Students in London: Universities, Knowledge Economy and the Urban Experience

London is frequently conceptualised and marketed as a 'global hub' of knowledge and creative industries (Lucci and Harrison, 2011; Togni, 2015); a status heavily reliant on higher education institutions (Olsen and Peters, 2007). Proponents of 'creative city' policy and ideology have positioned universities as key components of a strong urban economy, due to the 'super creative core' of individuals they attract (Florida, 2003: 5). Further, universities are increasingly considered to be central tenants of regional or national 'knowledge economies' (Goddard, 1999). It is clear that certain institutions recognise this, and fully embrace their role as 'creative powerhouses' (Goldsmiths, 2016). London, a city widely advertised for its 'cultural pre-eminence' (Mayor of London, 2014), largely dominates the internationalised higher education sector in the UK. University College London recruited more international students than any other UK Higher Education Institution in 2014-15 (UKCISA, 2016), and six of the UK's top twenty universities with most international students are based in London. Moreover, four London institutions grace the QS World Rankings' top fifty universities (QS, 2016). London is a key component of its universities' marketing strategies, who utilise concepts such as 'creativity' and 'the knowledge economy' to promise an exceptional student experience in the city. However, students' experiences of London appear to contradict these portrayals. Only one London-based university (the Royal Veterinary College) features in the top fifty Times Higher Education's 'Student Experience survey'. These results are based on '21 key provisions' (QS, 2016), many of which relate to the institution's local area. London is portrayed as a creative destination brimming with possibility and knowledge: how do students' experiences of London correlate with or contradict these messages?
This proposal approaches the question of students' experience in London from three perspectives: it critically engages with how and why universities and other bodies utilise specific terminology or concepts to represent London; it explores the impact this has on students, and it will produce recommendations which assist institutions and related stakeholders to support and enrich students' experiences. The following are indicative research questions:
1. In what ways is London represented as a cultural, creative or knowledge destination by universities and other actors engaged in the higher education sector?
2. How and to what extent do these portrayals of London as a centre of creativity and knowledge influence students' perceptions and expectations of London universities?
3. How can universities and associated stakeholders support and enrich students' experience of London?