Higher Education Choices Research Articles

Why Choose Taiwan for Tertiary Education? The Case of Malaysian Students in Chinese Independent Schools

Before Malaysian government liberalising its private tertiary education in the 1996 Education Act, Taiwan was one of the popular choices for students from Chinese Independent Schools (CIS) to further their tertiary education. However, the number of CIS students choosing Taiwan as the destination of their tertiary education keeps hiking up substantially despite more choices of higher education provided locally after the liberalisation. In light of this, this study aims to explore factors affecting country choice of Malaysian students from CIS in the meantime while they were to further their tertiary education. A mixed-method design was employed to investigate factors shaping this peculiar phenomenon. The researchers identified eight push-pull factors from the data coding of a focus group discussion in the first phase of the study. Based on the results, a questionnaire was crafted in the second phase of the study. Then, by engaging a purposive sampling, 869 Senior Three CIS students were recruited from several CIS in different states of Malaysia to participate in the survey at the second phase of the study. The findings revealed the importance of demographic factors administering CIS students in choosing Taiwan as a popular destination of pursuing tertiary education. In addition, the use of Chinese language as the medium of instruction in teaching and financial consideration were the pull factors contributing to the interpretation of the choice made by this group of participants. Furthermore, students’ perspective of choosing future career path and their concern of family also determine their choice of higher education. Overall, the study highlighted the importance to include demographic factors in the push-pull model. It further provides factual information for the stakeholders or policy makers to incorporate more effective strategies in recruiting CIS students.

The impact of COVID‐19 on the world economy and higher education

Before calculating the impact of COVID‐19 on higher education, it is necessary to understand how the virus has impacted the financial stability of countries worldwide. The economies of many countries have been shattered by the pandemic, and, by extension, the economic challenges will impact families’ ability to finance their children's higher education choices in the future.

Walking in your footsteps: Sibling spillovers in higher education choices

This paper studies spillovers from older to younger siblings in higher education choices. Exploiting discontinuous admission rules generated by Chile’s centralized admission system to higher education, we identify strong sibling spillovers in the choice of college. Having an older sibling enroll in a given college increases by 42% the probability of enrolling in that institution. In contrast, we find no effect on major choices. We show evidence suggesting that sibling spillovers in college choice are mainly driven by siblings deriving benefits from attending college together.

Learning English Rhetoric and Composition as A Vietnamese Student

This study centers around Vietnamese students, with a comparison with East and Southeast Asian students who share the same cultural idea, at higher education level who want to acquire better writing skills in English in and out of academic settings. Since English is not the students' first language, they normally craft an essay from the vocabulary that they know. This is understandable, but a good piece of writing in standard American English is not supposed to be traced word by word. Understanding this fact in-depth and practicing it regularly is the core requirement for English major students. In return, they can join any workplace with their strong writing skills that they have to acquire during their undergraduate years, or more if they attend graduate schools. This group of students is known to be timid since they were raised in a collectivistic community in which many of them make their higher education choices based on firstly the current trend, then what is suitable for them. Thus, by making a bolder choice of declaring English as a major, double major, or minor, they could have better insight into English rhetoric and composition to apply them as a multi-meaning sign to their writings properly.

The impact of COVID‐19 on the world economy and higher education

Before calculating the impact of COVID‐19 on higher education, it is necessary to understand how the virus has impacted the financial stability of countries worldwide. The economies of many countries have been shattered by the pandemic, and, by extension, the economic challenges will impact families’ ability to finance their children's higher education choices in the future.

Charging for Higher Education: Estimating the Impact on Inequality and Student Outcomes

Abstract Over the last two decades, undergraduate university education in England moved from being state-funded and free for students, to costing all students substantial amounts in tuition fees. In this paper, using detailed administrative longitudinal microdata that follow all students attending state schools in England (approximately 95% of student population), we causally show that, despite the substantial reforms, enrollment fell only by 0.5 percentage points, where the effect is largely borne by those in wealthier groups, reducing the enrolment gap across socio-economic groups. Since tuition fees were introduced in conjunction with the government offering generous means-tested maintenance (cash) grants, as well as loans, our results highlight the importance of reducing financing constraints. Beyond enrollment, we find that the reforms have limited impact on students’ higher education choices, such as relocation decisions, university choice, and field of study. Finally, by tracking the students after graduation, we show similarly small effects on labor market outcomes.

