Student Financing in the Netherlands: A Behavioural Economic Perspective

Vossensteyn, Hans; Jong, U. de

doi:10.1007/978-1-4020-4660-5_9

Cited by 13 publications

(15 citation statements)

References 12 publications

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“…Similarly, connections between elements of the socio-economic background of students and their attitudes towards taking risks have also been identified, in particular in cases in which going to higher education requires a financial investment in the form of a tuition fee (see e.g. Vossensteyn and De Jong 2006).…”

Section: Heterogeneity Of Students and Implications For Their Perspecmentioning

confidence: 98%

Student perspectives on quality in higher education

Jungblut

Vukasović

Stensaker

2015

European Journal of Higher Education

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The study provides an insight into student perspectives on quality in higher education, using Harvey and Green conceptualizations as the point of departure, and exploring the linkages between the views on quality, the developments of the Bologna Process and related national reforms, as well as students' motivation for and expectations from higher education. Using the data collected in a survey of the student population in several European countries, the study shows that students have a multifaceted perception of quality in higher education, very homogenous with regards to 'quality as transformation/added value' perspective, but rather polarized with regards to 'quality as value for money' perspective. Students seem to prefer perspectives that put them in the centre of the process, though not necessarily only as active participants and cocreators of the higher education experience, but potentially also as passive consumers. The results show some blurring of the boundaries between the more traditional Humboldtian and the consumerist views on higher education among students.

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Section: Heterogeneity Of Students and Implications For Their Perspecmentioning

confidence: 98%

Student perspectives on quality in higher education

Jungblut

Vukasović

Stensaker

2015

European Journal of Higher Education

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“…Vossensteyn & De Jong (, p. 226) argue that students make their decisions about attending higher education and selecting an institution and a study programme under considerable uncertainty: ‘… (potential) students are uncertain about the actual contents of the study, getting a degree and finding a proper job after graduation’. When applying to higher education, Portuguese students must optimise their choices by simultaneously taking into account different goals and restrictions: the field of study they prefer, the institution they would like to enter, their application grades and resources (which also condition the location of the chosen institution).…”

Section: Setting the Scene: The Numerus Clausus And Access To Higher mentioning

confidence: 99%

Waves of (Dis)Satisfaction: Effects of the Numerus Clausus system in Portugal

Fonseca¹,

Dias²,

Sá³

et al. 2013

Euro J of Education

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Access to higher education in Portugal is governed by a quota system (numerus clausus). The purpose of this article is to answer two questions: First, how does the numerus clausus system shape the demand for medical studies? Second, how do non‐enrolled medical candidates influence the global allocation system and generate waves of dissatisfaction? The results show that students who do not succeed in entering medicine register in other programmes, such as pharmacy, veterinary medicine and dental studies, generating a first wave of dissatisfaction. Because students who are not placed in medicine occupy a large share of the places available in those other programmes, the wave of dissatisfaction propagates, with students being pushed to other programmes, especially biology and biochemistry. This process has also been analysed from a spatial perspective. Apparently, when students are competing to obtain a study place in a programme with prestige and good professional career perspectives such as medicine moving to a more peripheral region becomes more frequent.

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“…consistent choice of educational programmes at various levels), and factors that influence such trajectories. Thus, it was found that the process of college choice is multistep (Vossensteyn, 2005), and at each stage the choice is influenced by several factors, economic and social, which, in turn, can be divided into several basic groups: personal, family and school factors. The model of college choice as well as the set of impact factors is presented in (Vossensteyn, 2005, p. 35).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, at least in theory, this could increase the accessibility of higher education.However, despite the trends of massification of higher education (more than 35 per cent of youth are university students), selective universities, which offer high quality educational programmes, are still not easy to enter for students from disadvantaged backgrounds. In other words, even in the system of mass higher education there can be a situation when applicants with high social status are admitted to selective universities, while those with low social status -to less selective ones.According to the models of college choice (Vossensteyn, 2005), educational decisions are influenced by various factors: individual (school achievement/performance, gender), family (parental education, family income, social and cultural capital) and school characteristics (type of school, class specialisation). Moreover, pre-entry coaching (private tutoring) matters as well, and patterns of coaching can be closely related to the factors mentioned above (Prakhov, 2012).Restrictions to higher education may take place at different levels: individual, family and institutional.…”

mentioning

confidence: 99%

“…According to the models of college choice (Vossensteyn, 2005), educational decisions are influenced by various factors: individual (school achievement/performance, gender), family (parental education, family income, social and cultural capital) and school characteristics (type of school, class specialisation). Moreover, pre-entry coaching (private tutoring) matters as well, and patterns of coaching can be closely related to the factors mentioned above (Prakhov, 2012).…”

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confidence: 99%

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The Barriers of Access to Selective Universities in Russia

Prakhov

2016

Higher Education Quarterly

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This paper examines the characteristics of students admitted to Russian universities with different levels of selectivity. First, we argue that students differ not only by the results of the Unified State Exam (USE), the university entrance exam, but by family and school characteristics, and by educational strategies. Next, it is shown that the probability of being admitted to the most selective HEIs is determined not only by the USE scores, but by characteristics that are not directly related to the applicants' abilities, such as class specialisation in secondary schools, and high school location. Moreover, we have found that income has an indirect impact on the admission results: a higher level of income increases the probability of being admitted to highly selective universities through the level of investment in pre-entry coaching and the regional differences in wages. On the other hand, regional differences in costs of living decrease the opportunities of studying in selective universities. Hence, schooling and financial barriers without alternative student support can limit the participation of less affluent students in selective universities.

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Student Financing in the Netherlands: A Behavioural Economic Perspective

Cited by 13 publications

References 12 publications

Student perspectives on quality in higher education

Student perspectives on quality in higher education

Waves of (Dis)Satisfaction: Effects of the Numerus Clausus system in Portugal

The Barriers of Access to Selective Universities in Russia

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