A Comparison of Two-Year and Four-Year Adult Students: Motivations to Attend College and the Importance of Choice Criteria

Broekemier, Greg M.

doi:10.1300/j050v12n01_03

Cited by 24 publications

(29 citation statements)

References 17 publications

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“…In addition, many have turned to higher education to develop marketable skills, making it easy to comprehend why some students possess the mentality of consumers. 15,16 As such, students may view the exchange of money as purchase of a commodity rather than an opportunity to learn and obtain a degree. 10 Within pharmacy, the exaggerated demand for graduates as well as the rapid proliferation of colleges and schools may be further exacerbating student attitudes surrounding academic entitlement.…”

Section: Societal and Broad Academic Factorsmentioning

confidence: 99%

Academic Entitlement in Pharmacy Education

Cain

Romanelli

Smith

2012

American Journal of Pharmaceutical Education

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The constructs of academic entitlement and student consumerism refer to students' attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students.

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Section: Societal and Broad Academic Factorsmentioning

confidence: 99%

Academic Entitlement in Pharmacy Education

Cain

Romanelli

Smith

2012

American Journal of Pharmaceutical Education

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“…Broekemier (2002) found that the top five criteria in college choice for adult students were availability of the desired program of study, convenience of class scheduling, location of the classes, cost, and faculty reputation for quality teaching. The academic reputation of the institution was ranked eighth of the thirty identified criteria.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Career objectives topped the list of priorities for both traditional and nontraditional students (Baker 1998;Broekemier 2002;Cote and Levine 1997;Green and Hill 2003). Besides for career goals, traditional students, unlike many nontraditional students, indicated that they attended college for social and personal reasons, including that their parents expected them to attend college, and to gain independence (Bui 2002;Cote and Levine 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As posited by Broekemier (2002), nontraditional undergraduate students and graduate students are more similar in college choice rationale than either group is to traditional students. The first tier of criteria for both nontraditional students and graduate students includes convenience of location, convenience of class availability, and cost.…”

Section: Literature Reviewmentioning

confidence: 99%

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Factors Influencing the Higher Education Decisions of Criminal Justice Professionals

2007

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Criminal justice professionals are a potential source of students for many criminal justice programs, especially those in metropolitan areas. This study explored factors that influenced the higher education decisions of 480 Northwestern Ohio criminal justice employees (e.g., municipal police officers, sheriff deputies, jail staff, and prison staff). Most indicated a desire to pursue higher education. Among those indicating an interest in earning a degree, cost and convenience were the most significant factors in their choice. The availability of evening and weekend classes, availability of a part-time curriculum, availability of financial aid/tuition reimbursement, total credit hours required for the degree, the field experience of faculty, and flexibility in admission requirements were all significant factors. Location was also very significant. Most respondents indicated that they would not travel more than thirty minutes to attend classes.

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“…Factors influencing student choice and preference have been discussed in the literature (e.g. Broekemier, 2002;Wilkins and Huisman, 2011;Obermeit, 2012). For instance, preference studies by Soutar and Turner (2002), and Brown Varley and Pal (2009) do not find a construct of students' trusting university communications, and while Maringe (2006) and Ivy (20100 speculate that trust might play a role in student decision making they do not follow this up.…”

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confidence: 99%

Do higher education institutes communicate trust well?

Gibbs

Dean

2015

Journal of Marketing for Higher Education

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The relationship between trust and information sources for new purchasers of higher education is discussed. A range of sources is evaluated by potential entrants into UK higher education, and indicates that universities tend to be regarded as the most trustworthy when information is directly associated with them and social networks, and friends and student-derived sources the least, along with KeyInformation Set (KIS) data. Keywords: higher education; communication, trust INTRODUCTIONMarketing in higher education has grown from information in a prospectus or year book into a range of communicative and relationship communication practices designed to attract students in the same way as consumers to cars, iPads and foreign holidays. The tangible benefits of fun and the economic promise of a university education have dominated higher education communications. Universities have promoted education, offering hedonistic gratification and routes to careers. to position education as their product or service as yet one more thing to be consumed (Lawlor, 2007). Furthermore, Klassen (2000) reports that in the USA the marketing of higher education institutional values and priorities is usually symbolised by the message 'that students will not need to change in order to be successful ' (2001: 21). In Europe state-controlled universities have introduced student fees and engaged in institutional marketing to distinguish themselves at a time when higher education provision has become available to increasing numbers of students. This seems beneficial and what one would expect from institutions that have internal trust and are trusted by the public (although questioned by Tierney, 2006, andStensaker & Harvey, 2011). Yet, in meeting this demand and securing their own financial futures as competition intensifies, institutions are 'engaging in professional marketing activities ' (Veloutsou, Paton & Lewis, 2005: 279) rather than, perhaps, enriching the educational and the common good. These activities run the risk of displaying overwhelming consumerism (Naidoo & Jamieson, 2005).The impact of these changes is summarised by Hassan, who observes: the commercialization of the university is primarily an economic and political process of transformation that has little if anything to do with education, knowledge production and the well-being of either staff or students. What is more, these changes are all being refracted through the prism of neo-liberal ideology. (2003: 77) DO HEIS COMMUNICATE TRUST WELL?2 With consumerism changing students into customers (Molesworth, Scullion & Nixon, 2010;Woodall, Hiller & Resnick, 2014) and tutors into service providers (Guzmán-Valenzuela & Barnett, 2013), with ever-more vulnerable and naïve students being encouraged to enrol, competition rather than sector collaboration has become the higher education market's ethos. One consequence of such a change is that trust in the common good, once assumed of higher education (Giroux and Giroux, 2004;Carvalho and de Oliveira Mota, 2010) has been shake...

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A Comparison of Two-Year and Four-Year Adult Students: Motivations to Attend College and the Importance of Choice Criteria

Cited by 24 publications

References 17 publications

Academic Entitlement in Pharmacy Education

Academic Entitlement in Pharmacy Education

Factors Influencing the Higher Education Decisions of Criminal Justice Professionals

Do higher education institutes communicate trust well?

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