Statistics Act or Clery Act is a federal statute codified at 20 U.S.C. § 1092(f), with
implementing regulations in the U.S. Code of Federal Regulations at 34 C.F.R. 668.46. The
Act is named after Jeanne Clery, a 19-year-old Lehigh university freshman who was raped
and murdered in her campus residence hall in 1986. The backlash against unreported crimes
on numerous campuses across the country led to the Jeanne Clery Disclosure of Campus
Security Policy and Campus Crime Statistics Act. The Clery Act, signed in 1990, was
originally known as the Crime Awareness and Campus Security Act (Jeanne Clery Act,
1990).

2.2 Importance of quality of student accommodation

The Oxford dictionary (3rd edition, 2000) describes adequacy as sufficient or
satisfactory. According to Thomsen (2008), residential or housing satisfaction is defined as

19
the experience of a positive balance between expectations and reality in relation to one’s
house.
There are different perspectives in academic literature on the meaning of the concept ‘home’.
Gifford (2007) defines home as a “haven, order, identity, warmth and connectedness. It is a
place where people attach a cultural, demographic or psychological meaning”. It is believed
that students hope to have a home away from home. Given the fact that most of their time is
spent at student residences, there is a feeling of belonging here.

Maslow’s Hierarchy of Needs is a prominent feature in the development of needs and

wants (Howden-Chapman et al., 2012), as illustrated below:

• “Physiological - breathing, food, water, sex, sleep, homeostasis, excretion”

• Safety - security of body, of employment, of resources, of morality, of the family,
of health, of property
• Love/Belonging - friendship, family, sexual intimacy
• Esteem - self-esteem, confidence, achievement, respect of others, respect by
others
• Self-Actualization, morality, creativity, spontaneity, problem solving, lack of
prejudice, acceptance of fact”
The nature of the pyramid shows that the base is representative of the functional level
of needs and progressively narrows at the vertex as the stages of development move towards
more individualistic needs and wants. The self-actualization level is entrenched in a
distinguishable set of drivers and is related to an environment of sub-interests. This level
houses the need for problem solving, creativity and acceptance of facts ( Adams, 2020). These
needs are key forces and strategic drivers in the development of change. The cultural
diversity and acceptance and respect of each other is an important component in society. This
theory is relevant to student accommodation issues in realizing that sleep and safety are basic
needs in attaining a well self-actualized life. This means that when students are given a safe,
sound and secured environment to sleep, eat and move around freely, it directly impacts their
actualization of attaining academic excellence. Students at tertiary institutions have specific
needs and envision a certain type of housing. The fundamental components of self-
actualization, love, belonging, self-esteem and a healthy, safe and secure environment, are
imperative to one’s self being to ensure optimum output in work or study.

It is necessary for the standards of student accommodation to be good to living and

create a favorable environment for studying in order to ensure that the psychological,

20
emotional and physical well-being of students is promoted, for a quality academic and
intellectual output. The quality of student accommodation is imperative for students. The
quality of the residences should be conducive to studying. Living conditions should be a
home away from home. Student residences become a new way life away from home and
universities should make a student’s life a happy and memorable one. Many of the residences
require refurbishment and an upgrade of the facilities

It has been impossible for universities to cater for the huge demand and increase in
student population and this has consequences as it impacts on the quality of life of the
students. The quality of life of students at universities is dependent upon physical aspects, the
type of neighborhood, personal expectations and previous experiences.

An article in the Norwegian Newspaper Dagbaldet (2004) on new student housing

states that block housing with tiny rooms for students is no longer regarded as good enough,
and that the quality of student housing is actually an important issue despite it being a
temporary house. It is important to design accommodation for students that can develop
feelings of homeliness and belonging (Thomsen, 2008).

These values, for the purpose of this study, are necessary to understand the conditions
and atmosphere in which quality academic performance could be enhanced. This includes
effective monitoring of student accommodation to ensure that each student offered admission
into the university has access to quality, safe, secured and a healthy environment conducive to
the proper addition of knowledge through teaching and learning.

2.3 Comparison of on and off campus students

In South Africa, the growth in the number of university students has created
accommodation constraints, forcing many students to stay off-campus. According to Horn
and Berktold (2002), approximately 86% of college and university students in the United
States of America (USA) are defined commuter students, that is, students living off-campus.

Tinto (1987) concluded that students who reside off-campus are disadvantaged in areas of
accessibility to facilities and resources, security, safety and convenience, when compared to
their on-campus counterparts. He found that the former group spent less time on campus
creating relationships with other students and staff and had fewer opportunities to engage in
quality interactions.

According to the Ministerial Committee Review Report on Student Housing (2013),

students who live on-campus are at an advantage as they interact more frequently with their

21
teachers, students and staff and also participate in activities on the campus. While according
to the department of student housing, students are responsible for paying their monthly rents
to the land-lords if they have private accommodation. The transaction is between the student
and landlord although inspection of the accommodation is done by the university residence
staff.
2.4 Challenges associated with hostel accommodation
The transformation of higher education institutions in every country and government’s
national plan to increase student intake, it is important that the policies and planning include
student accommodation. But as the number students’ intake is increasing there are challenges
associated with hostel accommodations. The absence of adequate facilities in hostels can lead
to significant challenges for students' well-being and academic success. Without proper
facilities, students face barriers that hinder their overall experience in higher education. This
shift in perspective highlights the potential negative consequences of inadequate hostel
facilities. The challenges highlighted in existing literatures suggest following are the key
challenges in hostel accommodation:

1. Inadequate housing and equity issues: As noted by Mseleku (2022), student housing
that is of poor quality and unavailable in historically underprivileged universities
contributes to higher education inequality. Poor living circumstances can make it
difficult for students to concentrate on their education and general well-being,
impacting their performance and graduation rates (Mseleku, 2022).
2. One major obstacle to equality and access to higher education has been noted as the
shortage of high-quality student accommodation, especially at historically
underprivileged universities in rural locations (Mseleku, 2022). Inadequate living
circumstances for students in these situations can harm their well-being and academic
performance, lowering success and graduation rates.
3. Limited accessibility and outsourcing: The growth of on-campus housing may be
constrained by the difficulties in preserving older buildings and the high maintenance
expenditures. Due to this circumstance, colleges are forced to contract with private
developers for housing, which may lead to accommodations that are not tailored to the
needs and preferences of their students. This outsourcing may decline the sense of
support and brotherhood that on-campus housing might offer. Student housing is now
outsourced to private developers due to colleges' financial difficulties in maintaining
and growing on-campus housing alternatives (Bekurs, 2007). This approach may lead

22
 to housing alternatives that put financial gain ahead of the needs and desires of
students, thus undermining the sense of support and community typically associated
with living on campus.
4. Transportation issues: For students living off campus, a lack of transportation may
make attending classes and other facilities difficult. Students may encounter
disruptions and challenges that affect their ability to be on time and participate
entirely in extracurricular and academic activities without appropriate transportation
choices. Offcampus students frequently face transportation-related obstacles, which
might hinder their ability to attend classes on time and get essential educational
materials (Thomas et al., 2017). If dependable transportation is unavailable, journey
times may grow, and chances to participate in extracurricular and academic activities
may be lost.
5. Lack of support services: Students' mental health and academic performance may
suffer if there are insufficient counselling and treatment options available to them.
Without the proper support, students may find it challenging to cope with stress,
anxiety, and other issues, which might hinder their academic progress. Negative
impacts on students' mental health and academic performance may result from a lack
of readily available, full student support services, such as counselling and therapy
(Kivlighan et al., 2021). These crucial tools are necessary for students to handle the
demands of college life, which could hurt their general well-being and performance.
6. Inadequate access to healthcare: Students may find it difficult to get medical treatment
when health clinics are not easily accessible, which might result in possible health
concerns going untreated. Students' physical and mental health depends on access to
quality healthcare, mainly when away from home. Students may find it challenging to
get timely medical treatment if there aren't easily accessible and well-equipped health
clinics on campus, which might lead to untreated health issues (Stewart et al., 1992).
Enough medical treatment is essential for protecting students' health, especially when
juggling college life's rigors while being cut off from their regular support systems.
7. Inadequate accessibility measures for students with disablements: Students with
disabilities may face significant obstacles while utilizing campus facilities, which
might limit their ability to participate in social and academic activities. This reinforces
isolation while also having an impact on their educational experience. Students with
disabilities face significant obstacles when there are insufficient accessibility

23
 measures on campus, which hinders their capacity to participate entirely in social and
academic activities (Harbour et al., 2017). These students need suitable
accommodations to avoid obstacles that slow down their educational journey and
increase their sense of marginalization.
8. Limited access to facilities and resources: Students may find it difficult to fully
participate in their recreational and academic activities if they need more access to
computer laboratories, libraries, research centers, and sports facilities. Restricted
access to these materials can make learning, research, and personal growth more
difficult.
Students' academic development and extracurricular activity might be severely
impeded by the limited availability of vital resources, including computer
laboratories, libraries, research centers, and sports facilities (Shah & Cheng, 2019).
Access to these resources is necessary for students' ability to do research and learn, as
well as their ability to grow as individuals.
9. Lack of technological infrastructure: When technology is heavily relied upon, students
may feel isolated and find it easier to access necessary resources without Wi-Fi
connections on campus (Ohei & Brink, 2021). Students could find it challenging to
work with colleagues, complete assignments, and do research without dependable
internet access.

2.5 Challenges associated with hostel accommodation in Pakistan.

In order to develop a thorough understanding of the difficulties faced by students in
seeking accommodation in Pakistan, it is essential to incorporate the results of research
conducted specifically in Pakistan into the literature study. Rafiq et al., (2021) did a study on
student housing in urban areas of Pakistan, particularly in Islamabad, Lahore, and Karachi.
The study highlighted the growing need for affordable and high-quality housing options
within university students. The study found insufficient infrastructure and facilities as
important problems faced by students in getting suitable housing (Rafiq et al., 2021). Hassan
et al., (2019) conducted an evaluation of hostel facilities in Islamabad and identified concerns
like overcrowding, inadequate sanitation facilities, and safety risks in the current
accommodations. The results indicate the immediate needs for changes in hostel regulations
to offer students with good living conditions (Hassan et al., 2019).

In addition, a study conducted by Luqman et al., (2020) studied the influence of

housing conditions on the academic achievement of university students in Pakistan. Their

24
research uncovered an important link between inadequate hostel accommodations and lower
academic performance among students, highlighting the significance of offering high-quality
living conditions to support academic achievement (Luqman et al. 2020). Mastoi et al., (2019)
studied in their study that how the private sector might contribute to resolving the issues
related to student accommodation in Pakistan. Their study explored the capacity of public-
private partnerships to improve the accessibility and standard of hostel facilities for students,
it provided helpful data for policymakers seeking to utilize private sector resources (Mastoi,
Hai & Saengkrod, 2019).

By adding findings from these studies specifically conducted in Pakistan, the research
process improves by considering the different contexts of student housing in the country.
Researchers can contribute to the improvement of student accommodation standards in
Pakistan by identifying gaps and shortcomings in current literature and prioritizing study
areas based on local insights. This will help in the creation of profitable plans and solutions.