Gender, motivation and labour market beliefs in higher education choices

We examine relationships between motivations towards higher education choices, gender and beliefs about the financial consequences of these choices. We control for home background, school type and students’ expectations of grades they will achieve at age 16. We use a unique individual-level UK data set from a random sample of schools with a student sample size of 5012. These motivations are coded on six-point Likert scales so our modelling approach is by means of ‘multivariate ordered logit’ regressions. Boys express a much stronger motivation towards private financial gain whilst girls express stronger motivation towards occupational status and contributions towards society. We also find strong positive associations between motivation towards personal financial gain and beliefs about the financial value of a higher education. Our results support a multi-stranded theory of motivation towards higher education that takes account of beliefs about the external environment as well as self-beliefs about future academic achievement.

Global Movement of Inclusive Higher Education Policies: The Trends and Practices in the Nigerian Higher Education System

Abstract
 The concept of inclusion has its origin from special education, which was recently branded by UNESCO as Education for All (EFA). However, looking at it beyond basic education, inclusive higher education is an area that recently got attention even among the developed countries. This is seen as the incorporation of students with different disabilities into various of academic disciplines of their choice in higher education. Similarly, this is expected to come along with policies, practices, and programmes that will govern the flexibility, facilities, and resources that would enable this category of students to complete their studies along with non-disabled peers and take pride in their identity. Consequently, the intention of this paper is to explore the trends and practices of Nigerian higher education system in an effort to ensure inclusive higher education. In order to achieve the stated objectives, this study employed document and content analysis to obtain data and other relevant information from both the macro and micro levels. Accordingly, one of the major findings of this study shows that there was no clear policy in the Nigerian higher education system for inclusive education. However, higher educational institutions were discovered to give a few privileges specifically on entry requirements and provide a few outdated facilities to help this category of students. As a result, this paper strongly recommends immediate policy borrowing and contextualisation for inclusive higher education policies from countries that enacted and implemented such policies with positive outcomes.

Degrees of ‘eliteness’ in higher education systems: A comparison between Germany and France

AbstractEducation systems worldwide differ in their degree of eliteness. They range from being non‐elitist with dominant patterns of horizontal differentiation (e.g., Germany) to being strongly elitist and having established elite education sectors (e.g., France). Quantitatively, it remains relatively unclear how the eliteness of education systems can be assessed and evaluated. We identify several theoretical mechanisms that are assumed to increase or decrease vertical differentiation between education institutions. For the analyses, we use two large secondary datasets of student beginners’ higher education choices in Germany and France and test different measures of inequality and concentration (Gini index, Duncan’s D, inverse Pareto coefficient, percentile ratios) to describe the degree of eliteness. We estimated the shares of students from higher status groups (high achievers, upper‐tier service class academic milieu) in higher education institutions and fields of study and compared their distribution. Our findings indicate that analyses of percentiles, percentile ratios and inverse Pareto coefficient confirm an expected stronger concentration of high achieving students in the top of the distribution of higher education institutions and fields of study in France than in Germany. In comparison to students’ achievement, social origin proved to be less important for country‐specific differences in concentration.

