The Journal of College & University Student Housing Vol. 47 No. 1 - 89

Impact of Relationships with Hall Mates, Tutors, and Wardens

By providing a variety of intentional
educational programs, residence
halls have the potential to engage
students actively in campus life and
foster holistic development beyond
classroom learning.

Previous research on residential education
is mostly focused on Western colleges and
universities, and results are generalizable only
to the specific residential hall culture in these
countries. However, the residential culture in
Hong Kong, as suggested by Ting et al. (2016),
is a mixture of Western and Chinese style.
There are abundant opportunities provided by
hall education in Hong Kong as well as social
and cultural activities and career-oriented campaigns, but the specific benefits of the residential culture in Hong Kong are ill-defined. More
research examining residential education in
Hong Kong universities is needed to provide a
more complete perspective on the benefits and
shortcomings of residential life.
The literature has provided evidence that
living in residence halls strengthens several
aspects of student development, but without
analyzing which aspects are influenced the
most. For this reason, the current study aimed
to examine which factors (academic performance, interpersonal outcomes, and personal
development) were most affected for students
currently living in residence halls in order to
identify the strengths and weaknesses of residential education while targeting areas of improvement. The study also accounted for the

influence of relationships with hall mates and
hall staff on these factors. It was hypothesized
that the better the relationship with hall mates
and hall staff, the more residents would benefit
in terms of academic performance, interpersonal outcomes, and personal development.

METHOD
Study Design
To examine which factor (academic, interpersonal, or personal) was most affected by
residential education, the study used a mixed
method approach with a quantitative and
qualitative (Quan/Qual) explanatory two-phase
design (Creswell & Plano Clark, 2007). The
quantitative study used a correlational design
to explore the association between different
aspects of hall gains (academic performance,
interpersonal outcomes, and personal development) and student relationships with hall
mates, wardens, and tutors.
The qualitative (interview) data were used
to illuminate and build on the initial quantitative (questionnaire) data. Triangulating both
qualitative and quantitative data helped provide
a more complete picture of the residential experience than using a single method could do.

Participants
Undergraduate students at the University of
Hong Kong (HKU) were recruited to participate in the study via high table dinners.1 They
were recruited through convenience sampling
and were all residing in one of the 13 residence
High table dinner is a term initially used to describe
a formal meal in the dining room of a British college
for use by the residential master and fellows with
their distinguished guests. The custom of having this
group dinner at a main dining hall began in Oxford
and Cambridge and has spread to many colleges and
universities worldwide.
1

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Journal of College & University Student Housing Vol. 47 No. 1

Table of Contents for the Digital Edition of Journal of College & University Student Housing Vol. 47 No. 1

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