25
 Chapter 3

3. Methodology
A summary of the study methodology, sample strategies, data collecting tactics, and
data analysis processes utilized to meet the research objectives are given in this chapter. The
study seeks to thoroughly grasp the research issue by combining quantitative and qualitative
approaches in a mixed methods research strategy.
3.1 Research approach
The study used a mixed methods research technique to examine the difficulties
associated with student housing thoroughly. This strategy is based on the knowledge that
problems related to student accommodations have several facets and should be considered
comprehensively (Johnson & Onwuegbuzie, 2004). Through a smooth integration of
quantitative data analysis and qualitative insights, this research technique provides a strong
foundation for exploring the many facets of student accommodation issues. The advantages of
utilizing a mixed methods approach are twofold. First, it enables a more comprehensive and
well-rounded understanding of the research problem, as both quantitative and qualitative data
provide distinct yet complementary perspectives (Creswell & Clark, 2017). Second, the
approach helps in triangulation, enhancing the overall validity and reliability of the findings
by verifying results from different data sources (Greene, Caracelli, & Graham, 1989). In this
study, the quantitative component lends itself to assessing the quantitative aspects such as
provision of facilities for student accommodation, providing a statistical foundation for
analysis. On the other hand, the qualitative segment delves into the lived experiences and
challenges faced by students, as well as the viewpoints of various stakeholders involved. This
mixed methods approach enhances the richness of the findings by merging numerical trends
with nuanced narratives, ultimately contributing to a more comprehensive understanding of
the multifaceted student accommodation landscape.

3.2 Sampling techniques and data collection methods

The sampling techniques employed in this study have played a pivotal role in securing
a comprehensive and diverse array of participants that accurately represents the population of
interest. The utilization of purposive sampling has been a deliberate choice in participant

26
selection. This approach entails the deliberate and purposeful selection of individuals
possessing specialized expertise and knowledge pertinent to the realm of student
accommodation.

The questionnaires used for the purpose of data collection are included in the appendix.

3.2.1. Sampling technique for qualitative part

Purposive sampling, a technique endorsed by academic experts (Patton, 1990;

Palinkas et al., 2015), offers a strategic advantage in research design. By deliberately
selecting individuals with distinct qualifications and experiences, the study has aimed to
encompass a spectrum of key stakeholders, including hostel administrators and university
authorities. Their collective insights serve as invaluable contributions, providing multifaceted
perspectives on the challenges and viewpoints linked to student accommodation.
In addition, the methodology has incorporated the use of maximum variation sampling for
conducting focus group discussions with students. Maximum variation sampling is a
purposeful sampling technique aimed at capturing a broad spectrum of perspectives and
experiences within a given population (Patton, 1990). In this study, maximum variation
sampling has been employed with the intent of ensuring diversity among the participants.
Factors such as geographical location, ethnic background, religious affiliation, and
socioeconomic status have been deliberately taken into account during the participant
selection process (Palinkas et al., 2015). By including individuals from various backgrounds,
the study seeks to encompass a wide array of viewpoints, experiences, and challenges related
to student accommodation. This sampling approach enhances the comprehensiveness and
depth of the data collected, allowing for a nuanced exploration of the research topic. The
inclusion of participants with varying characteristics provides a rich tapestry of insights,
shedding light on potential variations and similarities that contribute to a comprehensive
understanding of student accommodation dynamics. The determination of the sample size has
been guided by the principle of data saturation. Data saturation has occurred when collecting
additional data has no longer revealed new insights or themes, indicating that sufficient
information has been obtained to address the research objectives effectively. The sample size
has been adjusted accordingly to reach this saturation point and ensure data sufficiency.

3.2.2. Sampling technique for quantitative part:

To gather quantitative data pertaining to the demands, preferences, and challenges
faced by students regarding accommodation in institutions of higher learning, a structured
27
questionnaire was administered. The survey targeted students across various universities in
Islamabad. In order to ensure a representative sample, convenience sampling was employed
due to practical constraints. Convenience sampling is a non-probability method that selects

participants based on accessibility, availability, or willingness to engage in the research

(Babbie, 2016).

Specifically, 15 private hostels and 15 universities were included in the data collection
process. This approach was taken to account for the logistical realities of student
participation. The total sample size consisted of 81 students, each of whom offered insights
into their satisfaction levels, accommodation needs, challenges encountered, and suggestions
for enhancements.

In quantitative section through purposive sampling 81 students were agreed to fill

questionnaire from different hostels while in qualitative part via maximum variation sampling
the interviews were conducted then cross matched the quantitative and qualitative parts until
data exhausted. When research sample reached 81 the information of both part was matching
and justifiable. I collected the maximum information some of the students agreed and some
denied from filling the questionnaire. Although the sample size of 81 students might seem
limited, the study's methodology offers a thorough representation of various student
experiences. The study acknowledges the diverse accommodation alternatives accessible to
students in Islamabad by using data from 15 private hostels and 15 universities in the data
collection method. This technique enables a study of the small differences between private
hostel accommodations and university provided housing, taking into account changes in
facilities, management systems, and overall living experiences. Moreover, the presence of
individuals from various hostels and universities expands the variety of perspectives collected
in the survey. Every participant provides different perspectives on their levels of satisfaction,
needs for accommodation, faced challenges and recommendations for improvements, so
adding to a comprehensive understanding of student housing experiences. Qualitative
research approaches place more value on depth rather than thoroughness, helping researchers
to explore the difficulties of student’s experiences and uncover basic components that may
not be clear in larger sample numbers (University of Central Arkansas (2014)). Thus,
although the sample size is limited, the study's methodology offers an in-depth analysis of the
various and difficult challenges faced by students in finding accommodation in Islamabad.

28
 The selection of Islamabad as the focus point for studying student housing difficulties
is justifiable because it serves as a central location for prominent national universities.
Islamabad draws a diverse student body from different parts of Pakistan, including a broad
range of backgrounds, cultures, cities, and languages. Islamabad, being the capital city, is
home to renowned educational institutions that attract students in search of good higher
education options. The diverse student population in Islamabad make it a good location for
studying accommodation challenges, as the challenges and needs of students living in hostels
currently are representative of students throughout Pakistan. One of the reason for choosing
Islamabad is that I myself live here in Islamabad and hostel. Conducting a qualitative research
part I chooses Islamabad because I had comparative advantage of being local part of
Islamabad, I had access and I knew students for my qualitative part. Much influx of students
over the period in Islamabad made it difficult to find a good hostel. Hence, the choice of
Islamabad as the subject of analysis for student accommodation problems is logical due to its
position as a prominent educational hub that draws students from all over Pakistan, as
supported by previous studies (Hassan et al., 2019; Rafiq et al., 2021).
The questionnaire was designed to yield data that could be effectively analyzed and
compared across respondents, providing valuable quantitative insights into the student
accommodation landscape.

3.2.3. Data collection method:

Following methods have been use for collecting the data in context to above given sampling
technique:

• In-depth interviews: In-depth interviews have been conducted with key stakeholders
involved in student accommodation, including hostel administrators, university
authorities. These interviews have provided valuable insights into the perspectives,
policies, and challenges faced by different stakeholders in the context of student
accommodation. The interviews have been semi-structured, allowing for open-ended
discussions and detailed responses. This approach has enabled the exploration of
diverse viewpoints and has ensured that all relevant aspects of the topic are covered.
• Focused group discussion: Two focus group discussions have been organized with
university students. The aim of these FGDs has been to create a platform for students
to express their experiences, opinions, and challenges related to student
accommodation. The discussions have been guided by predetermined themes and

29
 questions to ensure consistency and similarity across different groups. This approach
has allowed for interactive and dynamic exchanges among participants, fostering the
emergence of diverse perspectives and insights. Maximum variation sampling has
been employed to ensure diversity among the focus group participants, encompassing
a range of geographical, ethnic, religious, and socioeconomic backgrounds.

3.4 Data analysis

Thematic analysis has been strategically employed to examine and derive meaning
from the qualitative data collected through in-depth interviews and focus group discussions.
This systematic approach involves the identification, organization, and interpretation of
patterns or themes present within the qualitative data (Braun & Clarke, 2006). The transcribed
data obtained from interviews and focus group discussions has been carefully scrutinized,
coded, and categorized, resulting in the emergence of distinct themes.
The quantitative data, acquired via the structured questionnaire, has undergone careful
analysis. The process involved collecting data through questionnaires, subsequently entering
the data into an Excel file, and engaging in a comprehensive data cleaning process. The
responses to each question were then meticulously evaluated, and the percentage of responses
corresponding to each given option was calculated. This analytical approach, although not
specifically tied to a formal statistical technique, allowed for the systematic organization and
presentation of the data in a coherent manner.
Overall, by employing a mixed methods research approach, combining quantitative
and qualitative data collection methods, and employing appropriate sampling, data
processing, and data analysis techniques, this study aims to provide a comprehensive and
insightful understanding of the challenges of student accommodation at institutions of higher
learning in Islamabad.
3.5 Ethical considerations
This research places a high priority on ethical issues. Participant confidentiality and
anonymity have been given top priority in this investigation. Before participating in the trial,
all participants provided informed permission, guaranteeing they were aware of the goals,
protocols, and possible risks or advantages of participating. Every participant was free to
leave the research at any moment without suffering any consequences. The study has
complied with ethical standards and honored cultural norms and values to protect the
participants' integrity and well-being.

30
3.6 Limitations
Recognizing the study methodology's limits is crucial. Because the study focuses
exclusively on higher education institutions in Islamabad, the conclusions cannot be entirely
applied to other areas or nations. Potential biases may be introduced by the voluntary nature
of participation and the purposeful sampling used to choose individuals. While interpreting
the study's findings, it is essential to consider these limitations. Additionally, participant bias
or recollection problems may affect self-reported data gathered through questionnaires and
interviews. The study's rules will be thoroughly examined and deliberated upon to offer a
thorough comprehension of the difficulties associated with student housing in Islamabad.

31
 Chapter 4

4. Comparative analysis
The main subject of this chapter is the investigation of hostel accommodations for
university students in Pakistan, India, Iran, the US, Finland, and China. There are many
options for housing, as seen by the diverse environments of higher education throughout
different nations. This chapter aims to thoroughly examine the many tactics colleges use in
various areas to guarantee the comfort and welfare of their students. It will address several
topics, such as the standard of accommodation, the facilities offered, the availability of food
alternatives, the value of communal spaces, and the financial aspects of hostel costs. By
analyzing the unique characteristics of hostel rooms in different countries, we can better
comprehend the global priorities and values that impact the student experience.

4.1 Analysis
Discussing and evaluating the provided data demonstrates the disparities in the
services and standards provided by university hostels in Pakistan, India, Iran, the USA,
Finland, and China. These disparities may be thoroughly examined based on factors like the
standard of accommodation, the amenities provided, the meal options, the common spaces,
and the hostel costs. Below is a detailed explanation of the variations.

1. Accommodation quality
As shown in the table 4.2, specific Indian colleges, such as the University of Delhi, IIT
Bombay (aka Mumbai) and Delhi, provide well furnished rooms with essential utilities to
ensure their students' comfort and happiness. Basic prepared rooms are available in several
Pakistani universities (Table 4.1), such as Quaid-i-Azam University and the University of the
Punjab, but the quality varies. Iran's universities, including Sharif University and the
University of Tehran, feature minimal amenities, although utility is prioritized over comfort,
tables 4.3. In the United States, table 4.4 universities such as UC Berkeley and the University
of Michigan have comfortable and well-equipped hostels, demonstrating their concern for the
health of their students. As shown in the table 4.5 common areas and practical facilities are

32
prioritized above fancy ones in Finnish institutions, such as Aalto University and the
University of Helsinki. Chinese institutions, such as Tsinghua and Peking, offer pleasant
hostels with standard furnishings and amenities.

