Understanding the College‐Choice Process

Cabrera, Alberto F.; Nasa, Steven M. La

doi:10.1002/ir.10701

Cited by 285 publications

(271 citation statements)

References 35 publications

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“…In a similar research carried out by Mazzarol and Soutar (2002), recommendations and considerations from family and friends were highly influential on students' decision. This is in line with the studies by Hossler et al (1999), Cabrera and La Nasa (2000) and Kim and Schneider (2005). There are many instances when family and friends add prospective students to university social media groups or recommend following the university social media groups to interact with professors or administration assistance for course selection (Bodycott, 2009;Lee and Morrish, 2011).…”

Section: Personal Factorssupporting

confidence: 77%

Determinants of study abroad decisions among Indian students: a PLS approach

Haldorai

Pillai

Kazako³

2017

IJMIE

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Abstract:In spite of the growing number of universities, the Indian students opt to go abroad for higher education. The objective of this study is to determine the pre-decision factors that motivate Indian students to seek education outside India. A total sample of 210 students was used in this study. A questionnaire with 29 items was used to collect the data through online survey. The data were analysed using SmartPLS due to the formative nature of the indicators. The findings reveal that scholarship, social media, institutional factors, country image, program structure and personal factors influenced the students' choice of destination. Cost did not play a significant role despite the falling rupee value. The findings not only lead to better understanding on Indian students, but also help the policy makers to understand the needs of Indian students. It also suggests the factors that the host countries and their educational institutions need to consider to attract Indian students.

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Section: Personal Factorssupporting

confidence: 77%

Determinants of study abroad decisions among Indian students: a PLS approach

Haldorai

Pillai

Kazako³

2017

IJMIE

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“…Economic factors expected to influence college choice include socio-economic status, price, return on investment, and the consumption value of college. Comprehensive reviews of college choice models can be found in Cabrera and La Nasa (2000), Hossler, Braxton, and Coopersmith (1989), Paulsen (1990), and Perna (2006).…”

Section: Introductionmentioning

confidence: 99%

“…More complex models of college choice hypothesize a multi-stage decision making process for potential students where potential students develop aspirations for higher education in the first stage, identify a set of institutions to apply to in the second stage, and choose the institution to attend in the final stage (Cabrera & La Nasa, 2000;Hossler, Braxton, & Coopersmith, 1989;Hossler & Gallagher, 1987;Paulsen, 1990;Perna, 2006). A handful of multiple stage empirical models show that price responsiveness measures may be understated when an analysis exclusively focuses on the enrollment stage because price can also affect aspirations and application decisions (Abraham & Clark, 2006;Curs & Singell, 2002;DesJardins, Ahlburg, & McCall, 2006).…”

Section: Introductionmentioning

confidence: 99%

Aim High or Go Low? Pricing Strategies and Enrollment Effects When the Net Price Elasticity Varies with Need and Ability

Curs

Singell

2010

The Journal of Higher Education

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Detailed data on individual applicants to a large public university are used to demonstrate that net price responsiveness decreases with need and ability. Enrollment effects are simulated and show a movement towards a high tuition/high aid (low tuition/low aid) policy significantly lowers (raises) tuition revenue with a modest increase (decrease) in the number of aid-eligible students. Aim High or Go Low? Pricing Strategies and Enrollment Effects when the Net Price Elasticity Varies with Need and AbilityThere is a broad national consensus among academics, policy makers, and college administrators that expanding college access to higher education for low-income students is crucial to developing an effective U.S. poverty policy (St. John, 2003). Education policy pundits disagree, however, on whether the most auspicious tuition policy to expand access should follow a high tuition/high aid (HH) model that targets aid or a low tuition/low aid (LL) model that provides universal aid (Mumper, 2003). Specifically, HH proponents contend that on efficiency and equity grounds list tuition should reflect the true cost of college, but that the actual price net of aid should reflect one's ability to pay (Mortenson, 1993;Schorr, 1988). Conversely, LL advocates argue that college subsidies should be spread more evenly over the student population, because targeted aid programs are unable to attract the necessary long-term popular support and funding (Wilson, 1987;Johnstone, 1997).Implicit in both the HH and LL models are some form of subsidy motivated by the notion that higher education has a public as well as a private return. Moreover, de facto public policy has led to the real cost of college net of aid increasing for all students (i.e., a higher real tuition, lower real aid) with the rationale that the return to college has increased in recent decades and is primarily private in nature (Card, 1999). Thus, the largely theoretical debate regarding the efficacy of the HH versus LL pricing strategies on access takes place in the context of an increasing public expectation that students are, and should be, responsible for covering the lion's share of the cost of college (Heller, 2001). 4This paper enters the HH-LL debate in the context of a single large public university, the University of Oregon (UO), by examining the access, quality, and revenue consequences of moving away or towards their explicit LL-mission for (needy) in-state students and implicit HH-policy for (able) out of state students. The UO is an ideal setting to study differences in price responsiveness by need and ability because prior work suggests that net price variation (i.e., tuition minus aid) is largely determined at the institution level and because flagship public institutions tend to attract a deep and heterogeneous pool of freshman applicants (Curs & Singell, 2002). On the other hand, McMillen, Singell, and Waddell (2007) find that there is a hierarchy of institutions that compete across different applicant pools comprised of students who likely d...

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“…Researchers argue that middle school is a critical period for interventions aimed at raising educational aspirations for college-by late high school, it becomes difficult or impossible to accelerate low-achieving students to the necessary levels of college readiness (Cabrera & La Nasa, 2000;Hossler, Schmit, & Vesper, 1999;Shiu et al, 2009). Latino students in particular are more likely to earn a 4-year degree if they plan for it while in middle school, take at least 3 years of high school mathematics, and initially enroll at a 4-year institution instead of a 2-year institution (Cabrera & Bibo, 2010).…”

Section: Academic Planningmentioning

confidence: 99%

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

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This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.Key words: Latino students; Hispanic students; academic achievement; educational transitions; student demographics ii Executive SummaryToday, the state of education for Latino students in the United States is at a crisis point.The loss of human and social capital that results from the underachievement of Latino students is a significant barrier for our country in meeting the demand for an educated and talented workforce to compete globally in the 21st century. On an individual level, when Latino students are not provided with the same opportunity to receive a world-class education as other students, they are denied the chance to fully realize their potential as students, workers, and citizens. The present conditions of education for Latino students will not improve unless concerted efforts are made to effect change from educators, politicians, policy makers, researchers, and parents. ETS, as the world's leading assessment organization, should play a central role in advancing the quality and equity of education for Latino students in the United States through our work in assessment, research, and outreach. This goal is the very embodiment of our corporate mission to advance quality and equity in education for all people worldwide.As a step toward meeting this goal, this white paper was commissioned by ETS. It was written to provide an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. The paper is organized chronologically to reflect the typical educational timeline for students in the United States. We focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a fouryear college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter.To preview the ideas and topics in the white paper, we highlight three key findings on the current status of education for Latino students in Am...

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Understanding the College‐Choice Process

Cited by 285 publications

References 35 publications

Determinants of study abroad decisions among Indian students: a PLS approach

Determinants of study abroad decisions among Indian students: a PLS approach

Aim High or Go Low? Pricing Strategies and Enrollment Effects When the Net Price Elasticity Varies with Need and Ability

Advancing the Quality and Equity of Education for Latino Students: A White Paper

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