“Wading Through Water” - Parental Experiences Of Their Child’s HE Choice Process

In an increasingly marketised and competitive UK HE environment understanding the student decision-making process has become very important. At the same time, there has been an increase in parental involvement in this choice amongst certain groups of parents. This paper examines parental accounts of their experiences and involvement in their child's HE choice process. It finds that the choice process is experienced as a form of parenting. Participants described their efforts in trying to get their child to talk to them and to achieve a balance in terms of their involvement and that of the child. This idea of relationships impacting on the choice process is one which is almost entirely missing from the choice literature and warrants further investigation. In this paper, parental experiences are examined relating to the literature on choice and student and parental decision-making within HE. The research adopts a qualitative phenomenological approach with parents focusing in detail on their actual experiences and on aspects of importance to them. HEIs should be wary of over-estimating the choice processes which students and their parents engage in and of assuming that parental involvement leads to a more thorough process

The Lack of Systematic Decision-Making by Chinese Students Applying to UK MA Programmes

This study explores how Chinese students chose a university to study a taught Masters programme. It includes an examination of the criteria they use and the process they go through, focusing on the ‘information search’, and ‘evaluation of alternatives’ stages of decision-making. Qualitative individual interviews were undertaken with 10 Chinese students. Findings suggest that decision-making was not as rigorous as might be expected for such an apparently complex, high involvement ‘service’. Reasons for this include: a lack of perceived risk; the amount and complexity of information to be processed, (particularly in a foreign language), and the use of agents and league tables as reassurance for the decision. There is also evidence of satisficing and evidence to support image-based processing. Tentative recommendations are made which focus on the need to achieve the right match between potential students and the chosen programme and institution by trying to increase student engagement with the decision-making process

The Lack of Systematic Decision-Making by Chinese Students Applying to UK MA Programmes

This study explores how Chinese students chose a university to study a taught Masters programme. It includes an examination of the criteria they use and the process they go through, focusing on the ‘information search’, and ‘evaluation of alternatives’ stages of decision-making. Qualitative individual interviews were undertaken with 10 Chinese students. Findings suggest that decision-making was not as rigorous as might be expected for such an apparently complex, high involvement ‘service’. Reasons for this include: a lack of perceived risk; the amount and complexity of information to be processed, (particularly in a foreign language), and the use of agents and league tables as reassurance for the decision. There is also evidence of satisficing and evidence to support image-based processing. Tentative recommendations are made which focus on the need to achieve the right match between potential students and the chosen programme and institution by trying to increase student engagement with the decision-making process

"I was always looking at like Vogue..[I'd} be really good in the ad. world" Student Choice And Vocational Degrees

In the context of an increasing marketisation of Higher Education, where students may come to see themselves as consumers, this paper examines the process that undergraduates go through in selecting universities and courses and examines an apparent focus on peripheral rather than core aspects of the Higher Education service offering and of students making ‘safe’ choices. The experience students go through is examined with reference to the literature on decision-making for services and using a qualitative phenomenological approach with students encouraged to focus on their actual experiences. Other key findings are: evidence of satisficing and of avoiding risks and choosing options which ‘feel right’ rather than following a more systematic decision-making process which might be expected for such an important decision. We also note a tendency to defer the decision to others. We then briefly consider the implications of these findings for universities and their marketing, as they may assume that a more considered process has taken place

The Uncomfortable mix of seduction and inexperience in Vocational Students' decision making

Purpose – This paper aims to explore the process that undergraduates go through in selecting universities and courses in the context of an increasingly marketisated higher education (HE) where students may see themselves as consumers. Design/methodology/approach – The process students go through is examined with reference to the services marketing literature and using a qualitative, phenomenological approach with students encouraged to focus on their lived experiences. Findings – Notable was the reported inexperience of students who suggest an apparent focus on peripheral rather than core aspects of the HE service offering and therefore aim to quickly make “safe” choices. Also there is evidence of “satisficing” and of avoiding risks and choosing options which “feel right” rather than following a more systematic decision-making process which might be expected for such an important decision. Also noted was a tendency to defer the decision to others, including the institutions themselves, and their increasingly seductive marketing approaches. Research limitations/implications – The study is based on a vocational university with a focus on subjects for the new professions (marketing, journalism and media production). Further studies might consider how far the findings hold true for other types of subjects and institutions. Practical implications – The paper considers the implications of these findings for universities and their marketing activities, and invites them to both re-evaluate assumptions that an informed and considered process has taken place, and to further consider the ethics of current practices. Originality/value – The paper's focus on the stories provided by students provides new insights into the complexities and contradictions of decision making for HE and for services in general

