The influence of organizational image on college selection: what students seek in institutions of higher education

Pampaloni, Andrea

doi:10.1080/08841241003788037

Cited by 114 publications

(94 citation statements)

References 50 publications

(61 reference statements)

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“…Recent research suggests that efforts to increase student awareness of major choice need to focus on helping high school students and new college students choose and enter a major of study (Al Khateeb, 2012;Anonymous, 2011;Baker & Griffin, 2010;Beggs et al, 2008;Dickson, 2010;Dietz, 2010;García-Aracil et al, 2007;Hoxby & Turner, 2013;Moore & Shulock, 2011;Najmi, 2014;O'Banion, 2012;Pampaloni, 2010;Scott-Clayton, 2011;Simoes & Soares, 2010;John, 2000;Zafar, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Students will have more information and resources available about college and major options when talking to an academic advisor (Anonymous, 2011;Beggs et al, 2008;Dietz, 2010;García-Aracil et al, 2007;John, 2000;Noddings, 2006;Pampaloni, 2010;Scott-Clayton, 2011;Simoes & Soares, 2010;;Zafar, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The researchers' review of the literature suggests three categories of factors which lead to major selection decision: Sources of information and influence (Anonymous, 2011;Beggs et al, 2008;Dietz, 2010;García-Aracil et al, 2007;Pampaloni, 2010;Scott-Clayton, 2011;Simoes & Soares, 2010;John, 2000;Zafar, 2013), job characteristics (Arcidiacono et al, 2010;Bartolj & Polanec, 2012;Beffy et al, 2012;Beggs et al, 2008;Carnevale & Melton, 2011;Keshishian et al, 2010;Malgwi et al, 2005;Simpson, 2003;Song & Glick, 2004;Wilcoxson & Wynder, 2010;Zafar, 2011), and fit and interest in the subject (Arcidiacono et al, 2010;Bartolj & Polanec, 2012;Beggs et al, 2008;DeMarie & Aloise-Young, 2003;Dietz, 2010;Galotti, 1999;Keshishian et al, 2010;Malgwi et al, 2005;Scott-Clayton, 2011;Vila et al, 2007;Wilcoxson & Wynder, 2010;Wiswall & Zafar, 2011;Zafar, 2013).…”

Section: Factors Influence College Major Choicementioning

confidence: 99%

“…Simoes and Soares (2010) believe that providing students with adequate academic information about college and university majors before applying to a higher education institution may greatly recruit majors in specific institutions. The literature suggested that choosing a major is also important for university administrators, recruiters, advisors and instructors to bring to their awareness of the effect that advising might have on major selection and change (Al Khateeb, 2012;Baker & Griffin, 2010;Bayomi, 2011;Hoxby & Turner, 2013;Malgwi et al, 2005;O'Banion, 2012;Pampaloni, 2010). Umbach & Porter (2006) analyzed college major choice using a multinominal logit model to investigate the factors that affect major choice both at entry and at graduation.…”

Section: Factors Influence College Major Choicementioning

confidence: 99%

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Academic Advising and Maintaining Major: Is There a Relation?

Jaradat¹,

Mustafa²

2017

Preprint

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The purpose of this study is to investigate the effect of academic advising on changing or maintaining majors in university degrees. It is also a goal of the study to determine which semester of the course study is most likely or less likely witness the change of major and whether advising contributes to that change. Through this correlational study, the researchers explored students' perceptions about the academic advising they received and the relationship of its absence on students' major change. The participants were 1725 undergraduate students from all year levels. One survey is used to collect the data for this study: Influences on Choice of Major Survey. Based on the findings, it is found that university advisors have a very poor effect on students' decisions to select their majors as 45.6% of the 1725 participants indicate NO influence of advising in their survey answers. Whereas career advancement opportunities, students' interests, and job opportunities indicate a strong effect on their majors' selections as they score the highest means of 3. 76, 3.73, 3.64 respectively. In addition, findings show that students are most likely changing their majors in their second year and specifically in the second semester. Second year major change scored 36.9% in the second semester and 30.9% in the first semester. More importantly, results indicate that there is a positive significant correlation between college advisor and change major in the second year (p = 0.000). It is to researchers understanding based on the findings that when students receive enough academic advising in the first year of study and continues steadily to the next year, the possibilities of students changing their majors decreases greatly.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Factors Influence College Major Choicementioning

