University choice: what do we know, what don’t we know and what do we still need to find out?

Hemsley‐Brown, Jane; Oplatka, Izhar

doi:10.1108/ijem-10-2013-0150

Cited by 113 publications

(117 citation statements)

References 93 publications

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“…As also stated in the aforementioned research by Hemsley-Brown and Oplatka (2015), geography is a driver for University election, but it remains unclear, out of our results, if International Master students really look for proximity, or the geographical issue concerns more a search of diversity and novelty. Cultural distance has also underpinning in this evaluation, as some participants in Group A were Latin-American studying in Spain, a country geographically very distant, but culturally (language, religion) close.…”

Section: The Get-dimensions -Benefitsmentioning

confidence: 50%

“…As aforementioned, except for one case, students in each focus group came from the same University (see Table 1); the homogeneity in finding University image as a driver is not surprising, according to previous literature (Hemsley-Brown & Oplatka, 2015). As a matter of example, It was told in focus group A that the students viewed their institution as "one of the top ones among the others in Spain".…”

Section: The Get-dimensions -Benefitsmentioning

confidence: 73%

“…Furthermore, regarding costs and sacrifices as negative drivers for students' choice, previous works have concentrated more on prices (Hemsley-Brown & Oplatka, 2015) than in any other costs (such as non-monetary ones such as time and effort). Accordingly, we consider there is considerable space for new research focusing on more behavioural variables such as the dimensionality of value, being functional, social and emotional in nature, and with consideration of both monetary and non-monetary costs.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The value trade-off in higher education service: A qualitative intercultural approach to students’ perceptions

Gallarza

Gardó

2016

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Purpose: Higher Education Institutions (HEIs) have become a highly competitive market, where consumers (i.e. students) are highly involved in their choices, and managers need to focus on competitive edges. This paper aims to understand the factors that influence international Master students' choice behaviour and fulfil student expectations of customer value in HEIs. Design/methodology: With qualitative information (five focus groups) collected from international students (of 12 different nationalities) of several universities in Spain, UK and China, the paper investigates the formation of customer value as a trade-off between benefits and costs. This qualitative approach aims first at assessing this particular service through the concept of value through verifying both the positive and negative dimensions of educational service, and second, to comment on the intercultural aspects of this dual approach to higher education consumption. The contribution lays on a value-based approach as a trade-off focusing, as a step forward from the traditional sociodemographic approaches, on behavioural variables (functional, social and emotional values) and considering not just price but also non-monetary costs.

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Section: The Get-dimensions -Benefitsmentioning

confidence: 50%

Section: The Get-dimensions -Benefitsmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 99%

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The value trade-off in higher education service: A qualitative intercultural approach to students’ perceptions

Gallarza

Gardó

2016

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“…Davies et al (2013) surveyed nearly 1400 school leavers and report that males and certain ethnic groups were more likely to justify going to university on labour market and income grounds, but that they and other groups also cited additional factors such as job status, creativity, and altruism as driving their decision to study. HemsleyBrown and Oplatka (2015) systematically reviewed the English language literature on university selection and found over 40 'choice factors', of which only a handful would be considered employment or financially oriented. Two further studies (Jary and Shah 2009;Mann 2010) incorporated interviews in their studies and again found students citing altruistic, intrinsic rationales for studying alongside instrumental ones.…”

Section: Instrumentalismmentioning

confidence: 99%

Undergraduate orientations towards higher education in Germany and England: problematizing the notion of ‘student as customer’

Budd

2016

High Educ

100

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References. AbstractThere is a great deal of discussion in the academic literature around how the current conditions in higher education frame students as customers. Observers are of the view that rankings and marketing, an increased focus on student satisfaction, and particularly tuition fees, encourage an instrumental, passive attitude towards a university education. Given the volume of attention directed towards this topic, it is perhaps surprising that there is relatively little scholarship that examines it empirically. Some who have addressed it presumed a customer/consumer orientation in students and have been somewhat-but not entirely successful-in generating evidence to confirm those assumptions. It appears that the expectations of this instrumental, passive orientation are being realised in part, but that this is also mediated by other dispositions. What could be considered to be missing from the analysis thus far is an exploration of how students make universityrelated decisions (not simply what choices are based on) and how they understand the respective roles of the student and university. This study begins to fill that gap, exploring the orientations towards university of undergraduates in Germany and England, two countries where the diffusion of market conditions in higher education policies has been somewhat contrasting. Distinctions between the German and English students did emerge, but these were less based on those countries' unequal engagement with tuition fees and rankings and more to do with other aspects of their university cultures and the world beyond their degrees. This suggests that how people approach their time as students is more complex than some of the literature assumes. Furthermore, at the very least, any consideration of this topic must include an analysis of how students themselves understand and experience their higher education and broader social contexts.

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“…Student choice is becoming an important factor in determining the sustainability of the sector (Briggs 2006). Global financial constraints have forced universities to investigate different methods and modes to increase student enrolment (Hemsley-Brown & Oplatka 2015).…”

Section: Introductionmentioning

confidence: 99%

A system dynamic model of student enrolment at the private higher education sector in Syria

Hallak¹,

Ayoubi

Moscardini

et al. 2017

Studies in Higher Education

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This paper investigates the dynamics of student enrolment in the Syrian private higher education sector. The paper adopts a system dynamics approach, to construct suitable simulation models that could be used to examine the complex and dynamic interactions between student flows, staff ratios and investments in plant and facilities. The study involved interviews with key university personnel, focus groups with university staff, a survey of student perceptions and personal observations of key departments at the university selected for the study. Further interviews were held with members of staff of all the other private universities in Syria. The simulation model developed in this study has provided insightful and meaningful exploration of data whose practical applicability is not necessarily restricted to the Syrian university, but broadly encompasses all educational sectors, whether private or public. The model designed in this research is a decision support system, one that is a flexible tool to design measures that might help to improve student enrolments. University management can use the simulation model to create different future scenarios, involving changes in student numbers, staff student ratios or investment in plant and facilities.

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University choice: what do we know, what don’t we know and what do we still need to find out?

Cited by 113 publications

References 93 publications

The value trade-off in higher education service: A qualitative intercultural approach to students’ perceptions

The value trade-off in higher education service: A qualitative intercultural approach to students’ perceptions

Undergraduate orientations towards higher education in Germany and England: problematizing the notion of ‘student as customer’

A system dynamic model of student enrolment at the private higher education sector in Syria

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