Categories for analyzing students’ university-related mobility patterns
| Type of category | Category | Description | Exemplary excerpts from interviews |
|---|---|---|---|
| Behavior/activity space | 1) Residential location | Respondents’ statements about their main place of residence during the semester. Students’ commuting patterns are shaped by their residential location, which dictates the distance to campus and available mobility options | “[B]ecause I don’t live in Osnabrück, it’s a challenge for me to get to campus in time. (…) I plan to be on the road for 45 minutes, but sometimes it takes two and a half hours”. – Maria, 52 |
| 2) Relevant learning spaces | Respondents’ statements about learning spaces (e.g. campus, private dwellings), including frequency and purpose of use. Depending on which learning spaces students use, travel demand is generated | “We often have Fridays off now, but sometimes I still go to the campus to study. So, I’m there quite often”. – Katharina, 20 | |
| 3) Commuting behavior | Respondents’ statements about commuting between campus, home and/or other relevant learning spaces. | “One or two times a week I might ride my bike, depending on the weather as well. But for the most part, I usually take the bus”. – Sophie, 21 | |
| Motivations and drivers | 4) Motivation to study | Respondents’ statements about why they study and which goals they pursue. Study motivations and pursued goals significantly affect university-related mobility patterns, including residence choices and commuting frequency | “[T]he main reason why I left [my home region], [is] because there are only commuter universities nearby. (…) And there’s absolutely no student life there. That’s why I think Osnabrück is really nice”. – Maximilian, 20 |
| 5) Center of life | Respondents’ statements regarding their center of life, i.e. the place where close social contacts, properties, jobs and volunteer/club work are located. It affects residence choices and where they spend leisure time and self-study periods | “Actually my entire social environment is here [in my hometown]. […] [I]f I’d lived in Osnabrück, I would still drive to [my hometown], where I currently live, every day, and that would only increase the costs”. – Annika, 23 | |
| 6) Learning preferences and abilities | Respondents’ statements about individual learning preferences and abilities; attitudes towards different teaching formats, e.g. preference to learn alone or with other students. These preferences affect learning spaces choices, determining whether students will commute to campus or not | “I am often on campus because it’s quiet there and there’s enough space. […] At home, I can’t study at all. There are far too many things to distract you”. – Leon, 27 | |
| 7) Mobility preferences and access | Respondents’ statements about their individual mobility preferences and access to different mobility options and how they shape individual mobility patterns. | “I always go to campus by bike. [A]t the beginning, I used to take the bus, but it was always packed and also always late. That was really annoying, so (…) I got a bike”. – Finn, 23 |
| Type of category | Category | Description | Exemplary excerpts from interviews |
|---|---|---|---|
| Behavior/activity space | 1) Residential | Respondents’ statements about their main place of residence during the semester. | “[B]ecause I don’t live in Osnabrück, it’s a challenge for me to get to campus in time. (…) I plan to be on the road for 45 minutes, but sometimes it takes two and a half hours”. – Maria, 52 |
| 2) Relevant | Respondents’ statements about learning spaces (e.g. campus, private dwellings), including frequency and purpose of use. | “We often have Fridays off now, but sometimes I still go to the campus to study. So, I’m there quite often”. – Katharina, 20 | |
| 3) Commuting | Respondents’ statements about commuting between campus, home and/or other relevant learning spaces. | “One or two times a week I might ride my bike, depending on the weather as well. But for the most part, I usually take the bus”. – Sophie, 21 | |
| Motivations and drivers | 4) Motivation to | Respondents’ statements about why they study and which goals they pursue. | “[T]he main reason why I left [my home region], [is] because there are only commuter universities nearby. (…) And there’s absolutely no student life there. That’s why I think Osnabrück is really nice”. – Maximilian, 20 |
| 5) Center of life | Respondents’ statements regarding their center of life, i.e. the place where close social contacts, properties, jobs and volunteer/club work are located. | “Actually my entire social environment is here [in my hometown]. […] [I]f I’d lived in Osnabrück, I would still drive to [my hometown], where I currently live, every day, and that would only increase the costs”. – Annika, 23 | |
| 6) Learning | Respondents’ statements about individual learning preferences and abilities; attitudes towards different teaching formats, e.g. preference to learn alone or with other students. | “I am often on campus because it’s quiet there and there’s enough space. […] At home, I can’t study at all. There are far too many things to distract you”. – Leon, 27 | |
| 7) Mobility | Respondents’ statements about their individual mobility preferences and access to different mobility options and how they shape individual mobility patterns. | “I always go to campus by bike. [A]t the beginning, I used to take the bus, but it was always packed and also always late. That was really annoying, so (…) I got a bike”. – Finn, 23 |
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