No abstract

When transitioning from high school to university, young people must choose a programme that fits them. We argue that prospective students who can test this fit before starting the programme, will make a better choice. We propose an integrated framework where testing person-environment fit on ability beliefs, interests and sense of belonging possibly contributes to making the right choice. Dutch matching procedures are supposed to serve as a fit-test for prospective students choosing a university programme. 61 prospective students at four Dutch universities were interviewed on the role of matching in their programme choice. Different elements of matching appear to allow for testing fit but vary in which aspects of fit can be tested and the impact they have. It can be cautiously stated that the more aspects of fit that can be tested, the more a matching procedure impacts prospective students' final programme choice.

Like many prospective students, when I had to choose what I wanted to study, I struggled. I think I changed my mind at least 5 times, before eventually landing on my final choice: Sociology. In high school, I had opted for a more science-oriented set of subjects to keep my options for university open. Being in a more science-oriented school track made me initially explore science-oriented programs like Artificial Intelligence or Human Movement Sciences, as well as programs at universities of applied sciences like Physiotherapy and Psychomotor Therapy. However, science subjects were not my strong suit. Languages were more my thing, so I also explored the option of studying German Language and Culture. None of the programs really convinced me though. Was I really able to pull of physics at the university level? Was I interested enough in German to study it for several years? I was a little lost. That is, until I learned about the concept of social sciences. I visited an open day of a Sociology program and while listening to a lecture about adolescent criminal behavior, I knew that this would be something to explore further. Once I decided to study Sociology, I visited "student-for-a-day" activities at two different universities. At both programs I really felt at home, I liked the students and staff and enjoyed the lectures as well as the cities. Eventually, I enrolled in the bachelor program at Utrecht University. Was I certain of my choice? Absolutely. Was I well-informed? Maybe not so much. Despite my extensive orientation, I quickly learned that the program consisted of more statistics courses than I had anticipated and that the vast amounts of literature I had to cover on a weekly basis, exceeded my reading skills. I felt a little lost again. Had I chosen the wrong program after all? Did I lack the required skills for the program of my choice? Today, at the end of my PhD I know that the transitional phase from high school to university is generally considered difficult and that many students struggle in the first few months of their university-experience. I have read about it in scientific literature, witnessed it in students that I taught, and I had experienced it myself when I started studying. Maybe my personal experience is why I was so drawn to this PhD project. It is definitely one of the reasons that kept me motivated throughout this journey.