Determinants of Students’ Choice of Higher Education in a Private University, Ghana

Determinants of Students’ Choice of Higher Education in a Private University, Ghana

Factors Influencing Student Choice in Higher Education

Factors Influencing Student Choice in Higher Education

Brand of European Higher Education Institution as a Key Factor for Foreign Students

This paper summarizes the arguments and counterarguments within the scientific discussion on the issue of brands of European Higher Education Institutions as a key factor for foreign students. The globalization of education processes and the creation of a united European education area have increased foreign students' interest to study in Europe.Increasing unemployment, poverty, inconsistency in education, economic problems, political instability, low job opportunities, and unsafe environment are the undeniable reasons for young students to explore higher education opportunities in foreign countries. The main purpose of the research is to describe the factors affecting foreign students' choice ofEuropean Higher Education Institutions and provide information on the factors, which are of great importance. For achieving the aim, the previous research and scientific literature are studied, and a survey is conducted using a questionnaire. Investigation of the topic of brands of European Higher Education Institutions as a key factor for foreign students in the paper is carried out in the following logical sequence: the study of previous research and scientific literature and analysis of the survey results. Methodological tools of the research methods are the creation of a database of respondents, a survey on the factors impacting the choice of Higher Education Institutions in Europe by foreign students and analysis and interpretation of the survey results using nonparametric tests. The object of research is the field of Higher Education in Europe, and the subject of the research is consumer choice in Higher Education in Europe. The paper presents the results of an empirical analysis on brands of European Higher Education Institutions as a key factor for foreign students. It showed that four groups of factors – regional, political financial, and educational – play a significant role in the choice of European Higher Education Institutions by foreign students. The research empirically confirms and theoretically proves that the most significant role in the choice of Higher Education Institutions in Europe for all level of students – Bachelor's, Masters and Doctors - play educational factors, the least significant role – political factors. The results of the Kruskal-Wallis H test show that there are statistically significant differences in the assessment of the role of factors in choosing the place of studies in Europe in different levels of study programs. The results of the research can be useful for decision-makers in Higher Education Institutions in Europe when working out different student attraction strategies, thus increasing the number of students and competitiveness. Keywords foreign students, globalization, Higher education, International Business Administration, students' choice.

Enrolment by academic discipline in higher education: differential and determinants

PurposeEnrolling in an academic discipline or selecting the college major choice is a dynamic process. Very few studies examine this aspect in India. This paper makes a humble attempt to fill this gap using NSSO 71st round data on social consumption on education. The purpose of this paper is to use multinomial regression model to study the different factors that influence course choice in higher education. The different factors (given the availability of information) considered relate to ability, gender, cost of higher education, socio-economic and geographical location. The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.Design/methodology/approachThe present paper follows the same approach as that of Turner and Bowen (1999). The Multinomial regression is specified asP(Mi=j)=(exp(βj×Xi)/∑j−15exp(βj×Xi)), whereP(Mi=j) denotes the probability of choosing outcomej, the particular course/major choice that categorizes different disciplines. This response variable is specified with five categories: such as medicine, engineering, other professional courses, science and humanities. The authors’ primary interest is to determine the factors governing an individual’s decision to choose a particular subject field as compared to humanities. In other words, to make the system identifiable in the MLR, humanities is treated as a reference category. The vectorXiincludes the set of explanatory variables andβjrefers to the corresponding coefficients for each of the outcomej.From an aggregate perspective, the distribution of course choices is an important input to the skill (technical skills) composition of future workforce. In that sense, except humanities, the rest of the courses are technical-intensive courses; hence, humanities is treated as a reference category.FindingsThe results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.Research limitations/implicationsPredicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. This course and regional imbalance need to be worked with multi-pronged strategies of providing both access to education and employment opportunities in other states. But the predicted probabilities of medicine and science remain similar across the board. Very few research studies on the determinants of field choice in higher education prevail in India. Research studies on returns to education by field or course choices hardly exist in India. These evidences are particularly important to know which course choices can support student loans, which can be the future area of work.Practical implicationsThe research evidence is particularly important to know which course choices can support student loans, which can be the future area of work, as well as how to address the gender bias in the course choices.Social implicationsThe paper has social implications in terms of giving insights into the course choices of students. These findings bring in implications for practice in their ability to predict the demand for course choices and their share of demand, not only in the labor market but also across regions. India has 36 states/UTs and each state/UT has a huge population size and large geographical areas. The choice of course has state-specific influence because of nature of state economy, society, culture and inherent education systems. Further, within the states, rural and urban variation has also a serious influence on the choice of courses.Originality/valueThe present study is a value addition on three counts. First, the choice of courses includes the recent trends in the preference over market-oriented/technical courses such as medicine, engineering and other professional courses (chartered accountancy and similar courses, courses from Industrial Training Institute, recognized vocational training institute, etc.). The choice of market-oriented courses has been examined in relation to the choice of conventional subjects. Second, the socio-economic background of students plays a significant role in the choice of courses. Third, the present paper uses the latest data on Social Consumption on Education.

