an article by Jane Hemsley-Brown (Surrey Business School, Guildford) and Izhar Oplatka (School of Education, Tel Aviv University, Israel) published in International Journal of Educational Management Volume 29 Issue 3 (2015)
Abstract
Purpose
The purpose of this paper is to systematically document, scrutinise and critically analyse the current research literature on higher education choice to: establish the scope of the studies; map the factors associated with choice; identify the key strengths and weaknesses in the research literature; critically analyse the extant research and make recommendations for further research in this field.
Design/methodology/approach
The authors conducted extensive searches of relevant and education and management databases. The search is limited to publications between 1992 and 2013 and is intended to cover national and international research. The review is based on 75 papers which focus on institutional choice, assembled on an Excel database (45 surveys, 13 secondary data studies, one experimental study, two longitudinal studies, 11 qualitative studies and three studies that use both qualitative and quantitative techniques).
Findings
Results are presented under thematic headings which emerged from the analysis: first, demographics and academic factors; second, factors which relate to the institution: quality, outcomes and benefits, facilities, and characteristics of institutions. Finally factors which affect both the institution and the students: price and price sensitivity, information and information sources, and travel and geographical factors are considered.
Originality/value
Comprehensive analysis of prior research in the field of institutional choice is long overdue. Theoretical models for future research are presented as a result of the findings.
Showing posts with label university_choice. Show all posts
Showing posts with label university_choice. Show all posts
Monday, 29 June 2015
Wednesday, 21 November 2012
Remapping the “landscape of choice”: patterns of social class convergence in the psycho-social factors shaping the higher education choice process
an article by Nigel Charles Kettley and and Joan M. Whitehead (University of Cambridge, UK) published in Educational Review Volume 64 Issue 4 (November 2012)
Abstract
This paper provides a critique of recent Bourdieusian research into the higher education (HE) choice process. Specifically, Ball et al. (2002) maintain that class-related differences in students’ psycho-social dispositions in Years 12 and 13, the “landscape of choice”, shape their intentions or “decisions” to participate in HE and their selection of high or lower status universities.
However, drawing on a national survey of Year 12 students we find that paternal occupation is a poor predictor of intended participation in HE.
Furthermore, those psycho-social factors shaping students’ aspirations to participate in HE and their selection of university type exhibit substantial class convergence.
We argue that the research of Ball et al. (2002) analyses data from an atypical sample and deploys a dichotomous narrative of class. These practices exaggerate class-related differences in the HE choice process, at this level of education, and tend to confirm the Bourdieusian thesis.
Abstract
This paper provides a critique of recent Bourdieusian research into the higher education (HE) choice process. Specifically, Ball et al. (2002) maintain that class-related differences in students’ psycho-social dispositions in Years 12 and 13, the “landscape of choice”, shape their intentions or “decisions” to participate in HE and their selection of high or lower status universities.
However, drawing on a national survey of Year 12 students we find that paternal occupation is a poor predictor of intended participation in HE.
Furthermore, those psycho-social factors shaping students’ aspirations to participate in HE and their selection of university type exhibit substantial class convergence.
We argue that the research of Ball et al. (2002) analyses data from an atypical sample and deploys a dichotomous narrative of class. These practices exaggerate class-related differences in the HE choice process, at this level of education, and tend to confirm the Bourdieusian thesis.
Monday, 13 August 2012
Students ‘missing specialist advice when choosing a uni’
by Gareth Evans in the Western Mail
More than a third of young people did not receive any one-to-one advice from a teacher or careers adviser when choosing which university to go to, research suggests today.
The consumer organisation Which? said 39% of prospective students aged 19 and under did not get specialist advice this year when making their “biggest financial decision” so far.
The findings come just days before this summer’s A-level results are published, with the Which? estimating more than 150,000 students a year could be making decisions without high-level help.
Continue reading
More than a third of young people did not receive any one-to-one advice from a teacher or careers adviser when choosing which university to go to, research suggests today.
The consumer organisation Which? said 39% of prospective students aged 19 and under did not get specialist advice this year when making their “biggest financial decision” so far.
The findings come just days before this summer’s A-level results are published, with the Which? estimating more than 150,000 students a year could be making decisions without high-level help.
Continue reading
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