Different Strokes in the Applicant Pool: Some Refinements in a Model of Student College Choice

Litten, Larry H.

doi:10.2307/1981605

Cited by 96 publications

(117 citation statements)

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“…Finally, the fourth section aimed to determine factors which students took into • The first stage is the predisposition phase in which students determine whether they would like to continue their education beyond the secondary level or not. This phase is affected by student ability, achievement, socioeconomic status, parent, peer, educational activities and school characteristics (Tillery 1973;Litten 1982;Stage and Hossler 1989;Nora and Cabrera 1992;Somers et al 1999). …”

Section: Methodsmentioning

confidence: 99%

“…The literature on student college choice suggests a three-stage process for decisions to go to college (Jackson 1982;Litten 1982;Chapman 1984;Hossler and Gallagher 1987;Hossler et al 1989). Hossler and Gallagher (1987) proposed the stages of college choice process as follows:…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Also, Brennan (2001) states that admission criteria as a proxy for quality is potentially more important than the program offering. Table 1 shows that less than 50% of the students gathered the other types of information, whereas, the literature suggests that information about social life and social activities of the institution, campus life, location financial aids, courses and quality or reputation of the program or university are key criteria in the decision to attend an institution of higher education (Ihlanfeldt 1980;Litten 1982;Straumanis 1987;John 1990;Bruwer 1996;Cullen and Edgett 1998;Choy and Ottinger 1998;Hossler et al 1999;Kern 2000;Brennan 2001). Table 2 indicates percentages of students who used the sources of information.…”

Section: Survey Analysismentioning

confidence: 99%

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

Tatar

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%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Survey Analysismentioning

confidence: 99%

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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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“…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%

“…For example, pre-college academic ability and achievement (e.g. GPA, ACT/SAT scores) increases the likelihood of students' plans to attend college (Bouse & Hossler, 1991;Carpenter & Fleishman, 1987;Conklin & Dailey, 1981;Davies & Kandel, 1981;Litten, 1982;McDonough, 1997;Paulsen, 1990;Tuttle, 1981 (Kolstad, 1979;Conklin & Dailey, 1981).…”

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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2008

ASHE Higher Education Report

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Selling Higher EducationBut they also have to be attentive to the market and employ sound marketing practices to determine current market demands and how to address, deliver, and satisfy them.Rather than engaging in a product-versus-service argument, Canterbury (1999) recommends a concept of higher education that is "product as opportunity," which he believes puts the responsibility on the student to take advantage of the opportunities afforded by a college or university while at the same time allows colleges and universities to market and advertise the opportunities that await a student at their institution rather than the "puffery" that he claims is common in so much marketing literature. I agree and hope you will read this monograph in that spirit. I believe colleges and universities do offer product as opportunity, which advances the public good and serves their collective mission. I also believe that in an era marked by dwindling support for all education, and higher education in particular, it is incumbent on administrators and higher education leaders at colleges and universities to broadcast who they are, what they do, and what makes them valuable. The business of higher education depends on it, as does the community. Purpose and Structure of the MonographThis monograph's main purpose is to present the relevant research and literature on marketing and advertising higher education; at the same time, it interweaves general marketing and advertising theory and practice in an attempt to explain why the business side of higher education behaves as it does, and it makes recommendations to administrators, policymakers, and other key stakeholders in higher education.Marketing and advertising theory, research, and general scholarship are enormous fields unto themselves; to cover even a small portion of them thoroughly would be a daunting task. I have taken, however, what I believe are important theories and practices from that literature that can be applied to the business of marketing and advertising higher education. These ideas have been selected to give a broad perspective on marketing as well as to offer specific suggestions and direction about how best to apply this information to specific contexts.The second body of literature in this monograph addresses how colleges and universities market their intangible qualities. Much of what is "for sale" in higher education are the intangibles such as learning and lived experiences. It is impossible to show a prospective student what a college education is, so colleges and universities often show the evidence of what a college education experience will look like.Coupled with the marketing and advertising literature is a presentation of college choice theory and a discussion of the Elaboration Likelihood Model (Petty and Cacioppo, 1981, 1984a, 1984b, 1986a, 1986b, which is used to explain how consumers are often persuaded to make purchasing choices and provides a context for college and university marketing units' behavior when attempting to persuade students to enrol...

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Different Strokes in the Applicant Pool: Some Refinements in a Model of Student College Choice

Cited by 96 publications

References 0 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

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