VOICE RESEARCH ARCHIVE

The topic of food insecurity is a growing concern for university students. In January 2019, the Undergraduate Experience Survey (UES) included a 6-item food insecurity measure validated for use with the general Canadian population. The prevalence of food insecurity among UBCO undergraduate respondents was 42.3% – a rate that is significantly higher than the general population and in line with reported prevalence in previous Voice research and at other Canadian post-secondary institutions. Food insecurity (especially over many years) increases the risk of poor physical and mental health in university students because of stress and poor diet quality. Being food insecure is also of particular concern because of the negative impact it has on student learning, academics and work outcomes over time. Food and Nutrition is one of six priority areas in the UBC Wellbeing Strategic Framework. UBC is committed to improving access to diverse, nutritious, safe and culturally acceptable food on our campuses and views this as crucial to supporting student success, health and well-being. 

The Voice research project uses a methodological framework that includes community-based participatory action research [CBPAR] methods, settings-based health promotion strategies and student/non-student partnerships. Data are collected using a variety of approaches including table talks (focus groups) and interviews. Once data collection and analysis are complete, results will be shared with the campus community for collective action. The Voice 5 research project was approved by the UBCO Behaviour Research Ethics Board.

The Voice 5 team is engaging students, staff, and faculty on the UBC Okanagan campus to hear about: the lived experience of students who are household food insecure and experience navigating campus systems that influence food security (e.g., policies and practices related to meal plans, availability of affordable food/housing, student finances, etc.); and suggestions regarding UBC’s role in supporting both student and campus food security. Undergraduate students are engaged as co-researchers, often receiving course credit. Research practicum opportunities are also available.

Qualitative data from this project will complement and enrich the food security data collected via the Undergraduate Experience Survey (UES) in February 2019 and the Canadian Campus Wellbeing Survey (CCWS) in November 2019 (results pending). Voice 5 results will be shared with the campus community for collective action. Preliminary themes relate to managing hunger and finances, cost of food and living expenses for students, food skills, community aspects of eating, stigma of food insecurity, built environment impacts on food security, and UBC’s role in supporting student and campus food security. 

Some quotes from the Table Talks: 

“The first thing that goes through [my mind] when I have financial troubles, it’s always just like, ‘Well, I can eat less.’ Because you know everything else you need…you need textbooks. But food, you know, you can eat a little less, you won’t die.” (LGBTQ2IA+ student) 

“You would not believe so many of my friends saying like ‘Oh yeah I just didn’t eat last night’ in such a funny, casual way. Or ‘Oh I lived off of instant noodles for like two weeks.’” (International Student) 

“I tried to spend only nine dollars a day on the meal plan because I was like if I do that I can stretch it out like way longer. I couldn’t do that, I had to double it. I tried 18 dollars a day. EVEN that like I was going over 18 dollars a lot of time. So sometimes I just wouldn’t eat.” (Student on a meal plan) 

The UBC executive has recently committed to prioritizing well-being throughout the institution and understands that as an institution of higher education, UBC has an important role to play in supporting and facilitating the well-being of students, staff, faculty, and the environment. Well-being at UBC is an approach to addressing well-being through the engagement of university community members to implement a well-being lens to policies, processes, practices, programs, services, curriculum, etc. 

The Voice research project uses a methodological framework that includes community-based participatory action research [CBPAR] methods, settings-based health promotion strategies and student/non-student partnerships. The Voice research project was approved by the UBCO Behaviour Research Ethics Board. 

The research team and consultant structure are designed to engage all sectors of the campus community as well as the local community. Everyone on campus is welcome to participate including undergraduate and graduate students, staff, faculty, managers of university departments and senior administrators. Undergraduate students are engaged as co-researchers (e.g. 70-80), often receiving course credit. Research practical opportunities are also available. 

