Does renaming improve public attitudes toward vocational education and training in higher education? Evidence from a survey experiment

Abstract

PurposeThe purpose of this paper is to offer direct tests of the effectiveness of renaming vocational education and training (VET) in enhancing the image and popularity of the subject. Although many proponents of renaming argue that the word “vocational” is associated with lower levels of skills and knowledge and should therefore be supplemented by better recognised words, empirical evidence regarding the effectiveness of this strategy is scant.Design/methodology/approachThis study exploits a rare policy change in Hong Kong, where VET was renamed as vocational and professional education and training (VPET) and conducted an original survey experiment of 1,004 parents in the city to test if the new name would improve respondents' perceptions of the subject.FindingsThe findings reveal a complex picture regarding the effects of renaming. Although renaming does not seem to improve the overall popularity of vocational education, it may widen the support base for vocational education by diluting its class character. Specifically, while attitudes toward VET are significantly and negatively correlated with family income, no such association is found in regard to VPET.Originality/valueThis paper offers the first direct and comprehensive test of the effectiveness of renaming vocational education – a popular policy suggestion in many countries. Its findings complicate conventional expectations and contribute to the study of educational preferences in advanced economies.

Evaluation of Curriculum Implementation Effectiveness of Higher Vocational Education Based on Collaborative Filtering Algorithm

“…The scientific demonstration effect of its logic theory is concentrated in the aspect of curriculum evaluation, which provides a scientific orientation for teaching curriculum theory. The promotion of professional courses is related to many variables such as students' learning ability, teachers' professional ability, students' professional skills, and learning process [11,22,5].…”

What’s in a Name? General, Interdisciplinary, and Integrated Engineering Programs

“…Perhaps the program names contribute to some of these challenges, leading to questions about whether rebranding to a different name might be beneficial. Other studies have explored renaming motivations and results in geography [13], agronomy [14], writing programs [15], vocational education [16], and institutions [17], [18]. There is a general consensus that names are powerful, and changes often reveal tensions with the health and/or identity of programs.…”

“…Frazier et al [13, p. 13] notes: "Do name changes reflect an expanded mission… or other goals such as addressing low enrollment, shifting student interests, or the desire to project a fresh identity or realign with a new academic emphasis?" There may also be concern about name recognition or conveying the focus or importance of a degree to the general public including prospective students and their families [16].…”