Abstract:

Even if the access to higher education increased, previous studies showed that candidates from socio-economic disadvantaged groups are less likely to apply and enrol in higher education (Younger, Gascoine, Menzies and Torgerson, 2018; Koshy, Webb, Dockery and Knight, 2020). Widening access of students from disadvantaged socio-economic groups became a concern in the last decades (Bowers-Brown, 2006; Sosu, Smith, McKendry, Santoro and Ellis, 2016). Previous studies investigated the role of several factors in the choice of a bachelor degree or a university: organizational characteristics (as reputation, staff, location), improving career prospects (Deuren and Santema, 2012), characteristics of the program, as schedule, flexibility or study materials (Owen and Jensen, 2004). But, according to several studies, personal development is even more important that the previously mentioned factors (Deuren and Santema, 2012; Balloo, Pauli and Worrell, 2017).

The purpose of the paper is to explore which motivational factors are more important in the decision of candidates from disadvantaged backgrounds to choose a specific program or university. The method used is the secondary analysis of collective interviews conducted with students from disadvantaged backgrounds from eight universities of different profiles and from different regions. The expectation is that, in spite of the variety of extrinsic factors, the intrinsic factors are more important. This findings would be opposite with the conclusion of other studies (Bowden and Doughney, 2012). The results are useful for building policy measures, in order to increase enrolment and participation in higher education programs of students from disadvantaged socio-economic groups.

References:
[1] Balloo, K., Pauli, R., & Worrell, M. (2017). Undergraduates’ personal circumstances, expectations and reasons for attending university. Studies in Higher Education, 42(8), 1373-1384.
[2] Bowden, M. P., & Doughney, J. (2012). The importance of cultural and economic influences behind the decision to attend higher education. The Journal of Socio-Economics, 41(1), 95-103.
[3] Bowers‐Brown, T. (2006). Widening participation in higher education amongst students from disadvantaged socio‐economic groups. Tertiary Education & Management, 12(1), 59-74.
[4] Deuren, R., Santema, S.C. (2012). How to choose your minor? Decision making variables used in the selection of a minor by undergraduate students from a Dutch university of applied sciences. Working Paper no 2012/06, p. 1-27.
[5] Koshy, P., Webb, S., Dockery, A. M., & Knight, E. (2020). Bachelor degree participation in vocational institutions: examining the determinants of participation. International Journal of Training Research, 18(2), 106-120.
[6] Owen, A.L., Jensen, E.J. (2004). Learning about learning: students’ course choice. Retrieved from: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=651003.
[7] Sosu, E. M., Smith, L. N., McKendry, S., Santoro, N., & Ellis, S. (2016). Widening access to higher education for students from Economically disadvantaged backgrounds: what works and why?, retrieved at https://strathprints.strath.ac.uk/57921/1/Sosu_etal_2016_widening_access_to_higher_education_for_students_from_economically_disadvantaged_backgrounds.pdf
[8] Younger, K., Gascoine, L., Menzies, V., & Torgerson, C. (2018). A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education. Journal of Further and Higher Education, 1–32.

Keywords:

Disadvantaged groups, higher education, motivation, intrinsic factors.