A Model of Student College Choice

Chapman, David W.

doi:10.2307/1981837

Cited by 248 publications

(195 citation statements)

References 7 publications

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“…The search phase is affected by students' preliminary college values, their search activities and college or university search activities for students (Hossler and Gallagher 1987;Chapman 1981). …”

Section: Methodsmentioning

confidence: 99%

Search, Choice and Persistence for Higher Education: A Case Study in Turkey

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Oktay

2006

EURASIA J MATH SCI T

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ABSTRACT. The purpose of this study was to investigate students' behaviors in search and choice during university placement, and also to examine how students' choice process affects on their persistence decisions. Participants in the study were 51 second year students studying in the Department of Chemistry Education of Kazim Karabekir Education Faculty, in Ataturk University, in Turkey. The survey instrument used in this study employed a scale to identify sources of information benefited, types of information obtained and factors which students took into consideration in choice process. In addition to this, a semi-structured interview was used to take profound information about this process. The study indicates that most of the students choose their program by an inadequate search process.Findings also indicate that the students show negative behaviors in their decision making process. Finally, a persistence phase is suggested for college or university choice process.

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Section: Methodsmentioning

confidence: 99%

Search, Choice and Persistence for Higher Education: A Case Study in Turkey

Tatar

Oktay

2006

EURASIA J MATH SCI T

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“…In the early 1980s, several postsecondary researchers developed similar models that provide a framework in understanding student's transition from high school to college. Chapman (1981), Litten (1982), Jackson (1982, and Hossler and Gallagher (1987) all outlined stages to college choice. While the terminology is slightly different, the three models are vastly similar.…”

Section: College Choice Modelmentioning

confidence: 99%

Understanding graduate school aspirations: the effect of good teaching practices

2015

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This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.

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“…Understanding the decision-making processes of students in terms of how they select a HEI will assist institutions to target the student market better. Student recruitment has therefore become increasingly important and numerous studies have examined institutions' recruitment processes in an attempt to identify factors influencing students' choices (Chapman, 1981;Litten, 1982;Kealy & Rockel, 1987;Espinoza et al, 2002;Hoyt & Brown, 2003;Gray & Daugherty, 2004;Punnarach, 2004). An institution that has knowledge about the factors that influence students' application and enrolment decisions can increase the fit between the student and the institution.…”

Section: Introductionmentioning

confidence: 99%

The role of demographics in students' selection of higher education institutions

2010

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SYNOPSISPurpose: To investigate the choice factors students consider when selecting a higher education institution, with a focus on the differences between gender and language groups. Problem investigated:The educational landscape has seen several changes, such as stronger competition between institutions for both student enrolments and government funding. These market challenges have led to an interest in students' institution selection processes as it has implications for the way higher education institutions (HEIs) manage their marketing and recruitment strategies. The research objective of this study was to identify the most important choice factors of prospective South African students. It also aimed to determine if any gender and language differences exist with regard to students' institution selection processes.Methodology: A convenience sample of 1 241 respondents was drawn, representing six South African universities. A selfadministrated questionnaire was used to collect the data. Questions from the ASQ (Admitted Student Questionnaire) and CIRP (The Cooperative Institutional Research Programme) were used and adapted to the South African context after pilot testing. Hypotheses were analysed using the multivariate analysis of variance (MANOVA) test with Wilks' lambda as the test statistic.Findings/Implications: Irrespective of gender or language, the most important choice factor for respondents was the quality of teaching at HEIs. The findings showed that males and females differ according to the selection of certain choice factors which suggest that HEIs can consider recruitment strategies for each gender group. Significant differences between the language groups were found for 17 of the 23 choice factors, signalling that different language groups make decisions based on different choice factors. African language-speaking students have, amongst other, indicated that the multiculturalism of the institution is a very important choice factor for them. Conclusion:The findings provide HEIs with an indication of the importance of choice factors considered by students in selecting a HEI. This will enable HEIs to use their limited funds more efficiently to attract the right calibre student (recruitment policies), to create a unique position, to segment the student market more appropriately and to gain a competitive advantage.

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A Model of Student College Choice

Cited by 248 publications

References 7 publications

Search, Choice and Persistence for Higher Education: A Case Study in Turkey

Search, Choice and Persistence for Higher Education: A Case Study in Turkey

Understanding graduate school aspirations: the effect of good teaching practices

The role of demographics in students' selection of higher education institutions

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