Whose Voice Counts in Student Accommodation? A Literature Review on Inclusion, Access, and Agency in Massified Higher Education

Abstract

Over the past three decades, the landscape of student housing has undergone significant transformation globally, driven by massification, internationalization, and widening access to higher education. In South Africa and other sub-Saharan countries, the post-1994 expansion of higher education access has led to rapid growth in enrolment, outpacing the development of student accommodation infrastructure. This literature review explores the evolving field of student housing, focusing on students’ satisfaction, housing preferences, and the critical challenges associated with accommodation provision particularly in the South African context. Drawing from global and local studies, the review identifies key physical, economic, and psychosocial determinants of student housing satisfaction, such as room size, proximity to campus, facility quality, safety, and affordability. It also analyzes how housing influences academic performance, social integration, and overall well-being. The review engages with conceptual frameworks such as Ford et al.’s (2002) housing pathways model and Thomsen’s (2008) typologies of student housing needs, highlighting how student preferences reflect both structural constraints and evolving expectations. Despite growing international attention, student voices particularly in sub-Saharan Africa remain underrepresented in housing policy and design. This review underscores the importance of student centered approaches in shaping sustainable and inclusive accommodation strategies. By synthesizing findings across regions, the review identifies persistent gaps in research on student satisfaction, equity in access, and quality of facilities. It concludes by recommending further empirical studies to inform policies that align with the Department of Higher Education and Training (DHET) and NSFAS standards, ultimately enhancing the student experience in higher education institutions.