Dynamics in higher education choice: weighing one\u2019s multiple interests in light of available programmes

Recent studies have shown that students’ interests are decisive in making a substantiated higher education choice, yet do not indicate how students decide which interests they aim to pursue. This study aimed to find the considerations students have when weighing interests and higher education programmes. Thematic analysis was applied to uncover considerations based on semi-structured interviews with 20 Dutch high-school seniors. Students weighed their interests from an interest-to-programme perspective (contrasting interests and deciding which is most important for their future) and from a programme-to-interest perspective (evaluating how possible programmes reconcile with one’s interests). By applying both perspectives simultaneously, students dynamically considered which programmes and interests they wished to pursue. These findings imply that higher education choice theory and studies should acknowledge that the programmes and interests students consider are dependent on the feed forward of the considered interests on programmes and the feed back of considered programmes on interests.

Priced out: the renegotiation of aspirations and individualized HE ‘choices’ in England.

ABSTRACTOfficial policy texts in England have long assumed that students make their Higher Education choices in an individualized, rational and context-free manner. Under the Conservative-Liberal Democrat Coalition government (2010–2015), a greater emphasis was placed on accomplishing higher levels of widening participation in elite institutions. Those who do not progress to such institutions, or to HE at all, are presented as having ‘low aspirations’. Using data from an ESRC funded narrative inquiry of socioeconomically underrepresented Further Education students’ HE decision-making and choices, I demonstrate how they aspired highly while initially showing competitive and individualized choice strategies. However, financial constraints led to the renegotiation of their aspirations over time, leading them to compromise for ‘reasonable’ rather than ‘preferred’ HE options. Subsequently, this had negative impacts upon the participants’ subjectivities. The article provides support for arguments against current individualized conceptualizations of ‘aspiration’ presented by policy, and proposes approaches to move away from this.

DigiPen: Secondary School Project-Based Learning in Game Design, Digital Arts and Life Skills

This action research investigates DigiPen, an innovative locally developed secondary school course where students are actively engaged in project-based learning while studying how to work effectively in teams focused on digital game design. Students apply art, math, physics, and computer science knowledge and learn important life skills. DigiPen exemplifies the new British Columbia curriculum with cross-curricular integrated approaches to learning. This mixed-methods study identified five themes: career, life skills, leadership, teamwork, and inclusion. Students indicated DigiPen played a significant role in their higher education choices and career paths. DigiPen shows great promise for providing meaningful project-based learning experiences for students.

The Achievement of University Access: Conversion Factors, Capabilities and Choices

In the light both of persistent inequality of education opportunities for low income families and a wide equality gap in South Africa, this article explores students’ university access by applying Amartya Sen’s capability approach to a South African case study. The article demonstrates empirically that access is more than an individual project, shaped both by objective conditions and subjective biographies, that is by general conversion factors and a person’s social and personal options. Key conversion factors are material (income) and social (family, community, school, information), which produce an interlocking system of opportunity. Access thus requires more than formal opportunity to enable social mobility for all. The case study comprises qualitative interviews with diverse students in their first year at one university; illustrative narratives are selected to show different pathways, conversion factors and choices. Agency and self-efficacy emerge as especially important for making choices but also for constructing a higher education pathway where none exists for that person and her family. The article suggests that higher education has the potential to advance social mobility provided that it moves in the direction of expanding the capabilities of all students to have the choice of higher education.