2. Amenities and service

Numerous amenities, including Wi-Fi, standard rooms, and dining areas, are available
at Indian universities, particularly at IIT Bombay and Delhi (table 4.2). Much care was taken
in designing regions for people to eat, study, and socialize. Pakistani institutions, including
Quaid-i-Azam University and the University of the Punjab, may not have as many amenities
as Indian universities, but they have shared spaces and internet access. Table 4.3 Iranian
colleges provide several kinds of services. For instance, laundry facilities, Wi-Fi, and
completely furnished apartments are available at Sharif University and the University of
Tehran to ensure their students are comfortable and healthy; US hostels like those at UC
Berkeley and the University of Michigan provide a wide range of amenities. Finnish
universities put a lot of emphasis on common areas and Wi-Fi (table 4.5). For example, the
University of Turku emphasizes a variety of dining choices to meet the needs of all students.
Universities in China focus on meeting basic needs by providing simple amenities and
services as shown in the table 4.6.

3. Dining options
Universities in India and some other countries, like the USA, have a lot of places to
eat, like mess halls and on-campus restaurants. This helps students eat well and is convenient.
Pakistani, Iranian, and Chinese universities offer a range of dining choices. Some have
cafeterias or in-house dining facilities that are close by. As shown in the table 4.6 Finnish
universities encourage students to be self-sufficient by having shared kitchens that are in line
with local cooking styles and support independence.

4. Cultural and regional differences

Hostel facilities that aren't the same also show culture differences and regional tastes.
For example, some universities in Asian countries have shared kitchens that are in line with
local cooking styles and encourage students to cook their own meals. Chinese colleges may
make their hostels more functional and useful on purpose.

33
5. Common areas
Common areas are spaces where students may study and socialize at most institutions
throughout the globe. These locations encourage interpersonal communication, teamwork,
and interest in higher education.

While all hostels share some amenities (such as internet access and basic furnishings),
there are also significant geographical, cultural, and institutional distinctions. Indian and
American institutions, for instance, provide many extras to enhance the student experience.
International universities may concentrate more on delivering essential services. Safety,
public spaces, and food alternatives are valued differently in different nations. The variations
highlight how distinctive and diverse every university is when it comes to ensuring that its
students have comfortable and practical living spaces.

6. Hostel fees
The information on hostel costs is included to emphasize the financial aspect of
accommodation. It is clear how much more expensive hostels are in India than in the US
compared to Pakistan, Iran, Finland, and China.

The differences in hostel prices may be attributed to the standard of accommodation

and the range of facilities and services offered. Universities in India and the United States are
renowned for providing top-notch facilities and various services, but these extras are usually
more expensive. Universities in Pakistan and Iran provide cost-effective alternatives, whereas
universities in Finland and China demonstrate a harmonious combination of affordability with
provision of important services.

34
 4.2 Pakistan
Table 4.1: Hostel facilities in universities of Pakistan
University Accommodation Furniture Internet Common Dining Hostel fees
access areas facilities (in PKR)
Quaid-i-Azam Basic furnished Basic Internet Common Nearby 26,850 per
University rooms furniture available areas dining semester
provided options

University of the Furnished rooms Furniture, Internet Common Mess 13,645 per
Punjab Lahore Wi-Fi available areas for facilities semester
students exist

University of Furnished rooms, Basic Internet Common On-campus 43,700 per

Karachi internet furniture, available areas cafeterias semester

Wi-Fi provided

Source: The data has been collected from the official website of university.

4.3 India
Table 4.2: Hostel facilities in universities of India
University Accommodation Furniture Internet Common Dining Hostel fees
access areas facilities (in PKR)

IIT Bombay Hostel with Bed, desk, Wi-Fi Lounges and Mess halls 125,500 per
furnished rooms chair, available study rooms available semester
wardrobe

IIT Delhi Hostel with Basic Wi-Fi Common Dining 174,720 per
furnished rooms furniture, available areas options may semester
available
Wi-Fi exist
University of Varies by college Basic Wi-Fi Varies among Varies among N/A
Delhi furnished available hostels hostels
rooms

Source: The data has been collected from the official website of university.

35
 4.4 Iran
Table 4.3: Hostel facilities in universities of Iran
University Accommodation Furniture Internet Common Dining Hostel fees
access areas facilities (in PKR)

University of Hostel with Furnished Internet Common Dining 141,210 per

Tehran furnished rooms rooms available areas options may semester
provided exist

Sharif University Furnished rooms, Basic Internet Common Cafeterias N/A

internet furniture, available areas may exist

Wi-Fi provided

Tehran Furnished rooms Furnished Internet Common Dining 141,210 per

University of rooms, Wi- available areas options may semester
Medical Sciences Fi provided exist

Source: The data has been collected from the official website of university.

4.5 USA
Table 4.4: Hostel facilities in universities of USA
University Accommodation Furniture Internet Common Dining Hostel fees
access areas facilities (in PKR)

University of Various Furnished Wi-Fi Common Dining halls 1,119,440

California, accommodation rooms available areas available per
available semester
Berkeley
University of Furnished rooms, Furnished Wi-Fi Common Dining halls 1,400,000
Michigan, Ann internet rooms, Wi- available areas and cafes to
provided
Arbor Fi 2,975,000
per
semester

University of Hostel facilities Basic Wi-Fi Common Dining 2,082,165

Virginia amenities available areas options per
available available semester

Source: The data has been collected from the official website of university.

36
 4.6 Finland
Table 4.5: Hostel facilities in universities of Finland
University Accommodation Furniture Internet Common Dining Hostel fees
access areas facilities (in PKR)

University of Various Basic Wi-Fi Common Communal 131,818 to

Helsinki accommodation furniture, Wi- available areas kitchens exist 205,050 per
provided semester
Fi
Aalto Student housing Basic Wi-Fi Common Dining options 73,232 to
University furniture, Wi- available areas available 131,818 per
provided semester
Fi
University of On and off-campus Basic Wi-Fi Common Dining options 87,878 to
Turku housing furniture, Wi- available spaces on/near 175,757 per
provided campus semester
Fi
Source: The data has been collected from the official website of university.

4.7 China
Table 4.6: Hostel facilities in universities of China
University Accommodation Furniture Internet Common Dining Hostel fees
access areas facilities (in PKR)

Peking On campus and off Basic Wi-Fi Common Canteens and 567,632 per
University campus furniture available areas restaurants semester
available provided
(PKU)
Tsinghua On campus housing Basic Wi-Fi Common Dining halls 544,927 per
University furniture available areas and restaurants semester
provided

Fudan On campus housing Basic Wi-Fi Common Dining options 374,637 per
University furniture available spaces on/near semester
available provided campus

Source: The data has been collected from the official website of university.

This chapter presents a comprehensive comparison of hostel accommodation facilities

for university students in Pakistan, India, Iran, the USA, Finland, and China. The analysis
directly supports the research aims of the study. The main objective of the study is to examine
the difficulties and potential advantages associated with student housing in Islamabad,
Pakistan. The chapter explores hostel facilities in different countries, highlighting the
different means used by nations to improve the well-being and comfort of their students. This
provides important insights that can be used in the development of accommodation policies

37
and practices in Islamabad. Furthermore, the chapter explores particular aspects such as the
standard of accommodation, available amenities and services, dining choices, cultural and
regional differences, common areas, and hostel costs. These factors are important for
understanding the dynamics of student accommodation and achieving the research objectives.
In addition, the chapter provides helpful indicators to determine the appropriateness and
effectiveness of student accommodation in Islamabad by comparing the differences in hostel
facilities and expenses in different countries. This contributes to the overall objectives of the
study. In summary, this chapter plays an important part in the research by providing
comparative viewpoints that improve the understanding of challenges faced by students in
finding suitable accommodation. It also offers data that can guide the development of
prospective measures to improve the situation in Islamabad, Pakistan.

Chapter 5

5. Results and analysis

This thesis goes into detail about the different types of student living available and
stresses how important it is to have strict rules for hostels. Why university students’ living

38
situation do matters so much? Because they have a big impact on both their academic and
personal lives. There are many complicated links between the actual location of student
housing and the academic and mental health of students. The first part sets the scene for this
investigation by explaining the main purpose of the study and stressing how important it is to
fill in the gaps in our knowledge and make conditions in student housing better right away.
The chapter points out that there haven't been many in-depth studies into the complicated
issues of student housing by looking at previous research. This research is seen as an
important addition to filling this gap in the body of research. The following parts, which
include a literature review, a comparative analysis, and some final suggestions, work together
to shed light on, analyze, and suggest ways to improve the situation of student housing,
especially at the world's best universities.

5.1 Regional representation of students living in hostels in Islamabad.

The figure 1 presented here provides information about the regions in Pakistan from
which students living in hostels in Islamabad belong. The figure 1 gives us insights into the
geographical distribution of students in hostels in Islamabad based on their regions of origin.
The data indicates the following distribution: Balochistan (25%), Punjab (22.5%), Khyber
Pakhtunkhwa (KPK) (13.75%), Gilgit Baltistan (12.5%), Islamabad (5%), Sindh (17.5%), and
Azad Jammu and Kashmir (AJK) (3.75%).
Geographical Distribution of Hostel-Residing
Students in Islamabad
AJK Balochista
Sindh 4% n
18% 25%

Islamabad
5%

KPK
14% Punjab
Gilgit 22 %
Baltistan
12%
Balochistan Punjab Gilgit Baltistan

Figure 1: Geographical distribution of hostel-residing students in Islamabad

The distribution of students from different regions in hostels in Islamabad reveals a

diverse mix of students coming to the capital city for their education. Diversity can contribute
to a rich cultural exchange and exposure to various backgrounds, enhancing the overall
educational experience. Cultural exchange and extracurricular activities opens the mind and
will of acceptance such type of exposure is essential for students (Hasan and Badge 2013)

39
5.2 Room occupancy in hostels.
Information on the number of roommates that students have in hostels is presented in
Figure 2. Figure 2 provides insight into the makeup of hostel housemates. Here is the
distribution: There were the following percentages of roommates: one (35%), two (21.25%),
three (26.25%), four (8.75%), five (5%), and six (3.75%). Hostels' differing roommate counts
reflect the variety of student housing options. Many students living with one or both
roommates may indicate that individual or smaller quarters are more common. However, the
number of students living with three or more roommates may mean more spacious shared
areas.

Hostel room occupancy analysis

5% 4%
9%
35%

26%

21%

One Two Three Four Five Six

Figure 2: Hostel room occupancy analysis

The number of housemates can significantly impact students' living situations (Sultan
et at., 2019). Fewer roommates can offer more excellent solitude and a calmer environment,
which may improve well-being and academic focus. Larger common areas, on the other hand,
can encourage more excellent social encounters and offer a venue for cross-cultural dialogue.
The congestion, infrastructure, and privacy issues are all connected to the number of
roommates. Schools should ensure that hostel rooms are built to fit the number of students
occupying them comfortably. Having enough space and solitude is crucial to establishing a
setting that is good for learning and overall well-being. When too many students are in a
common area, overcrowding may be an issue. Depending on how many roommates there are

and how much space is available, people may have different opinions on overcrowding,
which could be better for well-being and academic achievement.

