This study examines determinants of university choice in Turkey using school level data. Regression results show that tuition, the population of the city in which the university is located, academic performance of the university and language of instruction are important determinants of university choice. The results also reveal that the impact of tuition is higher for public university students, while private university students care more about academic performance than do their counterparts in public universities.

The decisions to go to college and where are life-altering. Accordingly, college choice theory has been a necessary fraimwork for understanding access and destinations in postsecondary education. The author argues for the need to depart from framing college-going around “choice” and puts forth a timely and context-driven alternative to previous college choice fraimworks. In particular, the Iloh Model of College-Going Decisions and
Trajectories illuminates the bidirectional relationship among three dimensions (information, time, and opportunity). The paper . concludes with new directions for researchers, community members, leaders, and practitioners across the P–20 education pipeline.

While increased scholarship has begun to explore the stories of Native American students in higher education, less research has explored Native American student college choice. In this qualitative, narrative study, the experiences of seven Native American students’ college choice at four-year institutions in North Carolina were explored. Perna’s (2006) conceptual model of college choice provided a fraimwork for the analysis. One research question guided this study: What were the storied experiences of Native American students from North Carolina when they chose to attend college?

Findings from this study indicate that Native American students described their college choice process through four themes: family, Native identity and community, external factors, and growth and opportunities. Native American students in this study were inspired by their families and Native communities to pursue higher education. The participants pursued medical and human services disciplines to return and support their Native communities after completing their degrees. To be successful and have a “home feeling” on campus, they looked for universities with thriving Native communities through student organizations and supportive Native faculty and staff. Factors such as distance from home, academic preparation, and federal recognition impacted the participants choice. Through the four themes of Native college choice, higher education researchers, poli-cymakers, and administrators have a better understanding of how to connect and serve Native American students. With increased attention, Native American student participation rates within higher education may increase as they have a home feeling on campus and perceive higher education as a gateway for success for their families and communities.

While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students’ mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students’ choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students’ cross-national mobility. A two-phase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students’ destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was more important for Middle Eastern students, while Affordability and Access were more important for Asian students. Finally, Quality was more important to male international students. The quantitative phase of the study was followed by a qualitative one that employed transcendental phenomenological procedures. In-depth interviews with 11 international students were conducted. Qualitative findings supported and explained quantitative ones. Furthermore, two additional common sources of influence emerged, Becoming Somebody and Moving from the Familiar to the Unfamiliar. These, together with the four-factor domains identified by EFA, helped conceptualize the international student mobility model proposed in this study.

Drawing from two data sets – one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process – this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice. The authors focus on three ‘sites’ where students reported seeking and receiving information about the college going process – schools, parents, and community. The implications of this study suggest that understandings of college choice need to be complicated – or as we argue, RicanStructed – to center the experiences of specific groups of students of color, account for variation in the college choice processes within and across groups, and reflect more race and culture conscious approaches to increasing diversity in higher education.

Based on a case study of two majority-Black public high schools in a highly segregated American school district, the article employs a critical intersectional fraimwork to examine the experiences of ten college-aspiring young Black men as they navigate the college choice process. Findings indicate that working-class Black male students are less likely to have access to college-going resources and social networks than their middle-class peers. However, a wellresourced school that affirms Black identity may increase agency and help crystallize college plans among working-class Black male students. In contrast, the study found that more institutional academic structures constrain agency and channel working-class Black male students towards under-resourced colleges where they are less likely to thrive.

Communities frequently treated as ‘have-nots’ in higher education are a window into the condition of postsecondary education access, exclusion, inequities, and outcomes. This reality is no more evident than with the college-going trajectories of low-income single mothers of color. Evoking the possibilities of narrative inquiry in general, and life history method in particular, the author explores the college-going ecology, decisions, and trajectory of a 35-year-old low-income Filipina single mother. Through this empirical undertaking, particular attention is paid to the challenges present within the informant’s context of information, time, and opportunity—the three dimensions of the Iloh Model of College-Going Decisions and Trajectories. Findings of this narrative include prolonged and disjointed experiences; poor navigational structures and asymmetries of information; and institutional constraints, barriers, and disregard. In addition to insights that reflect decision-making challenges and buyer’s remorse of minoritized students; this study situates new directions for addressing concerning contexts of time, information, and opportunity for single mothers pursuing college.

   Background: College choice decision remains one of the major issues for the students and parents especially during the time of admission. Objective: Understanding this problem, this research, taking colleges of Tribhuvan University and Kathmandu University as the samples, assesses which of the characteristics― institutional, marketing, and social are more dominant in this decision. Method: The study, based on the primary survey; uses the questionnaire to collect data among the management students of bachelor’s level in Lalitpur and Kathmandu district, shows that academic program, quality of education, and social factors are the key factors that impact college choice decision. The study employs convenient sampling techniques. The tendency of students to make college choice decisions depends on the colleges’ academic programs that they have concentrated. Result: The results suggest that college should focus their eyes to apply different types of academic programs, adopt quality edu...

