Dynamics in higher education choice: weighing one’s multiple interests in light of available programmes
TL;DR: In this article, a study aimed to find the considerations students have when weighing interests and higher education programs, and thematic analysis was applied to uncover considerations based on semi-structured interviews with 20 Dutch high school seniors.
read more
Abstract: Recent studies have shown that students’ interests are decisive in making a substantiated higher education choice, yet do not indicate how students decide which interests they aim to pursue. This study aimed to find the considerations students have when weighing interests and higher education programmes. Thematic analysis was applied to uncover considerations based on semi-structured interviews with 20 Dutch high-school seniors. Students weighed their interests from an interest-to-programme perspective (contrasting interests and deciding which is most important for their future) and from a programme-to-interest perspective (evaluating how possible programmes reconcile with one’s interests). By applying both perspectives simultaneously, students dynamically considered which programmes and interests they wished to pursue. These findings imply that higher education choice theory and studies should acknowledge that the programmes and interests students consider are dependent on the feed forward of the considered interests on programmes and the feed back of considered programmes on interests.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Relevance of Educational Research: An Ontological Conceptualization.
TL;DR: This article proposed a new interpretation of relevance for educational research, which focused on outcomes and impact of research, instead of outcomes and their impact on outcomes, and proposed a relevance-based relevance metric.
36
Unravelling why students do or do not stay committed to a programme when making a higher education choice
TL;DR: For instance, the authors found that students may choose higher education programs to unravel the complexity of the choice process, and that they may choose programs based on their interests rather than their abilities.
10
Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity
TL;DR: In this article , the authors explored the relationship between emotional school engagement and vocational identity and found that stronger school engagement always coincided with a stronger vocational identity; however, the strength of the relationship varied.
How and why do students’ career interests change during higher education?
TL;DR: In this paper , the authors surveyed the 2019 bachelor's graduating class at a mid-ranked UK university offering both applied and pure programs and found that the most common influences on career interests were the curriculum, placements, work experiences, and co-curricular activities.
9
‘Choosing the lesser of evils’: cultural narrative and career decision-making in post-Soviet Russia
TL;DR: The authors argue that the cultural narrative of a university degree as a "must-have at all costs" subjugates various career decision-making logics identified, while downplaying individual agency and reflexivity, and argue that by misdirecting career choice from opportunities to constraints, the dominant narrative serves to limit, rather than diversify, young people's career choice and social mobility potential.
6
References
Using thematic analysis in psychology
Virginia Braun,Victoria Clarke +1 more
TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
145.8K
•Book
Acts of meaning
Jerome S. Bruner
- 01 Jan 1990
TL;DR: Jerome Bruner argues that the cognitive revolution has led psychology away from the deeper objective of understanding mind as a creator of meanings, and only by breaking out of the limitations imposed by a computational model of mind can be grasped.
10.7K
Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance
TL;DR: In this article, the authors present a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits.
7K
Motivational beliefs, values, and goals.
TL;DR: The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
6.9K
The Four-Phase Model of Interest Development.
Suzanne Hidi,K. Ann Renninger +1 more
TL;DR: In this article, the authors proposed a 4-phase model of interest development, which describes four phases in the development and deepening of learner interest: triggered situational interest, maintained interest, emerging (less developed) individual interest, and well-developed individual interest.
3.4K