40
5.3 Employment status of students living in hostels in Islamabad.
The figure 3 provided here presents information about the employment status of
students living in the hostels. The figure 3 provides insights into the employment status of
students in hostels. The distribution is as follows: Not employed (80%) and Employed (20%).
Employment status of Islamabad hostel residents
64

70

53

35

16

18

No Yes
0
Figure 3: Employment status of Islamabad hostel residents

The employment status of students has implications for their financial situation, time
management, and overall well-being. The high percentage of students who are not employed
might reflect the prevalence of full-time students who prioritize their academic pursuits.
Being a student is a demanding role, leaving limited time for part-time or full-time
employment. The students who are employed might be managing their education alongside
work responsibilities (Williams, 2011). These students face challenges related to time
management, balancing work and studies, and ensuring they have sufficient rest.

5.4 Students division in types of hostel.

The figure 4 provided offers information about the type of hostels in which students
are residing. The figure 4 provides insights into the distribution of students across different
types of hostels. The distribution is as follows: Private hostel (65%) and Public hostel (35%).
The data reveals that a higher percentage of students are residing in private hostels compared
to public hostels. Private hostels might offer various amenities, different room configurations,
and services that cater to specific student preferences. On the other hand, public hostels might
be affiliated with educational institutions and could provide a more standardized experience.
41
 Student distribution across hostel
types

35%

65%

Private Hostel Public Hostel

Figure 4: Student distribution across hostel types

Private developers have made significant progress in recent years to meet the
increasing need for student housing, especially in urban regions where public hostel supplies
may be limited. Through their participation, purpose-built student accommodation (PBSA)
facilities have been constructed, providing modern facilities, a range of accommodation
options, and individualized services that respond to student preferences. However, the
increase in private accommodation options gives rise to concerns over affordability and
quality. While several private hostels may have affordable rates, others may have higher
prices due to their premium services or ideal locations, which can be difficult for students,
particularly those from lower socioeconomic backgrounds. Furthermore, the quality of private
accommodation might significantly differ, as certain developers may prioritize financial gains
rather than ensuring the provision of high-quality rooms. In the absence of strict laws or
effective supervision, many private hostels may compromise on maintenance, safety
standards, or cleanliness, thereby affecting the well-being of students. Hence, it is important
to implement stronger control and oversight measures to guarantee that private
accommodations continue to be reasonably priced, secure, and of good standards. Effective
collaboration among private developers, higher institutions, and regulatory agencies is
essential in addressing these challenges and ensuring that all students have access suitable
housing choices.
5.5 Sectoral representation of students living in hostels in Islamabad.
The figure 5 provided presents information about the locations or sectors in Islamabad
where students living in hostels are residing. The frequency column represents the percentage
distribution of students based on their hostel location. The figure 5 offers insights into the
locations or sectors where students are residing in hostels. The distribution is as follows:

42
 Sectoral distribution of Islamabad hostel residents
11.25
10 10 10

6.25
5 5 5 5
3.75 3.75 3.75 3.75 3.75
2.5 2.5 2.5 2.5 2.5
1.25

6th road rawalpindi Barakhu Bari imam Chak Shehzad Chatha bakhtawar
E-11 E-7 F-6 F-7 F-8
G-10 G-9 H-12 H-10 H-9
Hostel city I-8 Saddar Rawalpindi Shihala Soan Garden

Figure 5: Sectoral distribution of Islamabad hostel residents

The data showcases a wide variety of sectors and locations in Islamabad where
students living in hostels are situated. The variety of sites indicates how easily accessible and
readily available hostels are around the city. Specific sectors, such as Bharakahu, G-10 and E-
11, have a comparatively larger student concentration. A student's preference, the cost of
living, the hostels closeness to the institution, and other considerations may all play a role in
where they choose to live. When choosing a hostel site, students frequently consider the
sector's general atmosphere and ease of transit. Simpeh et al., (2020) describes in research
that off campus housing is not just expensive but also consumes time via transportation.

5.6 Challenges faced by hostel students.

Several questions were posed in this study to understand the issues. This study
employed a series of well-considered questions to provide a complete picture of the problems
that students living in Islamabad hostels experience. The findings point to several issues
impacting these students' health and academic performance. Overcrowding occurs when there
are not enough rooms for all the students who wish to reside there, which is one of the main
issues. This significantly strains essential amenities like communal spaces, kitchens, and
restrooms. In addition to worsening living circumstances, overcrowding contributes to an
unclean and stressful environment, negatively impacting students' mental and physical health.
The need for more facilities, including poor infrastructure, insufficient amenities, and issues
with essential services like power and water delivery, has also been mentioned as a significant
issue. When taken as a whole, these issues highlight how critical it is to enhance the living
circumstances of students residing in Islamabad hostels, making them healthier and more

43
conducive to academic achievement. Students who reside on campus and have convenient
access to high-quality accommodation are more inclined to complete their degree
requirements within the specified timeframe (Dekker et al., 2011).

5.7 How would you rate the noise level in the hostel?
Hostel noise level assessment
40.
31.25

30. 23.75
21.25
20. 15

10

10.

0.
Frequency

Extremely Noisy Noisy Moderate Calm Very Calm

Figure 6: Hostel noise level assessment

The question of the noise level student’s encounter in the hostel is addressed in Figure
6. On a scale from “Extremely Noisy” to “Very Calm,” survey respondents were asked to
assess the noise level. The survey's findings provide intriguing new information about how
students perceive the amount of noise in the hostel. The replies are dispersed as follows
among the several noise categories: Very Noisy (10%), Noisy (21.25%), Moderate (31.25%),
Calm (23.75%), and Very Calm (15%).

A sizable portion of students believe the hostels noise level to be moderate (31.25).
While some hostel residents may not find the noise unbearable, a sizable minority do.
However, some students feel that the setting is either calm (23.75) or extremely calm (15),
suggesting that a sizable portion of inhabitants have a favorable living environment.

The effects of the hostels noisy atmosphere are felt in many different areas of students'
lives. Individuals who are engaged in situations categorized as "Extremely Noisy" or "Noisy"
(31.25%) may face challenges when it comes to concentrating on their academic pursuits,
which might therefore affect their academic achievements. Moreover, the frequency of

44
significant noise disturbances carries the risk of inciting increased stress levels, which might
have an impact on one's physical and mental health. On the other hand, academics who live in
"Calm" or "Very Calm" environments (39.75%) are more likely to have access to a friendly
environment that supports both academic endeavors and peaceful breaks. Additionally,
reducing hearing disruptions positively impacts the volume of their social contacts and their

overall well-being. There must be secured and peaceful environment in the student housings
(Najib et al., 2011).

5.8 How would you rate the cleanliness of the hostel environment?

40.
Hostel cleanliness rating
35

30. 27.5

20
20.
10
10. 7.5

0.
Frequency
Poor Fair Good Very Good Excellent

Figure 7: Hostel cleanliness rating

The figure 7 pertains to the question regarding the cleanliness of the hostel
environment. The survey participants were asked to rate the cleanliness standards on a scale
ranging from "Poor" to "Excellent."

The survey results provide insights into how students perceive the cleanliness of the
hostel environment. The distribution of responses is as follows: Poor (27.5%), Fair (35%),
Good (20%), Very Good (10%), and Excellent (7.5%).

The majority of students find the cleanliness standards in the hostel to be either fair
(35%) or poor (27.5%). This suggests that a significant portion of the student population is
dissatisfied with the level of cleanliness. On the positive side, a combined 17.5% of students
rated the cleanliness as very good or excellent, indicating that some students do have a
positive perception of the hostels cleanliness.

Providing students with access to a clean living environment, benefits students’

physical and mental well-being (Prashar et al., 2021). The cleanliness of the hostel
environment has substantial implications for students' well-being and academic pursuits.
Students who perceive the cleanliness as poor (27.5%) might face health risks due to
45
unhygienic conditions. This could lead to various health issues, impacting their overall well-
being and potentially affecting their academic performance. Conversely, students who find
the cleanliness to be very good or excellent (17.5%) are likely to experience a more pleasant
living environment that positively influences their physical health and mental well-being.
Additionally, a cleaner

environment can foster a sense of belonging and community among students, enhancing their
social interactions.

5.9 Does the hostel environment contribute positively to studying and academic
performance?
Hostel environment and its impact on academic performance

30

23.75
18.75
16.25
11.25

Extremely Negative Negative Moderate Positive Extremely Positive

Figure 8: Hostel environment and its impact on academic performance

This figure 8 pertains to the question regarding the cleanliness of the hostel
environment. The survey participants were asked to rate the cleanliness standards on a scale
ranging from "Poor" to "Excellent."

The survey results provide insights into how students perceive the cleanliness of the
hostel environment. The distribution of responses is as follows: Poor (11.25%), Fair
(23.75%), Moderate (30%), Positive (18.75%), and Excellent (16.25%). The majority of
students find the cleanliness standards in the hostel to be either fair (35%) or poor (27.5%).
This suggests that a significant portion of the student population is dissatisfied with the level
of cleanliness. On the positive side, a combined 35% of students rated the cleanliness as good
or excellent, indicating that some students do have a positive perception of the hostels
cleanliness.

The cleanliness of the hostel environment has substantial implications for students'
well-being and academic pursuits. Students who perceive the cleanliness as poor (35%) might

46
face health risks due to unhygienic conditions. This could lead to various health issues,
impacting their overall well-being and potentially affecting their academic performance. On
the other hand, students who perceive the level of cleanliness as very good or exceptional
(35%) are likely to live in a more pleasant atmosphere that benefits their mental and physical
health. Additionally, kids' social connections might be improved by a cleaner atmosphere that
creates a feeling of community and belonging.

The findings show how important it is for hostel management to set priorities and
uphold hygiene standards. An enhanced living environment may be achieved with regular
cleaning schedules, appropriate waste management, and hygiene instruction for students. To
improve the overall hostel experience, the hostel administration must attend to the issues
raised by students who believe that the cleanliness needs to be more adequate and balanced.
Housing is not just staying, but it may also boost self-efficacy and academic success
(Karemera et al., 2003).

5.10 Are the restrooms in the hostel satisfactory in terms of cleanliness and availability?
Assessment of hostel restroom cleanliness and availability

32.5

40. 26.25
22.5
30.

20.
11.25
10. 7.5

0.

Unsatisfactory Below Average Average Good Excellent

Figure 9: Assessment of hostel restroom cleanliness and availability

The figure 9 pertains to the question regarding the satisfaction level with the
restrooms in the hostel in terms of cleanliness and availability. Participants were asked to rate
their satisfaction on a scale ranging from "Unsatisfactory" to "Excellent." The result provides
insights into students' satisfaction levels with the cleanliness and availability of the restrooms

47
in the hostel. The distribution of responses is as follows: Unsatisfactory (26.25), Below
Average (32.5), Average (22.5), Good (11.25), and Excellent (7.5).

A substantial portion of students rate their satisfaction with the restrooms as either
below average (32.5%) or unsatisfactory (26.25%). This indicates that a majority of students
have reservations about the cleanliness and availability of the restrooms. On the positive side,
a combined 18.75% of students find the restrooms to be good or excellent, suggesting that
some students do have a positive perception of restroom conditions.

The condition of restroom facilities in hostels can significantly impact students'

quality of life and overall well-being. Students who find the restrooms to be unsatisfactory or
below average (58.75%) might face hygiene concerns and potential health risks due to
inadequate sanitation. Such conditions could adversely affect their physical health and mental
well-being, as well as potentially disrupt their daily routines. Conversely, students who find
the restrooms to be good or excellent (18.75%) are likely to have a more positive living
experience, with better hygiene standards contributing to their overall comfort and well-
being.

