Abstract
Night-time economy (NTE) experiences are among the first non-academic, social experiences students have at university. Freshers' Week, designed to welcome students to university, is saturated with NTE engagement, conflating the two as if an introduction to student life were an introduction to nightlife. Considering this association, there has been surprisingly little academic focus on how students experience the NTE, and the wider significance of these experiences, especially given their well-established importance in young people's lives more generally (e.g. Hollands, 2016; Roberts, 2015; Smith, 2013) . This thesis addresses this gap by investigating how students experience the NTE, and the role these experiences play in what it means to be a student today. I employ a multimethod approach, including the innovative use of Snapchat-based video diaries, to gather insights from thirty undergraduates at a pre-92 English university. I owe sincere thanks to my supervisory team, Prof Anne Cronin and Dr Karenza Moore, for their enthusiasm, expert guidance and unwavering encouragement throughout this process. Their support kept me focused and grounded, especially during moments of self-doubt. I would also like to acknowledge Prof Anne-Marie Fortier, who remained an integral part of my supervisory team until her retirement. From the outset, Anne-Marie played a crucial role in shaping this research, guiding its development during my Master's programme. I am equally grateful to my participants, who kindly gave me their time and shared their stories. Their openness and honesty, especially when discussing complex and, at times, sensitive topics, was invaluable to this research. I am deeply appreciative of the academic colleagues (Dr Emma Fraser, Dr Tracey Jensen and Prof Carolyn Jackson) who supported me through annual reviews and upgrade panels, offering both thoughtful feedback and encouragement. I would also like to extend my thanks to my examiners, Prof Shane Blackman and Dr Laura Clancy, for their careful reading of my thesis and for their insightful and constructive feedback. I am especially grateful to my support network, many of whom doubled up as tireless proofreaders, generously offering their time. My sister Lisa, brother Eddie, uncles Tim and Rich, and close friends Donna and Matty helped lighten the load, particularly in the final few months. I owe particular thanks to my mum, Jackie, and dad, Ed, who not only carried the bulk of this workload, but also provided feedback, constant encouragement and moral support when it was most needed. From the very beginning of my education, they have championed my academic journey, always pushing me to reach my potential and supporting me at every stage, believing in my abilities even when I questioned them myself. Finally, to Adam. Sharing this journey with someone who really understands the ups and downs of PhD life (and all the external challenges too!) has made all the difference. I genuinely could not have done this without you. I hope to return the favour, and I cannot wait to celebrate with you when you also cross the finish line. I uncover how student NTE experiences are collectively shaped by space, time and studenthood (termed as such to refer to the life stage as well as identity and institutional elements of university life), departing from purely spatial understandings. I argue that these three components operate as an interconnected nexus, which I propose can operate as a conceptual framework to deepen understandings of student NTE experiences. Drawing on these insights, I offer new perspectives on narratives regarding the "student experience" and student-as-customer debates. Though initially disruptive, the COVID-19 pandemic became an opportunity to investigate how this "nexus" responds to external forces, (re)shaping students' NTE experiences and their intersection with university life. The context is also significant, given the challenges the NTE industry has faced in recent years, including COVID-19 and the ongoing cost-of-living crisis. Accompanied by changing student drinking habits and "value for money" a key narrative about higher education, it is more important than ever to understand nuances and significance of student NTE experiences.
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