confidence: 99%

Section: Factors Influence College Major Choicementioning

confidence: 99%

See 2 more Smart Citations

Academic Advising and Maintaining Major: Is There a Relation?

Jaradat¹,

Mustafa²

2017

Preprint

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“…Likewise, a recent editorial in Nature states: 'Public trust in scientists is based not on just their competence, but also on their perceived objectivity and openness' ('Climate of Fear', 2010, p. 141). Existing features of the context within which universities operate make achieving objectivity and openness now a dedicated management task, it being coupled with manipulations of organisational image (Pampaloni, 2010) and income generation. Historiographies demonstrate the key role of money in shaping decisions (Ferguson, 2008), a role which continues today.…”

mentioning

confidence: 99%

Building One-Dimensional Places: Death by the Power of Audit

Holligan

2010

Power and Education

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The audit culture has become a hegemonic force because of changes in the relationships between polity and economy in wider society. Power is more than ever 'action at a distance', a schema which is part of the art of government, as Machiavelli, in The Prince, stated in his maxims. This analytic article seeks to excavate how the interconnections implied by Machiavelli are manifested today. One effect of the incorporation of them into government policy values is the probable damage to the European Enlightenment pursuit of independent and objective research. A corollary of this neo-liberal hegemony means university cultures of research are becoming aligned closely with the corporate sector's values and interests. Academics are becoming a subjugated modern (intellectual) peasantry. Their masters are the ruling systems of hegemonic sectional interests, state and corporate. It is concluded that the power structures embedded in audit culture and the aspirations of reputation management, quality control and ranking hierarchies 'promote' deception, a necessary evil according to Machiavelli. Kafka-like impersonal bureaucratic accountability procedures may proliferate, further damaging the integrity of intellectual objects and, of course, the academics behind their manufacture, who will be obligated to interpellate with the deep structures of audit culture.Not system but commentary is the legitimate form through which truth is approached. (Scholem, 1971, p. 289, original emphasis) Framing the Networks

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Exploring Diversity in Graduate and Professional School Applications

Holtzman¹,

Minott

Devasia³

et al. 2021

ETS Research Report Series

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Gathering a diverse student body is important for institutions of higher education (IHEs) at the graduate/professional level. However, it is impossible to select a diverse student body from a homogenous group of candidates. Thus the aim of this study is to discover the extent to which diversity goals in admissions are precluded by the lack of diversity in the applicant pool. To explore this, the proportion of score reports sent to the 150 largest graduate/professional schools and sent for each major was compared, from each gender, race, and socioeconomic status (SES) grouping, to proportions from the overall applicant pool of graduate/professional students. Additionally, differences in the distance graduate/professional school applicants are willing to consider traveling by gender, race/ethnicity, and SES were investigated. Results show that differences exist in the gender, race, and SES distributions for score reports sent to different schools and for different majors as well as in the distance an applicant is willing to consider traveling for graduate/professional school. The patterns found for gender, racial, and socioeconomic diversity provide possibilities for researchers to work further together with graduate/professional schools to tackle the important challenge of increasing diversity in graduate/professional education.

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The influence of organizational image on college selection: what students seek in institutions of higher education

Cited by 114 publications

References 50 publications

Academic Advising and Maintaining Major: Is There a Relation?

Academic Advising and Maintaining Major: Is There a Relation?

Building One-Dimensional Places: Death by the Power of Audit

Exploring Diversity in Graduate and Professional School Applications

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