Unavailability of enough facilities may affect the performance of student (Simpeh et

al., 2020). The results highlight the urgent need for hostel administration to address the issues
related to restroom cleanliness and availability in hostels. Regular cleaning schedules,
maintenance checks, and the provision of necessary facilities are crucial to ensure a
satisfactory restroom experience for students.

5.11 Is the kitchen in the hostel satisfactory in terms of cleanliness and availability?

The figure 10 presented here pertains to the satisfaction level with the kitchen in the
hostel in terms of cleanliness and availability. Survey participants were asked to rate their
satisfaction on a scale ranging from "Unsatisfactory" to "Excellent. The figure 10 offers
insights into students' satisfaction levels with the cleanliness and availability of the kitchen in
the hostel. The distribution of responses is as follows: Unsatisfactory (25%), Below Average
(27.5%), Average (25%), Good (15%), and Excellent (7.5%).

48
 Hostel kitchen cleanliness and availability assessment
30. 27.5
25 25

22.5

15
15.

7.5
7.5

0.

Unsatisfactory Below Average Average Good Excellent

Figure 10: Hostel kitchen cleanliness and availability assessment

The data indicates that a significant portion of students rate their satisfaction with the
kitchen as either below average (27.5%) or unsatisfactory (25%). This implies that a notable
majority of students have reservations about the cleanliness and availability of the kitchen.
Conversely, a combined 22.5% of students find the kitchen to be good or excellent, indicating
that there are some students who perceive the kitchen facilities positively.

The condition of the kitchen facilities in hostels is critical for students' well-being and
daily routines. Students who find the kitchen facilities to be unsatisfactory or below average
(52.5%) might face difficulties in preparing meals and maintaining a balanced diet.
Inadequate cleanliness and availability could lead to health risks and negatively impact
students' overall well-being. On the other hand, students who find the kitchen facilities to be
good or excellent (22.5%) are likely to have a more positive living experience. A well-
maintained and wellequipped kitchen can support healthy eating habits and contribute to
students' overall physical health and social interactions.

The results underscore the importance of addressing issues related to kitchen

cleanliness and availability in hostels. Institutions should prioritize regular cleaning,
maintenance of kitchen equipment, and ensuring that necessary supplies are readily available
to residents. As Prashar et al., (2021), said providing students with access to a clean living
environment, wholesome food, and exercise opportunities benefits their physical and mental
well-being.

5.12 Are the laundry facilities in the hostel satisfactory in terms of cleanliness and
availability?

49
 Hostel laundry facilities cleanliness and availability evaluation

31.25

40. 22.5 Unsatisfactory

21.25
Below Average Average Good Excellent
30.
Figure 11: Hostel
laundry facilities
cleanliness 20. and
12.5
availability evaluation

10. Statistical
0. 11.25
point 11 relates to
the degree of
satisfaction with the
hostels laundry
facilities regarding availability and cleanliness. The joy of the survey respondents was rated
on a 5point rating system from "Unsatisfactory" to "Excellent." The findings highlight how
satisfied students are with the hostels cleanliness and laundry facilities' accessibility. The
following is the breakdown of the responses: Unsatisfactory (21.25), Below Average (31.25),
Average (22.5), Good (12.5), and Excellent (11.25).

According to the findings, many students consider the washing facilities subpar
(31.25%) or poor (21.25%). This implies that a sizable portion of students are worried about
the availability and cleanliness of the washing facilities. On the other hand, 23.75% of
students think the washing facilities are good or exceptional, suggesting that some students
have a favorable opinion.

The condition of the laundry facilities may directly impact students' daily schedules
and general well-being. Students who feel that the washing facilities are subpar or inadequate
(52.5%) may find it challenging to keep their clothes clean, which might cause discomfort
and even health problems. Such circumstances may have a detrimental impact on their
physical health as well as their self-esteem and social connections.

On the other side, students who rate the laundry facilities as outstanding or
exceptional (23.75%) will probably have a more seamless laundry routine, enhancing their
general comfort and hygiene.

Students must be provided basic facilities for their progress and well-being (Nutt and
Calderon, 2009). The findings highlight the importance of keeping hostel laundry facilities up
to par. Establishments should ensure that dryers and washing machines are maintained
regularly and offer precise instructions on how to use and behave in the laundry.

50
5.13 Need for better infrastructure and facilities in hostels to meet the growing demands
of students.

Enhancing hostel infrastructure to meet student demands

50. 45

37.5
31.25

25.

12.5 8.75 7.5 8.75

0.
Frequency
Strongly Disagree Disagree Neutral Agree Strongly Agree
Figure 12: Enhancing hostel infrastructure to meet student demands
Figure 12: Enhancing Hostel Infrastructure to Meet Student Demands

This figure 12 addresses the perception of students regarding the need for improved
infrastructure and facilities in hostels to cater to the increasing demands. Survey participants
were asked to express their agreement with this statement on a scale ranging from "Strongly
Disagree" to "Strongly Agree." The figure 12 provides insights into how students perceive the
requirement for enhanced infrastructure and facilities in hostels to accommodate the rising
student demands. The distribution of responses is as follows: Strongly Disagree (8.75),
Disagree (7.5), Neutral (8.75), Agree (45), and Strongly Agree (31.25).

To accommodate the increasing needs of students, a sizable number of students either

agree (45%) or strongly agree (31.25%) that improved infrastructure and amenities are
necessary in hostels. This suggests that most students believe more than the resources and
infrastructure available now may be needed to meet their demands. Hostels that lack the
necessary infrastructure and amenities significantly negatively influence students' general
wellbeing, academic goals, and quality of life. Students may find it challenging to live
comfortably, maintain a healthy lifestyle, and access essential services if they discover
inadequate infrastructure that needs to be improved. This might thus have an impact on their
social connections and academic attention.

The results highlight how crucial it is for organizations to acknowledge and respond to
the requests for better hostel amenities and infrastructure. The administration may establish a
conducive atmosphere that promotes students' overall contentment, productivity, and

51
wellbeing by improving their living circumstances and facilities. The demand and supply of
accommodation effects students’ mental health and academic growth (Townley, 2005).

5.14 The hostel administration is responsive and addresses issues and complaints in a
timely manner.
40. Assessing hostel administration responsiveness and issue resolution

30.
31.25 31.25

20.
21.25

10.

0.
10

6.25

Not ResponsiveSomewhat
Responsive Moderately
ResponsiveResponsive

Very Responsive

Figure 13: Assessing hostel administration responsiveness and issue resolution

The figure 13 provided pertains to students' perceptions of the responsiveness of the hostel
administration in addressing issues and complaints in a timely manner. Participants were asked to rate
this responsiveness on a scale ranging from "Not Responsive" to "Very Responsive." The figure 13
reveals students' perceptions of the responsiveness of the hostel administration. The distribution of
responses is as follows: Not Responsive (31.25%), Somewhat Responsive (31.25%), Moderately
Responsive (21.25%), Responsive (10%), and Very Responsive (6.25%).

The responses indicate that there is a mixed range of opinions regarding the
responsiveness of the hostel administration. Approximately 62.5% of students perceive the
administration as either not responsive or somewhat responsive. Conversely, a significant
portion of students (approximately 37.5%) perceive the administration as either moderately
responsive, responsive, or very responsive.

The responsiveness of the hostel administration plays a crucial role in students' overall
well-being and academic experience. Students who find the administration to be not
responsive or somewhat responsive (62.5%) might face frustration and difficulties in getting
their concerns addressed promptly. This could lead to increased stress levels and hinder their

52
overall wellbeing and academic performance. Conversely, students who perceive the
administration as responsive, moderately responsive, or very responsive (37.5%) are likely to
have a more positive experience. Timely resolution of issues can lead to a smoother living
environment, reduced stress, and a greater sense of support, which can positively impact their
academic endeavors and social interactions.

The results underscore the importance of effective communication and responsiveness

in hostel administration. Institutions and administration should prioritize addressing concerns
and complaints promptly to ensure a positive living experience for students. According to
Nutt and Calderon (2009) students must be provided basic facilities for their well-being.

5.15 The availability of hostel accommodations for students from other provinces is
inadequate.
Inadequacy of hostel accommodations for other province students

40. 37.5
35

30.

20.

10 10

10. 7.5

0.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Figure 14: Inadequacy of hostel accommodations for out-of-province students

This figure 14 addresses students' perceptions regarding the availability of hostel

accommodations for students from other provinces. Participants were asked to express their
agreement with this statement on a scale ranging from "Strongly Disagree" to "Strongly

53
Agree." The figure 14 provides insights into students' perceptions of the availability of hostel
accommodations for out-of-province students. The distribution of responses is as follows:
Strongly Disagree (7.5%), Disagree (10%), Neutral (10%), Agree (37.5%), and Strongly
Agree (35%).

A significant majority of students (72.5%) agree or strongly agree that the availability
of hostel accommodations for students from other provinces is inadequate. This indicates that
a substantial portion of the student population believes that there is a lack of sufficient
accommodation options for non-local students. The availability of suitable hostel
accommodations is a crucial factor for students who come from other provinces to study.
Students who perceive the availability as inadequate (72.5%) might face challenges in finding
appropriate living arrangements. This can result in more stress for them. At the same time,
they pursue their education, which might impact their happiness with their time at university
and their health and academic achievement.

Harvey (2011) emphasizes the significance of accommodation in affecting student

satisfaction. The results emphasize how important it is for educational establishments to deal
with issues surrounding hostel rooms for international students. Institutions must think about
ways to increase the number of hostel spots available and guarantee that students from other
provinces have access to appropriate and reasonably priced accommodations.

5.16 Overcrowding in the hostels negatively affects the quality of accommodation and
facilities.
Impact of hostel overcrowding on accommodation quality and facilities

50.
41.25

37.5 32.5

25.

13.75

8.75
3.75
12.5
0.

54
 Strongly Disagree Disagree Neutral Agree Strongly Agree
Figure 15: Impact of hostel overcrowding on accommodation quality and facilities

The information shown in Figure 15 focuses on how students feel about hostel
congestion and how it affects the standard of housing and amenities. Participants were asked
to indicate on a scale of "Strongly Disagree" to "Strongly Agree" how much they agreed with
this statement. Figure 15 provides information about how students understand the relationship
between hostel overcrowding and its effects on accommodations and amenities. The
following is the breakdown of the responses: Strongly Disagree (3.75%), Disagree (13.75%),
Neutral (8.75%), Agree (32.5%), and Strongly Agree (41.25%).

A substantial majority of students (73.75%) either agree or strongly agree that

overcrowding in hostels has a negative impact on the quality of accommodation and facilities.
This indicates that a significant portion of students recognize the correlation between
overcrowding and the compromised living conditions. Overcrowding in hostels can lead to a
range of negative consequences for students. Those who agree or strongly agree (73.75%)
that overcrowding affects accommodation and facilities might face challenges in finding
personal space, accessing amenities, and maintaining hygiene. This, in turn, could adversely
affect their

physical health, overall well-being, and even academic performance due to increased stress
and discomfort.