Long-Term Effects of Offering Loans for Vocational Education

In this paper I study the long-term effect of giving students access to state loans for technical schools. I combine ten years of administrative records on higher education enrollment and graduation in Chile and exploit the fact that access to state loans for technical schools is a discontinuous function of a student’s GPA. Results show a small effect of loan access on higher education choices in the extensive and intensive margins. Still, loans help alleviate financial burdens. They allow students to enroll in higher education sooner, they increase the probability of enrolling full-time, and decrease the probability of taking a gap year while studying. Nevertheless, and despite these positive effects, I cannot discard a null effect on persistence rates. Results highlight that increasing higher education completion rates may require more than just relaxing credit constraints.

The Effects of Family Capital on Kazakh Youth Strategies in the Choice of Higher Education

Introduction. The article explores strategies of young people in the choice of higher education in Kazakhstan. There are discussions about the interrelations of family resources and socio-economic determined strategies of higher education choice, where the latter is viewed as the process involving a decision to continue / not to continue the study, university and specialty choice. The changes in the process of transformation of the economic capital of parents into the cultural capital of children and then into the economic capital of young people are analyzed for the first time in the context of post-Soviet Kazakhstan. The purpose of the article is to study the main mechanisms shaping the educational strategies of youth with different social and economic status. Materials and Methods. Four sociological studies were conducted in 2014-2017, based both on qualitative and quantitative methods of data collection. This article presents results of research that was conducted among high school students of urban and rural, private (fee-paying) and public, general and specialized schools and their parents that represent different socio-economic groups. The sample size is 500 respondents. Results. On the basis of developed methodology of integrated assessment of family resource potential, the direct and indirect impact of family resources on youth strategies in higher education choice has been revealed. Direct impact is seen in the range of available higher education institutions. In case of insufficient family resource potential, young people face economic difficulties related to the payment of education. In this case, the yang people are on participating in the distribution of educational grants, on receiving social benefits while entering the university. While indirect influence has a hidden character, it manifests in the differentiation of the level of a starting educational capital. The high resource potential of the family allows parents to send a child to private school, to pay extra (paid) courses, thus forming the foundation for the accumulation of high educational capital in advance. In this aspect, young people with low family resource potential become less competitive in the sphere of higher education. This category of youth faces structural barriers, which manifested in a low level of start-up education al capital. Discussion and Conclusion. The research tools of youth strategies in higher education choice could be applied in the work of scientific and research organizations and state bodies, scientists and experts. The obtained scientific data and results provide relevant and reliable information to reduce or eliminate barriers specific to young people of “unprivileged” groups. Keywords: choice of higher education, influence of family capital, choice of university, social background, educational plan, social capital, family cultural capital Acknowledgments. The study was carried out within the framework of the project of the Committee of Science of the Ministry of Education and Science of the Republic of Kazakhstan (MES RK) “Sociological indicators for measuring the competitiveness of Kazakhstan university graduates in the professional labor market: comparative country study” 5480/GF4 (2014-2017). The author is grateful to the editorial staff and reviewers for useful comments and recommendations.

Student Choice in Higher Education—Reducing or Reproducing Social Inequalities?

A hallmark of recent higher education policy in developed economies is the move towards quasi-markets involving greater student choice and provider competition, underpinned by cost-sharing policies. This paper examines the idealizations and illusions of student choice and marketization in higher education policy in England, although the overall conclusions have relevance for other countries whose higher education systems are shaped by neoliberal thinking. First, it charts the evolution of the student-choice rationale through an analysis of government commissioned reports, white papers, and legislation, focusing on policy rhetoric and the purported benefits of increasing student choice and provider competition. Second, the paper tests the predictions advanced by the student-choice rationale—increased and wider access, improved institutional quality, and greater provider responsiveness to the labour market—and finds them largely not met. Finally, the paper explores how conceptual deficiencies in the student-choice model explain why the idealization of student choice has largely proved illusionary. Government officials have narrowly conceptualized students as rational calculators primarily weighing the economic costs and benefits of higher education and the relative quality of institutions and programs. There is little awareness that student choices are shaped by several other factors as well and that these vary considerably by social background. The paper concludes that students’ choices are socially constrained and stratified, reproducing and legitimating social inequality.