Does geodemographic segmentation influence higher education opportunity? A spatial investigation of enrollment at one Taiwanese university

Fu, Yuan Chih; Fernandez, Frank; Kao, Jui Hung; Tseng, Kuo Hao

doi:10.1007/s10734-022-00815-x

Cited by 5 publications

(1 citation statement)

References 34 publications

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“…Therefore, understanding the relationships between college experiences and educational outcomes, including pursuit of graduate education, is increasingly important. Research has demonstrated the perpetuation of economic stratification in Taiwan’s higher education system, which is divided into academic and vocational tracks, and students who are from socio-economically disadvantaged backgrounds are disproportionately concentrated in the vocational system, which may offer fewer sources of support and institutional integration than academic colleges and universities (Fu et al., 2022; Yu, 2018). Thus, it is important to examine commonalities and differences in the collegiate experiences that different institutions and institutional types provide to undergraduates (Astin & Oseguera, 2004; Lin et al., 2021; Chen & DesJardins, 2010; Wu & Pham, 2017) as well as with characteristics of different segments of the student population.…”

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confidence: 99%

The Effects of College Student Experience on Degree Aspirations for Graduate Education

et al. 2022

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The expansion of higher education in Taiwan has significantly increased the number of college students, including substantial growth of those studying at the master’s degree level. While prior research indicates that the quality of institutions affects students’ achievements, there have been no empirical investigations of how college experiences shape students’ educational aspirations for pursuing graduate education. In this study, we applied hierarchical generalized linear model analytics to national student survey data to examine the factors that contribute to students’ aspirations for pursuing graduate and professional education. The results revealed that gender, admission types, minority status, financial support, SES, academic preparation, college choice, education expectations, college experience domain, and social integration were significantly related with institutional quality, which further affected progression to the next level of education. The findings highlighted the importance of collegiate experiences and suggested that institutions should provide supporting services for students in the profession of student affairs.

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