University achievement and engagement are higher for students living in comfortable hostels
(Khan et al., 2020). The results highlight the need for administration to address overcrowding
in hostels as it directly impacts students' living conditions and overall experiences.
Institutions/administration should take measures to ensure that the number of residents in
each hostel is within manageable limits. Overcrowding effects the supply and demand which
disturbs the students mentally (Adama et al., 2018)

The primary causes of overcrowding in student accommodation spaces can be

attributed to economic issues and management strategies. Insufficient fund creation or
misappropriation of money significantly leads to overcrowding in hostels from an economic
standpoint. Nevertheless, in the absence of necessary financial backing, hostels are unable to
offer adequate accommodation, resulting in overcrowding and depriving students of a
conducive learning environment. Insufficient funding has led to a lack of proper facilities to
55
satisfy the demand, resulting in the rationing of available resources among a large population
of students. This has caused overcrowding and strain on the existing facilities (Adegoke,
2014). Within the context of management strategies, institutions generally disregard or give
little attention to student enrollment rates, despite the fact that these rates frequently exceed
the available capacity. Numerous academics and scholars have illuminated this factor. One
significant contributor to overcrowding in hostels is the unchecked rate of student enrollment
at universities. To address this issue, it is essential to assess the available accommodation
space and subsequently adjust the number of admitted students accordingly. (Christiana et al.,
2020).
5.17 The lack of privacy in the hostel environment hampers my well-being and academic
performance.

The figure 16 provided focuses on students' perceptions of the impact of a lack of

privacy in the hostel environment on their well-being and academic performance. Participants
were asked to express their agreement with this statement on a scale ranging from "Strongly
Disagree" to "Strongly Agree."

The figure 16 offers insights into how students perceive the connection between a lack of
privacy in hostels and its impact on their overall well-being and academic performance. The
distribution of responses is as follows: Strongly Disagree (8.75%), Disagree (11.25%), Neutral
(7.5%), Agree (52.5%), and Strongly Agree (20%).
Impact of hostel privacy on well-being and academic
performance

60.
52.5

45.

30.
20

15. 11.25
8.75 7.5

0.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Figure 16: Impact of hostel privacy on well-being and academic performance

Most students (72.5%) agree or strongly agree that their academic performance and
general well-being are negatively impacted by the absence of privacy in the hostel setting.

56
This suggests that many students know the detrimental consequences of a lack of personal
space in their experiences.

Hostels' lack of privacy can significantly impact students' academic performance and
general well-being. Those who agree or strongly agree (72.5%) that not having privacy hurts
them may find it challenging to locate a private, peaceful place to study, unwind, and rest.
Increased tension, inability to concentrate, and even social isolation might result.

The findings highlight how important it is to solve the privacy issue in hostels. The
hostel administration should prioritize establishing a setting that honors students' desire for
privacy and personal space. The friendly ambiance of hostels may reduce feelings of
loneliness and foster a sense of place among students (Dekker et al., 2011).

5.18 Needs and preferences of hostel living students:

By analyzing the challenges and problems reported by students living in hostels, a clear
knowledge of their desired needs arises. These requirements encompass vital areas that
students need the relevant authorities to address in order to improve the quality of their hostel
living experience. By examining the key challenges encountered, the resulting preferences
reflect a common opinion of students, indicating for need for adjustments in key areas that
strongly impact the daily living.

• Reduction in overcrowding: Adequate accommodation is a primary need, aimed to

solve the prevalent issue of overcrowding. Efficiently implementing room allocation
strategies is crucial for maximizing living spaces and improving overall comfort. It
shows that the students prefer to be in not crowded rooms that means there is a supply
and demand imbalance. There are more demand for the student accommodation and
less hostel available according to their needs.
• Maintenance of cleanliness and stress-free environment: Maintaining regular
cleaning schedules and following maintenance protocols is essential for creating a
clean and stress-free living environment. It is crucial to provide resources for stress
management and mental health support like quality entertainment or indoor sports or
game rooms.
• Wireless fidelity (Wi-Fi) and technical support: Ensuring the enhancement and
maintenance of a dependable Wi-Fi infrastructure is an immediate necessity,
recognizing the crucial significance of technology in both educational and recreational

57
 activities. Providing technical assistance for connectivity problems and keeping
students informed about internet service updates are essential for addressing their
technology requirements.
• Hygienic kitchen and washroom facilities: Enforcing strict hygiene protocols for
kitchens and washrooms is an essential requirement that directly affects the health and
welfare of students. Conducting regular inspections and actively asking student
feedback are essential components in guaranteeing the long-term hygiene of these
vital places.
• Adequate facilities: Recognizing and fulfilling fundamental necessities, such as
common areas, rooms for studying, shuttle service, hostel mess and recreational
facilities, constitute a key component of student requirements. Seeking student
feedback to incorporate more desirable amenities promotes a cooperative strategy in
addressing a wide range of preferences.
• Fixing electricity and power outages: It is crucial to invest in dependable power
backup systems in order to minimize disruptions during power outages. Providing
students with knowledge about power-saving methods helps to ensure a consistent
electrical supply, which addresses the ongoing worry among hostel living students.

In conclusion, the highlighted preferences represent the needs of students living in

hostels, representing their shared vision for a better living environment. The cited obstacles
and problems highlight the significance of adopting an extensive approach to hostel
administration, which places emphasis on the physical, mental, and technological well-being
of students. This emphasize that creating a positive and supportive hostel experience
necessitates cooperation between students and the responsible authorities. The intention is to
create an environment that facilitates growth, well-being, and a sense of belonging for
students residing in the hostel, by taking into account their preferences.

5.19 Qualitative part

Hostel living challenges in Islamabad: Insights from focus group discussions

This section provides an in-depth exploration of the challenges faced by students

living in hostels in Islamabad, derived from the comprehensive thematic analysis of multiple
focus group discussions.

Overarching themes

58
Overcrowding and resource scarcity

Participants gave detailed accounts of the stress brought on by the hostels' subpar
amenities. In particular, it was highlighted that one crucial aspect exacerbating hygiene
difficulties was the absence of shared spaces like kitchens and restrooms.

One participant highlighted, "Basic facilities ki kami se hamein bohot stress hota hai.
Rozana bathrooms aur kitchens tak pahunchne mein mushkil hoti hai, jo hamari safai ko aur
bhi kharab karti hai." (Translation: "We are under tremendous stress due to lacking essential
services. Our daily battles to enter kitchens and restrooms deteriorate our cleanliness.

Academic impact

Talkers underlined how challenging it is to create a comfortable study place in small

living areas. They described how this restriction negatively impacted their ability to
concentrate and function academically.

According to a participant, "Itna bhara hua space mein study environment banana
mushkil hai. Yeh seedha hamare concentration aur academic performance ko affect karta
hai." (Translation: "Creating a study room in such a congested area is challenging. It
immediately impacts our ability to focus and perform well at university.

Psychosocial well-being

The detrimental effects of hostel life on mental health were a common subject. The
participants candidly disclosed experiencing stress and worry that they linked to their living
circumstances.

One participant highlighted, "Mehroom rehne ki wajah se logon ka stress aur anxiety
barh jata hai. Yeh humare mental well-being pe bohot asar andaz hota hai." (Translation:
"People get more stressed and anxious when denied their personal space. It has a significant
effect on our mental health.

Infrastructure issues

A shared worry among the attendees was the status of the hostel infrastructure, which
needed to be fixed. Their living conditions were made more difficult by maintenance issues
and irregular technology.

59
 A participant noted, "Hostel ki infrastructure ki behtar hali ka koi intizam nahi hai.
Takneeki masail jaise bijli aur internet ki pareshani hamare rozmarra ke jeenay ko aur bhi
mushkil bana deti hai." (Translation: "The hostels infrastructure is not being properly
maintained. Technological challenges like internet and energy outages make our everyday
lives even more difficult."

Table 7: Summary of hostel living challenges in Islamabad

Themes Sub-Themes Description

Overcrowding and resource Inadequate facilities Participants stressed on

scarcity insufficient bathrooms and
kitchens, causing hygiene
issues and daily struggle.

Limited access to common Difficulty accessing shared

areas spaces, hindering routine
activities.

Academic impact Difficulty creating Challenge in establishing a

study environment conducive study space due
to cramped living, affecting
academic focus.

60
 Impact on concentration Participants experienced
difficulties in focusing due
to crowded living
conditions.
Psychological well-being Effects on mental health Participants expressed
increased stress and anxiety
due to shared living spaces.

Challenges in social Difficulty in forming

interaction meaningful bonds in noisy,
crowded hostel
environment.
Infrastructure issues Poor maintenance Participants complained
about inadequate hostel
infrastructure maintenance,
worsen living conditions.

Technological challenges Problems with technology,

such as unreliable power and
internet, further added to
daily stress.

The primary topics and sub-themes from the qualitative examination of the difficulties
experienced by students residing in Islamabad’s hostels are briefly summarized in the
summary table. The following is a synopsis of every subject and sub-theme:

1. Overcrowding and resource scarcity

• Inadequate facilities: Participants stressed how lacking basic amenities,

including kitchens and restrooms, causes everyday challenges and hygiene
issues.

• Restricted access to common areas: Students had trouble getting into shared
spaces, which made daily tasks difficult.

2. Academic impact

• Difficulty setting up a study space: Students' inability to concentrate on their

academics was impacted by their confined living arrangements, making it
difficult to establish a productive study space.

61
 • Effect on concentration: Participants talked about how their loud and packed
living arrangements made it difficult to focus and perform to the best of their
academic abilities.

3. Psychosocial well-being

• Effects on mental health: Students' mental health suffered by living in a busy,

congested area, which made them more stressed and anxious.

• Difficulties in social interactions: Students who shared living quarters found it

challenging to develop deep social ties.

4. Infrastructure issues

• Inadequate upkeep: Students voiced worries about the hostels' infrastructure

degrading, particularly the lack of maintenance, which worsened living
circumstances.

• Technological challenges: Unreliable internet and power supplies and a lack of

computer laboratories contributed to everyday stress levels and made it more
difficult for students to succeed personally and academically.

The insights derived from the qualitative and quantitative assessments offer a
thorough grasp of the difficulties faced by students residing in Islamabad’s hostels. The
qualitative results from in-depth focus group talks brought attention to the common problems
associated with resource shortages, overcrowding, and infrastructural difficulties. They also
emphasized these problems' effects on academic achievement and psychological health.
These stories provide a personal account of the challenges the students confront daily.
However, by measuring the scope of these difficulties, the quantitative data gathered through
surveys and standardized questionnaires increased these qualitative observations. These
combined results highlight how urgently better amenities, infrastructure, and resource
management are needed in hostel contexts. A comprehensive approach to addressing these
issues is necessary to lessen the social, emotional, and academic pressures placed on students
residing in Islamabad's hostels.

62
 Chapter 6

6. Discussion and conclusion

6.1 Discussion
This paper's earlier parts have discussed research findings that shed light on the many
difficulties experienced by students living in Islamabad's hostels. The obstacles listed above
include congestion, scarce resources, difficulties in the classroom, social and psychological
aspects, infrastructural problems, and technological disruptions. This speech aims to examine
these issues thoroughly, incorporate them with ongoing academic research, and offer
realistically achievable and rigorously theoretical solutions.

