A matching activity when entering higher education: ongoing guidance for the students or efficiency instrument for the school?

Abstract

In order to lower dropout rates and stimulate student success in higher education, the Dutch government implemented a new law demanding that every higher education institute offer a matching activity to applying students. This article evaluates how students and teachers experience this matching activity. Data were collected in a Dutch university of applied sciences through questionnaire (students: n = 1711, teachers: n = 52) and interview research (students: n = 136, teachers, n = 36). Results provide insights into useful and improvable aspects of the matching procedure. It also reveals a tension related to a ‘conflicting perspective’: the matching activity can be used as a selection-oriented instrument or as a guidance instrument, which leads to different perceptions on the effectiveness of the instrument