Examining the cost of learning in United Kingdom higher education: Qualitative insights from academic and professional service staff at a post-92 English university

Financial concerns have increasingly impacted university students across the United Kingdom in recent years. Despite increased focus on interventions to support students experiencing financial hardship, a lack of attention has been paid to the key role of higher education staff in supporting students to navigate the complexities of financial hardship alongside academic study. Seventy-six academic and professional service staff from a university in the North East of England completed an online qualitative survey, which explored their experiences of supporting students facing financial hardship. Deductive content analysis was conducted to apply a materialist-psychosocial-behavioural model to participant responses. The Materialist theme detailed issues with accommodation, basic resources, and information and support. Psychosocially, participants commented on the pressure and stress encountered by students, which was exacerbated by a combination of factors including stigmatisation and class, which existed alongside experiences of financial hardship. Behaviourally, staff reported course attendance, engagement and retention being negatively impacted by students working excessive hours and commuting long distances in an effort to improve their financial circumstances. Findings also drew attention to some staff and specific groups of students, including PhD students and caregivers, unequally impacted by financial hardship, which has implications for widening participation agendas, staff workloads and wellbeing.