Inner‐city universities are noteworthy in relation to food provisioning and consumption because of their locations and spatial characteristics. Among 18,500 university students surveyed by Universities Australia in 2017, one in seven reports being unable to eat in regular patterns. This finding suggests that it is important to explore how eating spaces at inner‐city universities intersect with students' eating practices. Ethnographic work conducted over three semesters in Melbourne at RMIT University's city campus revealed that around 100 microwaves installed there were used by students to prepare food in ways that may support regular eating. The research included observations, focus groups, and digital ethnography. Analysis of the findings suggests that the university's eating spaces and their material arrangements are related to students' on‐campus and off‐campus practices. Using both Walker's interpretation of Sen's capability approach—the social practice capability framework—and Schatzki's site ontology, I propose that this relationship produces spaces of capability, encouraging and enabling varied activities such as using leftovers, bulk cooking, and buying discretionary foods less impulsively. The study and its use of the idea of spaces of capability may foster new insights about the ongoing challenge to ensure student wellbeing and to consider the relationship of student wellbeing to broader issues such as sustainable consumption and environmental justice.

中文翻译：

---

能力空间：内城大学的消费地域

城市大学因其位置和空间特点而在食品供应和消费方面值得注意。在2017年澳大利亚大学调查的18,500名大学生中，有七分之一的人无法按规律进食。这一发现表明，探索内城大学的饮食空间与学生的饮食习惯如何相交非常重要。在墨尔本皇家墨尔本理工大学的城市校园进行的为期三个学期的人种学研究表明，学生们在那里安装了大约100个微波炉，用来准备食物以支持正常饮食。研究包括观察，焦点小组和数字人种志。对调查结果的分析表明，该大学的 的就餐空间及其物质安排与学生的校内和校外习惯有关。我使用沃克对森的能力方法的解释（社会实践能力框架）和沙茨基的现场本体论，我认为这种关系产生了能力空间，鼓励并实现了各种活动，例如使用剩菜，大批量烹饪和较少冲动地购买可随意食用的食物。这项研究及其对能力空间观念的运用可能会为确保学生福祉并考虑学生福祉与诸如可持续消费和环境正义等更广泛问题之间的关系而不断挑战提出新的见解。我建议使用这种能力方法（社会实践能力框架）以及沙茨基的现场本体，这种关系可以产生能力空间，鼓励并促进各种活动，例如使用剩菜，大批量烹饪和较少冲动地购买可定制的食物。这项研究及其对能力空间观念的运用可能会为确保学生福祉并考虑学生福祉与诸如可持续消费和环境正义等更广泛问题之间的关系而不断挑战提出新的见解。我的能力方法（社会实践能力框架）和Schatzki的现场本体论，我认为这种关系产生了能力空间，鼓励并实现了多种活动，例如使用剩菜，大批量烹饪和较少冲动地购买可定制的食物。这项研究及其对能力空间观念的运用可能会为确保学生福祉并考虑学生福祉与诸如可持续消费和环境正义等更广泛问题之间的关系而不断挑战提出新的见解。