Parents' experiences of HE choice

This paper challenges the dominant discourse that HE choice is a consumer choice and questions assumptions underpinning government policy and HE marketing. HE choice is largely viewed as a rational, decontextualized process. However, this interpretivist study found it to be much more complex than this, and to be about relationships and managing a transition in roles. It focuses on parents, an under-researched group, who play an increasing part in their child’s HE choice. It finds that they experience this process as parents not consumers, and that their desire to maintain the relationship at this critical juncture takes precedence over the choice of particular courses and universities. The role of relationships, and in this context relationship maintenance, is the main theme. This is experienced in two principal ways - relationship maintenance through conflict avoidance and through teamwork. These are significant findings with implications for the way governments and HEIs consider recruitment

Learning technology in Scottish higher education ‐ a survey of the views of senior managers, academic staff and ‘experts’

As part of an evaluation of the Scottish Learning Technology Dissemination Initiative (LTDI), a survey was conducted of the views of academic staff, members of computer‐assisted learning and staff development units, and senior managers in all Scottish higher education institutions (HEIs). Most respondents across all subject areas and types of institutions (including those who rated themselves as less experienced with use of C&IT in teaching than their colleagues) believed that learning technology (LT) had moderate to very high potential for improving the way in which students learn. Awareness of the various agencies which have been established to promote its use in HEIs was very high, with few staff being unaware of any of them. Senior staff largely agreed that the value of these approaches lay in the improvement or maintenance of quality rather than in creating efficiency gains. Whilst there was a mostly positive view of the value of learning technology there are still significant barriers to its uptake by staff, the most important being lack of time, infrastructure, software and training, plus a failure (perceived or actual) of institutions to value teaching. The rather pessimistic view of ‘experts’ of the willingness of their less committed colleagues to make use of learning technology contrasted with the generally positive responses obtained from a broad group of 1,000 academic staff on their awareness of and attitudes to it. An analysis of the SHEFC's Teaching Quality Assessment reports during 1992–6 revealed substantial variability between and within subject assessments as to whether specific comments were made about IT provision and its use in learning and teaching

‘It’s quite difficult letting them go, isn’t it?’ UK parents’ experiences of their child’s higher education choice process

This paper challenges the dominant discourse that Higher Education (HE) choice is a consumer choice and questions assumptions underpinning government policy and HE marketing. HE choice is largely viewed as a rational, decontextualised process. However, this interpretivist study found it to be much more complex, and to be about relationships and managing a transition in roles. It focuses on parents, an under-researched group, who play an increasing part in their child’s HE choice. It finds that they experience this process primarily as parents, not consumers and that their desire to maintain the relationship at this critical juncture takes precedence over the choice of particular courses and universities. The role of relationships, and in this context relationship maintenance, is the main theme. This is experienced in two principal ways: relationship maintenance through conflict avoidance and through teamwork. These significant findings have implications for the way governments and universities consider recruitment. © 2017 Society for Research into Higher Educatio

A Kepler study of starspot lifetimes with respect to light-curve amplitude and spectral type

ACC acknowledges support from STFC consolidated grant number ST/M001296/1. RDH gratefully acknowledges support from STFC studentship grant ST/J500744/1, a grant from the John Templeton Foundation, and NASA XRP grant NNX15AC90G.Wide-field high-precision photometric surveys such as Kepler have produced reams of data suitable for investigating stellar magnetic activity of cooler stars. Starspot activity produces quasi-sinusoidal light curves whose phase and amplitude vary as active regions grow and decay over time. Here we investigate, first, whether there is a correlation between the size of starspots - assumed to be related to the amplitude of the sinusoid - and their decay time-scale and, secondly, whether any such correlation depends on the stellar effective temperature. To determine this, we computed the auto-correlation functions of the light curves of samples of stars from Kepler and fitted them with apodised periodic functions. The light-curve amplitudes,representing spot size, were measured from the root-mean-squared scatter of the normalized light curves. We used a Monte Carlo Markov Chain to measure the periods and decay time-scales of the light curves. The results show a correlation between the decay time of starspots and their inferred size. The decay time also depends strongly on the temperature of the star. Cooler stars have spots that last much longer, in particular for stars with longer rotational periods. This is consistent with current theories of diffusive mechanisms causing starspot decay. We also find that the Sun is not unusually quiet for its spectral type -stars with solar-type rotation periods and temperatures tend to have(comparatively) smaller starspots than stars with mid-G or later spectral types.Publisher PDFPeer reviewe