Overcrowding and strained resources

Hostel overcrowding is a serious problem that is often experienced. The phenomena

being examined significantly impact the domain of personal space, resulting in a situation
where students are forced to compromise on the quality of their living quarters.
Overcrowding is a common problem in colleges and universities, according to several recent
studies looking into student housing. The remark above underscores the connection between
the contemporary global environment and the detrimental effects of substandard living
circumstances on students' physical health and academic performance (McFarlane et al.,
2022; Gopal & Niekerk, 2018). The possibility of colleges expanding their hostel capacity to

63
address overcrowding has received significant attention in recent literature (Blakova &
urekova, 2020).

Academic struggles

The harmful consequences of overcrowding in hostels directly affect the academic

endeavors of those who live there. Participants in the focus groups voiced worries about the
adverse effects of subpar study areas inside small living quarters on their ability to focus and
perform well academically. Recent studies show a strong correlation between academic
success and one's physical environment (Irving, 2023; Wu et al., 2020). As a result, the
significance of creating a setting that supports productive study has come to light more often.
This emphasizes how important it is that educational institutions, including universities, set
aside funds to create favorable learning environments. This might entail increasing the
number of study spaces or improving access to designated quiet places.

Social and psychological dynamics

Participants voiced worries about the effects of their noisy and congested living
conditions on their mental health in addition to the academic difficulties. The focus groups'
conversations frequently touched on issues related to stress and anxiety, suggesting that
people's living circumstances hurt their mental health. The finding above is consistent with
the findings of recent academic studies (Steinmetz & Fong et al., 2021) that highlight the
damaging effects of crowding and shared housing on a person's mental health. This
emphasizes how important it is for educational institutions to put their students' mental and
emotional health first by offering mental health support services and setting up environments
conducive to learning.

In addition, the social dynamics in heavily filled hostels provide particular difficulties
for students. When living in community housing, it can be difficult for students to build
genuine relationships with one another. According to research, social barriers are harmful,
highlighting universities' role in fostering community development and social relationships in
shared living environments (Prus & Sikora, 2021; Dutta & Smita, 2020). The findings above
underscore the importance of universities in fostering social contacts and enabling community
formation in sharing environments.

64
Problems with infrastructure

The students voiced complaints about the hostels facilities, including concerns about
inadequate maintenance and interruptions caused by technical problems. Student housing
commonly has infrastructure flaws, leading to increased demands placed on institutions to
address them (Karji et al., 2019). A recent study by Eloff and O'Neil (2021) found empirical
evidence suggesting that students' daily experiences are negatively impacted by inadequate
infrastructure. For students living on campus to have a smooth living experience, educational
institutions' infrastructure must get routine maintenance and any required modifications.

6.2 Conclusion
In summary, students residing in hostels in Islamabad face various challenges,
encompassing aspects related to their academic achievements, mental well-being, social
interactions, and general well-being. The concerns mostly revolve around overcrowding,
limited resources, and infrastructural deficiencies. It is imperative for university and hostel
administrators to prioritize the resolution of these issues. The subsequent suggestions have
been formulated based on an extensive analysis and synthesis of contemporary research in the
aforementioned domains:

• Attention to expanding accommodation needs: The phenomenon of expanding

accommodations, it is imperative for universities to examine expansion strategies as a
means to address issues of overcrowding and limited resources, particularly for
students originating from adjacent provinces.
• Maintenance and upkeep: It is vital to guarantee that the infrastructure of the hostel,
encompassing its technology and facilities, receives regular maintenance and
inspections to uphold the living environment at an appropriate level.
• Augmented privacy: Heightened individual space and privacy in shared living
environments, it is imperative for universities to do research on novel methodologies
aimed at providing students with augmented personal space and privacy within shared
living arrangements, with the ultimate goal of strengthening their full well-being and
academic achievements.
• The importance of responsive administration: To ensure prompt resolution of students'
concerns, it is mandatory upon hostel administrations to prioritize the quick resolution
of issues and foster efficient communication.

65
 • Offering help for mental health: Helping with mental health considering the possible
adverse effects of living in a hostel on a person's mental health, educational
institutions must provide comprehensive mental health support services, including
counselling and stress management programs.
• Financial strains on students: Government and universities can support students
through various financial packages like student loans and scholarships etc.

The possibility exists for students living in Islamabad hostels to take proactive steps to
deal with their problems. They can improve their living conditions and foster personal
development in this way. In conclusion, this study looks at the challenges faced by students
residing in
Islamabad’s hostels. These challenges include overcrowding, a lack of resources, educational
obstacles, psychological and social stresses, and infrastructural problems. After conducting a
thorough analysis of relevant academic literature and gathering actual information from
participants, it is evident that these challenges significantly impact several facets of students'
lives.

The findings highlight the urgent need for comprehensive and effective measures to
address these issues. The recommendations include several strategies, such as housing
creation, routine upkeep of the facilities, and improved seclusion in shared living areas,
proactive management, and the supply of mental health support services. Incorporating these
suggestions blends theoretical precision with pragmatic viability, with the objective of
augmenting students' general welfare and academic performance.

Administrators at universities and hostels must prioritize resolving these issues by

implementing the suggested solutions. Furthermore, the active participation of students in
these programs may significantly improve the establishment of a more welcoming and
favorable atmosphere. This thesis makes a case for working with academic institutions,
government agencies, and students to create a hostel experience that successfully addresses
these issues and fosters growth and well-being.

6.3 Policy recommendations

Prior to exploring the policy proposals, it is critical to recognize the significant influence
that student housing has on university students' academic careers and personal well-being.
Policymakers must pay attention to hostel life issues in Islamabad, where the student
population is still growing. In order to ensure that the atmosphere is favorable for students'

66
development and achievement, this section provides well-considered recommendations that
address these issues. These policy recommendations aim to strike a balance between the
public and private sectors, focusing on resource management, infrastructure development, and
the creation of safe and comfortable living conditions. With the help of these suggestions,
Islamabad may make significant efforts to enhance the educational opportunities for its young
people and safeguard their physical and mental well-being.

• Establishment of regulatory body: There should be a competitive regulatory body

which must keep an eye on the standard of public and private hostels in which
cleanliness issues, food and its affordability, transportation and overcrowding
problems, prayer and common rooms, light and internet availability etc.

• Financial assistance packages: Offer financial assistance programs to help students

from low income families locate hostel accommodations at a reasonable price.
Reducing financial barriers and ensuring that all students, regardless of
socioeconomic status, have fair access to decent housing could mean offering grants,
scholarships, or subsidized housing options.

• Public-Private Partnerships: During the in-depth interviews with hostel

management, they emphasized the need of establishing public-private partnerships to
provide subsidies for students, ensuring that they have access to high quality hostel
accommodations at an affordable cost. Partnerships between the public and private
sectors might significantly expand Islamabad's hostel inventory. The government can
encourage private investors to participate in student housing, mitigating the
demandsupply imbalance and provide hostels on subsidies rate. These partnerships
need to encourage the construction of inexpensive, clean hostels with the right
amenities. In addition, strict standards and guidelines about both public and private
hostels will ensure that students have access to safe and comfortable living quarters.
This approach fully addresses students' housing concerns, which enhances their
overall well-being and academic performance.

• Restoration of Student Unions: Creating a student union would offer residents an

organized platform for defending their rights and fight for their interests. This union
has the potential to enhance communication among students, hostel management and
accommodation, and university officials in order to effectively resolve concerns
related to the quality, safety, and affordability of accommodations. The student union
67
 can significantly contribute to strengthening the overall hostel experience and
increasing student well-being by enabling students to collectively engage their selves
in decisionmaking processes. Many respondents during interviews showed their solid
concerns on the banning of students unions.

• Digital platform: Create a central digital platform that functions as a complete

resource for students in search of accommodation options. This portal would offer up
to the minute information regarding housing availability, virtual tours of hostel
facilities, and advanced search tools to help students in locating appropriate
accommodation according to their preferences and financial constraints. In addition,
the platform may include complaints and roommate matching systems to enable the
creation of comfortable living arrangements, promoting a sense of fellowship among
students.

• Community participation initiatives: To help students feel like they belong,

promote social cohesion, and run hostel community engagement programs.
Organizing social events, volunteer projects, and peer support groups can be
necessary to promote neighborly kindness and respect.

• Promote diversity and inclusion: In hostel communities by implementing measures

such as accommodations for students with disabilities, gender-neutral facilities, and
housing that is understanding of cultural differences. This will guarantee that all
students, irrespective of their identity or origin, feel supported and welcomed in their
living environment.

68
 References
Rafiq, S., Iqbal, A., Rehman, S. U., Waqas, M., Naveed, M. A., & Khan, S. A. (2021).
Everyday life information seeking patterns of resident female university students in Pakistan.
Sustainability, 13(7), 3884.

Hassan, S. Z., Naeem, M. A., Waheed, A., & Thaheem, M. J. (2019). Assessment of
socioeconomic profile and residents’ satisfaction living in apartments and single unit houses
in Islamabad, Pakistan. International Journal of Strategic Property Management, 23(5), 284-
297.

Luqman, R., Ghous, M., Nawaz, J., Ali, A., Kanwal, M., & Yaqoob, I. (2020). Factors
associated with sleep deprivation and their impact on academic performance of hostelites of
twin cities of Pakistan. Sleep, 65(89), 11.

Mastoi, A. G., Hai, L. X., & Saengkrod, W. (2019). Higher education service quality based
on students’ satisfaction in Pakistan. European Scientific Journal ESJ, 15(11), 32-62.

Adama, J. U., Aghimien, D. O., & Fabunmi, C. O. (2018). Students’ housing in private
universities in Nigeria: influencing factors and effect on academic performance. International
journal of built environment and sustainability, 5(1).

69
Adams, P. (2020). Challenges of student accommodation at institutions of higher learning
with particular reference to University of KwaZulu-Natal (Doctoral dissertation).

Adams, P. (2020). Challenges of student accommodation at institutions of higher learning

with particular reference to University of KwaZulu-Natal (Doctoral dissertation).

Astin, & W, A. (1975). Commuter Students | Encyclopedia.com. Retrieved from

www.encyclopedia.com website:
https://www.encyclopedia.com/education/encyclopediasalmanacs-transcripts-and-maps/
commuter-students

Babbie, E. R. (2016). The Practice of Social Researce. Cengage Learning [2014].

Bekurs, G. (2007). Outsourcing student housing in American community colleges: Problems

and prospects. Community College Journal of Research and Practice, 31(8), 621-636.

Brattbak, I., & Medby, P. (2003). Studentboliger—behovsanalyse. En studie av studenters

boligsituasjon og behovet for studentboliger ved de norske studiestedene—2003.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research
in psychology, 3(2), 77-101.

University of Central Arkansas. (2014). Chapter 7.

Sampling Techniques. https://uca.edu/psychology/files/2013/08/Ch7-Sampling-
Techniques.pdf

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods
research. Sage publications.

Dekker, K., De Vos, S., Musterd, S., & Van Kempen, R. (2011). Residential satisfaction in
housing estates in European cities: A multi-level research approach. Housing Studies, 26(04),
479-499.

Dutta, S., & Smita, M. K. (2020). The impact of COVID-19 pandemic on tertiary education
in Bangladesh: students’ perspectives. Open Journal of Social Sciences, 8(09), 53.

Eloff, I., O’Neil, S., & Kanengoni, H. (2021). Students’ well-being in tertiary environments:
insights into the (unrecognised) role of lecturers. Teaching in Higher Education, 1-21.

Flowers, L. A. (2004). Retaining African-American students in higher education: An

integrative review. Journal of College Student Retention: Research, Theory & Practice, 6(1),
23-35.

