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"student choice"
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Should I go to college?
\"For many teens, college is the expected next step after high school graduation. Yet college may not be the right choice for every person\"--Provided by publisher.
Book
Who Studies Abroad? Understanding the Impact of Intent on Participation
The Integrated Student Choice Model and Theory of Planned Behavior are used to frame an analysis of longitudinal student data. We utilize generalized structural equation modeling to evaluate our framework and to examine the impact of select student characteristics and college experiences on actual involvement in study abroad, giving particular attention to the role of intentions. Study results generally confirm prior findings and provide general support to our framework underscoring the importance of considering the temporal aspect of decisions to study abroad and the strength of intentions when estimating its effect on participation. Findings highlight student attributes associated with intentions that differ in strength and patterns of institutional characteristics and student attitudes, subjective norms, behavioral control beliefs, intentions, and campus involvement that shape individuals’ decisions to study abroad. Our findings provide insights into why prior study results regarding antecedents of intentions and the impact of intentions on study abroad participation may vary. We offer insights into how to advise and market programs to individuals who enter with different levels of motivation to study abroad.
Journal Article
Hold fast to dreams : a college guidance counselor, his students, and the vision of a life beyond poverty
\"Since Joshua Steckel began work at a Brooklyn public high school as its first-ever college guidance counselor, every one of the hundreds of graduates he has counseled has been accepted to college, many to top-flight schools with all expenses paid. But getting in is only one small part of the drama of his students' stories. In a riveting work of narrative nonfiction-winner of a Studs and Ida Terkel award-Hold Fast to Dreams follows the lives of ten of Josh's students as they navigate the vast and obstacle-ridden landscape of college in America.\"--Dust jacket.
Book
German students' current choice of profession in the field of psychotherapy
The psychoanalytic societies in Germany as in many other countries are concerned by a decline in the number of candidates for full psychoanalytic training. While this situation is partly attributable to changes both in society and in educational and healthcare systems, it is questionable whether psychoanalytic training institutions have yet found adequate responses to it. Under the banner of 'evidence-based treatment', behaviour therapy has come to be widely disseminated, with major implications for the teaching of different psychotherapy paradigms at universities. To investigate the determinants of this trend in the specific German situation, a large-scale, multi-method exploratory study supported by 's programme was undertaken, focusing on the reasons given by a population (N = 679) of German psychology, medical, and education students for embarking on training in psychoanalysis or behaviour therapy. The results suggest that behaviour therapy is more compatible with the prevailing scientific understanding and with current societal and cultural trends, owing in part to inadequacies or bias in university teaching of the various paradigms of psychotherapy. While most of the psychology students expressed a preference for behavioural training, the psychotherapy option proved less attractive for their counterparts in the fields of medicine and education. Semi-standardized qualitative interviews were used to gain a deeper understanding of the students' decisions for or against training in a specific paradigm, and led to the identification of seven decision-making prototypes. Possible reasons for the students' decisions are discussed, and concrete proposals and recommendations are presented.
Journal Article
The other college guide : a roadmap to the right school for you
\"A college degree has never been more important-or more expensive. If you're not made of money, where can you get an amazing liberal arts education without your parents having to remortgage the house or cash in their retirement fund? Which degrees will allow you to fulfill your dreams and earn a decent paycheck? What do you really need to know if you're the first in your family to go to college? How do you find good schools that offer a well-rounded campus life for black or Latino students? From the staff of Washington Monthly comes a new kind of college guide, inspired by and including the magazine's signature alternative college rankings. The Other College Guide features smartly designed, engaging chapters on finding the best-fit schools and the real deal about money, loans, and preparing for the world of work. This essential higher ed handbook also highlights information on what to look for (and watch out for) in online programs and for-profit colleges and concludes with fifty profiles of remarkable but frequently overlooked schools. All things being unequal, The Other College Guide will provide American students-and their families and school counselors-with the honest and practical information they need to make sense of the college process and carve a path to the future they imagine. \"-- Provided by publisher.
Book
University choice: what do we know, what don’t we know and what do we still need to find out?
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.
Journal Article
Dynamics in higher education choice
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 programmeto-interest perspective (evaluating how possible programmes reconcile with one’ sinterests). 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.
Journal Article
The role and impact of public-private partnerships in education
Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.
eBook
Reflexivity, structure and agency: using reflexivity to understand Further Education students' Higher Education decision-making and choices
The purpose of this paper is to critically evaluate Archer's reflexive modalities in relation to Further Education (FE) students' higher education (HE) decision-making and choices. To do this, it draws on data from a qualitative, longitudinal narrative inquiry that explored how socioeconomically under-represented FE students made their HE decisions and choices. On a conceptual level, the research aimed to identify whether participants' HE decisions and choices were individualised or mediated by structure. Margaret Archer's reflexive modes were adapted to understand, first, how young people made their educational choices and decisions and, second, what role agency and structure played in this process. How participants' different reflexive modes were interpreted and how this facilitated more intricate understandings of how agency is exerted in the face of structural constraints are discussed. Yet, this paper also critically reflects on and questions the explanatory power of Archer's work in the context of this research.
Journal Article
Inequality reproduction, higher education, and the double major choice in college
Inequality scholarship has long highlighted the role of education, including higher education, in both mobility processes and the reproduction of disadvantage. This article, drawing on a unique sample of nearly 22,000 undergraduate students in Israel, builds on and extends this body of work by analyzing the extent to which double majoring in college, types of double major combinations, and their potential labor market returns are stratified by social class. Two competing theories are proposed for explaining variations by subgroup: social reproduction theory and rational choice theory. My analyses and findings in these regards are strikingly clear: there are significant social class background advantages in the choice to double major, and with especially unique combinations of lucrative and non-lucrative fields among the more advantaged students. While students from disadvantaged backgrounds were less likely to double major, they were more likely to choose double lucrative majors. These results and the accompanying discussion, beyond highlighting the role of double majoring as a higher ordered and seldom discussed mechanism of inequality, point to the ways in which students across the social class hierarchy negotiate not only college but also their perceptions of how employers will eventually assess educational credentials.
Journal Article