Student Course Selection in a Non-Requirement Program : an Exploratory Study

‘Location, Location, Location’ — The Relative Importance of Country, Institution and Program: A Study of Tourism Postgraduate Students

“…In addition to improved job opportunities, Coulthard (2000) found that students undertook postgraduate study for academic stimulation (64%), subject interest (37%), and to enhance their professional practice (33%). Other research has also found that the subject of study, course content and interest in the subject is a motivating factor for program selection (Kerin, Harvey, & Crandall, 2001;Moogan & Baron, 2003;Moogan et al, 1999;Nasser & Fresko, 2003;Soutar & Turner, 2002). In tourism, students are also found to be extrinsically motivated with many seeking to increase their employment and travel opportunities, as well as career advancement and wage improvements (Hannam, Mitsche, & Stone, 2004;Hjalager, 2003;Suvantola, 2004).…”

When Developmental Education is Optional, What Will Students Do? A Preliminary Analysis of Survey Data on Student Course Enrollment Decisions in an Environment of Increased Choice

“…Moogan and Baron (2003) identified problem recognition-the degree to which a choice fulfills a certain gap for the student-as an additional factor behind student course selections. Furthermore, students tend to use friends, family, peers, advisors, and faculty members as sources of information when selecting courses (Kerin et al 1975). Peers and friends are often ranked highest in consideration although they are somewhat unreliable sources of information (Brooks 2002(Brooks , 2003Roberts and Allen 1997).…”

Antecedents and Correlates of Course Cancellation in a University “Drop and Add” Period

“…Attempts to improve course selection by an intervention program (Hendel 1982;Lorenz 1982) were not found to be effective, and several writers discussed the problems in students' usage of various sources of course-related information (Borgida 1978;Borgida and Nisbett 1977;Dellar 1994;Kerin et al 1975;Warton 1997). An additional difficulty hindering the effectiveness of pre-registration course selection stems from the fact that certain types of information (about the instructor's expressive style, about the number and character of students participating in the class, about the physical environment of the classroom, and about certain course characteristics) simply cannot become available before one actually attends the first sessions of the course.…”