70
Gifford, R. (2007). The consequences of living in high-rise buildings. Architectural science
review, 50(1), 2-17.

Gopal, N., & Van Niekerk, C. (2018). Safety in student residences matters!. South African
Journal of Higher Education, 32(3), 172-188.

Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for
mixed-method evaluation designs. Educational evaluation and policy analysis, 11(3), 255-
274.

Harbour, W. S., & Greenberg, D. (2017). Campus climate and students with disabilities.

Harvey, L. (2001). Student feedback: a report to the higher education funding council for
England. Research report, Centre for Research into Quality, The University of Central
England, Birmingham, United Kingdom.

Hasan, S., & Bagde, S. (2013). The mechanics of social capital and academic performance in
an Indian college. American Sociological Review, 78(6), 1009-1032.

Howden-Chapman, P., Viggers, H., Chapman, R., O’Sullivan, K., Barnard, L. T., & Lloyd, B.
(2012). Tackling cold housing and fuel poverty in New Zealand: A review of policies,
research, and health impacts. Energy Policy, 49, 134-142.

Irving, A. (2023). Exploring the relationship between housing conditions and capabilities: a
qualitative case study of private hostel residents. Housing Studies, 38(6), 985-1005.

Jansen, J. (2001). Explaining non-change in education reform after apartheid: Political

symbolism and the problem of policy implementation. Implementing education policies: the
South African experience, 271-92.

Jefferies, C. L. (1997). Outsourcing in public higher education in Oklahoma (Doctoral

dissertation, The University of Oklahoma).

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm
whose time has come. Educational researcher, 33(7), 14-26.

Kamal, S. A., Khan, S. A., & Aslam, S. (2020). A model football academy for residents of
Lyari Town, Karachi, Sindh, Pakistan. The Sky (International Journal of Physical Education
and Sports Sciences), 4, 5-38.

71
Karemera, D., Reuben, L. J., & Sillah, M. R. (2003). The effects of academic environment
and background characteristics on student satisfaction and performance: The case of South
Carolina State University's School of Business. College Student Journal, 37(2), 298-309.

Karji, A., Woldesenbet, A., Khanzadi, M., & Tafazzoli, M. (2019). Assessment of social
sustainability indicators in mass housing construction: a case study of Mehr housing project.
Sustainable Cities and Society, 50, 101697.

Khan, F. R., Shekili, A., Said, N., Al Badi, A. S., & Al Khanbashi, H. A. (2020). Exploring
the impact of hostel life of students on academic performance: Sohar University–a case study.
International Journal of Research in Entrepreneurship & Business Studies, 1(1), 1-14.

Kivlighan III, D. M., Schreier, B. A., Gates, C., Hong, J. E., Corkery, J. M., Anderson, C. L.,
& Keeton, P. M. (2021). The role of mental health counseling in college students’ academic
success: An interrupted time series analysis. Journal of Counseling Psychology, 68(5), 562.

Mbara, T. C., & Celliers, C. (2013). Travel patterns and challenges experienced by University
of Johannesburg off-campus students. Journal of Transport and Supply Chain Management,
7(1), 1-8.

Mseleku, Z. (2022). Beyond hard barriers: lack of aspiration as a soft barrier to access higher
education amongst youth living in low-income housing estate. South African Journal of
Higher Education, 36(6), 252-269.

Najib, N., Aini Yusof, N., & Zainul Abidin, N. (2011). Student residential satisfaction in
research universities. Journal of Facilities management, 9(3), 200-212.

Nutt, D., & Calderon, D. (2009). The first-year experience: an international perspective.
Monografía, (52).

Ohei, K. N., & Brink, R. (2021). The Effectiveness of Wi-Fi-Network Technology on

Campuses and Residences for an Improved Learning Experience and
Engagement. Mousaion, 39(1).

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K.
(2015). Purposeful sampling for qualitative data collection and analysis in mixed method
implementation research. Administration and policy in mental health and mental health
services research, 42, 533-544.

Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.

72
Prashar, N., & Singh, A. (2021). Determinants of the status of health, nutrition profile, and
leisure activities of students of Panjab University, Chandigarh. Journal of Postgraduate
Medicine, Education and Research, 55(3), 109-113.

Prus, P., & Sikora, M. (2021). The impact of transport infrastructure on the sustainable
development of the region—Case study. Agriculture, 11(4), 279.

Rashdall, H. (1895). The Universities of Europe in the Middle Ages: Salerno. Bologna. Paris
(Vol. 1). Clarendon Press.

Shah, M., & Cheng, M. (2019). Exploring factors impacting student engagement in open
access courses. Open Learning: The Journal of Open, Distance and e-Learning, 34(2), 187-
202.

Simpeh, F., & Shakantu, W. (2020). An on-campus university student accommodation model.
Journal of Facilities Management, 18(3), 213-229.

Steinmetz, L. C. L., Fong, S. B., & Godoy, J. C. (2021). Longitudinal evidence on mental
health changes of college students with and without mental disorder background during the
Argentina's lengthy mandatory quarantine. Progress in Neuro-Psychopharmacology and
Biological Psychiatry, 110, 110308.

Stewart, A. L., & Ware, J. E. (Eds.). (1992). Measuring functioning and well-being: the
medical outcomes study approach. duke university Press.

Thomas, L., & Jones, R. (2017). Student engagement in the context of commuter students.
London: The Student Engagement Partnership (TSEP). Available online at: http://www.
lizthomasassociates. co. uk/projects/2018/Commuter student engagement. pdf.

Thomsen, J. (2008). Student housing–student homes?: Aspects of student housing satisfaction.

Fakultet for arkitektur og billedkunst.

Townley, P. (2005). The construction of a model of qualitative evaluation to support the

development of the policy and practice of measuring student satisfaction in a higher
education institution. Open University (United Kingdom).

Williams, B., & Lear, J. (2011). Ethics and the Limits of Philosophy. Routledge.

Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic
performance: the mediating roles of self-efficacy and learning engagement. Medical
education online, 25(1), 1742964.

73
Nations, U. (2018, July 24). Unleashing the potential of a young Pakistan. Retrieved from
hdr.undp.org website: https://hdr.undp.org/content/unleashing-potential-young-pakistan.
Slater, S. J., Christiana, R. W., & Gustat, J. (2020). Peer Reviewed: Recommendations for
keeping parks and green space accessible for mental and physical health during COVID-19
and other pandemics. Preventing chronic disease, 17.

Adegoke, A. A. (2014). Perceived effects of overcrowding on the physical and psychological

health of hostel occupants in Nigeria. IOSR Journal of Humanities and Social Science, 19(9),
1-9.

Appendix

Student survey questionnaire

Survey questionnaire:

Section 1: Demographic information

Gender:

• Male

• Female

Age: ________ years

Region: _____________________

74
University: _____________________

Currently enrolled in which program: _____________________

Income level of parents:

• ≤ 50,000

• 50,000 – 100,000

• 100,000 – 150,000

• 150,000 – above

Are you currently employed?

• Yes

• No

How long have you been residing in this hostel? _____________________

How many roommates you live with? _____________________

Type of Hostel:

• Public hostel

• Private hostel
Sector where the hostel is located: _____________________

Monthly charges for the hostel: _____________________

Section 2: Housing issues and challenges

Please rate the following statements on a scale of 1 to 5, where 1 indicates "Strongly

Disagree" and 5 indicates "Strongly Agree."

The hostel accommodations I have experienced meet my expectations in terms of quality and
facilities.

1 - Strongly Disagree

2 - Disagree

75
3 - Neutral

4 - Agree

5 - Strongly Agree

How would you rate the cleanliness of the hostel environment?

1 - Very Dirty

2 - Somewhat Dirty

3 - Neutral

4 - Somewhat Clean

5 - Very Clean

How would you rate the noise level in the hostel?

1 - Very Noisy

2 - Somewhat Noisy

3 - Neutral
4 - Somewhat Quiet

5 - Very Quiet

Does the hostel environment contribute positively to studying and academic performance?

1 - Strongly Disagree

2 - Disagree

3 - Neutral

4 - Agree

5 - Strongly Agree

76
Are the restrooms in the hostel satisfactory in terms of cleanliness and availability?

1 - Strongly Disagree

2 - Disagree

3 - Neutral

4 - Agree

5 - Strongly Agree

Is the kitchen in the hostel satisfactory in terms of cleanliness and availability?

1 - Strongly Disagree

2 - Disagree

3 - Neutral

4 - Agree

5 - Strongly Agree

Are the laundry facilities in the hostel satisfactory in terms of cleanliness and availability?

1 - Strongly Disagree

2 - Disagree

3 - Neutral

4 - Agree

5 - Strongly Agree

The hostel accommodations are affordable and within my budget.

1 - Strongly Disagree

2 - Disagree

3 - Neutral

77
4 - Agree

5 - Strongly Agree

The hostel administration is responsive and addresses issues and complaints in a timely
manner.

1 - Strongly Disagree

2 - Disagree

3 - Neutral

4 - Agree

5 - Strongly Agree

Section 3: Specific challenges and needs

Please indicate the extent to which you agree or disagree with the following statements based
on your experience:

The availability of hostel accommodations for students from other provinces is inadequate.

• Agree

• Disagree

Overcrowding in the hostels negatively affects the quality of accommodation and facilities.

• Agree

• Disagree

The lack of privacy in the hostel environment hampers my well-being and academic
performance.

78
 • Agree

• Disagree

There is a need for better infrastructure and facilities in hostels to meet the growing demands
of students.

• Agree

• Disagree

Section 4: Demand and supply dynamics

Please answer the following questions:

Do you think there is a sufficient number of hostels available to meet the demand of students
in Islamabad?

• Yes

• No
If you answered "No" to the previous question, what factors contribute to the shortage of
hostels?

How would you rate the current affordability of hostel accommodations in Islamabad?

• Very affordable

• Affordable

• Neutral

• Expensive

• Very expensive

What improvements or changes would you suggest to enhance the availability and quality of
hostel accommodations in Islamabad?

79
Section 5: Additional feedback

Please provide any additional comments, suggestions, or concerns related to student housing
in Islamabad.

Thank you for your participation in this survey. Your input is valuable in understanding and
addressing the housing issues faced by university students in Islamabad.

Focus group discussion qualitative interviews

Introduction and warm-up

a. Welcome and introductions

b. Explain the purpose of the focus group discussion (FGD) and the importance of
participants' input

c. Remind participants that all responses will be kept confidential and used for research
purposes only

Background information

a. What is your current status as a student? (e.g., undergraduate, postgraduate, etc.)

b. Which institution in Islamabad are you studying at?

c. Are you residing in a public or private hostel? How long have you been staying there?

Issues and challenges

a. What are the main issues and challenges you have faced with your hostel accommodation
in Islamabad?

80
b. Are there any specific incidents or examples that highlight these issues and challenges?

c. How do these issues and challenges impact your overall well-being, academic
performance, and personal growth?

Comparison of public and private hostels

a. For participants staying in public hostels: What are the unique challenges you face in
public hostels compared to private ones?

b. For participants staying in private hostels: What are the main challenges you face in
private hostels compared to public ones?

c. Are there any differences in terms of facilities, maintenance, or support services

between public and private hostels that contribute to these challenges?

Conclusion and wrap-up

a. Summarize the key points discussed during the focus group discussion
b. Thank participants for their valuable input and time

c. Provide information on how the research findings will be used to advocate for improved
student accommodation in Islamabad?

81