The Voice 4 Campus Wellness team collected data using survey methods in 2016-2017.  Surveys were completed by undergraduate students (n=3481), graduate students (n=122), staff (n=180), and faculty (n=44).  These data were augmented using semi-structured interviews, focus groups, photovoice, and story capture in addition to a policy scan and analysis. The majority of students identified the social environment on campus as supporting mental wellbeing, and the academic and economic environments as hindering mental wellbeing. 

Action groups were formed to advocate for changes to promote student mental wellbeing on the following priority topics: 

• Academic Concession Policy 
• Exam Policy and Scheduling 

1. Build and maintain student and non-student partnerships to create, renew, and sustain relevant health-promoting change, taking into account diverse perspectives. 

2. Identify health-related campus experiences of specific student population sub-groups (i.e. Aboriginal, Student Athletes, International, LGBTQ [Lesbian, Gay, Bi-sexual, Transgendered and Queer], Graduate). 

3. Assess factors which support or jeopardize health-promoting change. 

4. Recommend strategies for enhancing health-promoting change in other campus environments and communities. 

Healthy community development on post-secondary campuses is an emerging field of research because young adults often engage in high-risk behavior that can be prevented by interventions aimed at changing health determinants (e.g. social, physical, environmental). This study will contribute new knowledge to the healthy campus development literature. Also, the extensive involvement of students working with non-students to improve the campus is anticipated to have an immediate impact on the study campus (e.g. increasing students’ research capacity). 

The Voice framework combines community action research methods, setting-based health promotion strategies and youth-adult partnership theory. Research, education, and action are cyclical activities. The design evolved through negotiation and dialogue between the community and researchers with community members functioning as co-researchers, in an egalitarian research team (see figure). 

The team comprises a rich mix of multidisciplinary faculty, students, senior administrators, managers of university departments, and campus businesspeople. Large numbers of undergraduate students become co-researchers (e.g. 70-80), often receiving course credit. The research team and consultant structure is designed to engage all sectors of the campus community as well as the local community. Everyone on campus is welcome to participate. 

The 2009-2011 study continued to use the Voice framework, combining community action research methods, setting-based health promotion strategies and youth-adult partnership theory. Research, education, and action are cyclical activities. The design evolves through negotiation and dialogue between the community and researchers with community members functioning as co-researchers, in an egalitarian research team (see above figure). 

The Old Pond Trail area covers several acres of land near the south-east entrance to the campus, and includes campus features such as the Learning Garden, the pond, trails and the First Nations Fire Pit. 

A questionnaire titled “Old Pond Trail Area: Land, People, Sustainability” was developed and distributed at booths in high traffic locations on campus to elicit diverse community views. The questionnaire had five open-ended questions followed by several demographic questions. Anyone interested was given a questionnaire to complete. 

For results download the PDF Report: 

Community Dialogue on the Old Pond Trail Area: Land, People & Sustainability: Voice 2 Report (Dec 2010) 

Voice students and their non-student partners worked on projects that focused on the following interests: 

• Alcohol & Drugs 
• Trails & Natural Environment 
• Smoking 
• Campus Food 
• Fitness & Social Activity 
• Recycling & Sustainability 
• Student Space 
• Water 
• Spirit – Spirituality – Multi-Faith 

1. Increase knowledge about student experience and participation (youth voice) in healthy campus development when working with organizational leaders to jointly design and evaluate actions to create health promoting change for individuals and the campus community. 

2. Increase student capacity in health promotion/healthy community development and research. 

3. Assess change (process, outcome/individual and community) relevant to student identified health priorities and actions. 

The Voice framework combines community action research methods, setting-based health promotion strategies and youth-adult partnership theory. Research, education, and action are cyclical activities. The design evolves through negotiation and dialogue between the community and researchers with community members functioning as co-researchers, in an egalitarian research team (see above figure). 

Once we find the report we can fill in a brief summary here. 

For results download the PDF Report 

Voice 2007-2009 Final Research Report 

Phase 3 (June 2009) Spirit Spirituality & Multi Faith Mini Report