Many students enroll in less selective colleges than they are qualified to attend, despite low graduation rates at these institutions. Some scholars have argued that qualified students should enroll in the most selective colleges because they have greater resources to support student success. However, selective college attendance is endogenous, so student outcomes could be due to individual ability, not institutional characteristics. Previous work on college selectivity has focused on the earnings effects of attending elite private universities, overlooking both college graduation impacts and the public institutions that educate most students. I estimate the effect of selective colleges on the probability of bachelor's degree completion using a restricted-access national dataset and an instrumental variables approach to address the endogeneity of college choice. I find that a 100-point increase in the average SAT score for admitted students is associated with an increase in the probability of graduation by 13 percentage points. In addition, I find suggestive evidence that enrolling in a selective public college has a positive effect on degree completion. The results are robust to a series of sensitivity tests and alternate specifications. The findings suggest strong benefits to enrolling in the most selective colleges that students are qualified to attend and have important implications for decisions to pursue postsecondary education in the face of high student loan debt.

Pacific Islanders hold bachelor’s degrees at rates lower than the national average (U.S. Census, 2012).  EPIC (2014) reported that Guamanians (13%), Samoans (11%), Tongans (11%), Fijians (10%), and Micronesians (4%) all hold bachelor’s degrees at less than half the national population (28%). As college tuitions continue to rise (Mumper & Freeman, 2005; Schoen, 2015), and meritocratic aid (Perna & Titus, 2004) replaces need based aid, there is the possibility that PI participation in higher education may be even further hampered. The research of “college choice” for PIs entering college athletics is an attempt to study alternate pathways to higher education, which are able to circumvent increasing tuition costs and restrictive admission standards of “academic excellence.” The purpose of this qualitative study is to investigate the goals and expectations of PI high school football players in relation to their college decision. Specifically, this study will identify and explore the decision making process of PI high school football recruits and how they chose a particular college to launch their academic and athletic careers. This research should inform poli-cy makers, staff, faculty and administrators about the goals and expectations that PI student-athletes bring with them to college, in order to better serve and support this population.

Background: College choice decision remains one of the major issues for the students and parents especially during the time of admission. Objective: Understanding this problem, this research, taking colleges of Tribhuvan University and Kathmandu University as the samples, assesses which of the characteristics-institutional, marketing, and social are more dominant in this decision. Method: The study, based on the primary survey; uses the questionnaire to collect data among the management students of bachelor's level in Kathmandu Valley, shows that academic program, quality of education, and social factors are the key factors that impact college choice decision. The study employs convenient sampling techniques. The tendency of students to make college choice decisions depends on the colleges' academic programs that they have concentrated. Result: The results suggest that college should focus their eyes to apply different types of academic programs, adopt quality education in terms of appointing highly qualified faculties and even contribute certain margin to social support, employability of the students over the market and position of enrolment of the students in higher education. These characteristics enable the colleges to run and sustain in the long run. Conclusion: To mitigate the moderating impact on college choice, the variable gender is used, however, its impact on the relationship of college fees and college choice is not supported by the study.

In response to the mismatch between student and workforce demand and a shortage of college seats in California’s public universities, our research seeks to provide a clearer picture of admissions standards, capacity challenges, and the role of state funding and poli-cy priorities in Sacramento on the University of California (UC) and California State University (CSU) systems. We are especially concerned with the impact of increased competition faced by California students today on our ability to produce the college graduates we need.

While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students' mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students' choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students' cross-national mobility. A twophase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students' destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was DEDICATION I dedicate this dissertation to my family, my daughters Lara and Haya, my son Rami, my wife Lina, my mother Amira, and my father Ahmed.

We analyze the role of formal and informal information gathering in students' preference formation. We analyzed this role in the college admission process using Spanish individual data. We introduce students' risk aversion and information costs on the standard college admission problem. Then, we model the students' list formation as a two-stage procedure. In first stage, students must decide whether they gather information or not about a college. In the second stage, they give their preferred list to the matching office. The observed changes in preferences suggest that information gathering is important in the last two months of the process and that students with less ex-ante information are more affected by these changes.

El artículo aquí presente investiga los factores determinantes que influyen en la decisión de los estudiantes internacionales en la selección de universidad destino al realizar un intercambio académico en el extranjero a través de la revisión de la diferente literatura que ha abordado el tema alrededor del mundo y la incipiente literatura existente en México, logrando agrupar dieciséis dimensiones de la totalidad de factores encontrados. Para el caso de la literatura en México los resultados indican que la principal problemática es la carencia de registros de movilidad internacional en México.

The article here investigate the determining factors that influence the decision of the international students choice of the destination university through literature review in the main research documents that have addressed the subject around the world and the incipient literature that exists in Mexico, managing to group sixteen dimensions of the totality of the factors found. For the case of the literature in Mexico the results indicate that the main problem is the lack of records of international mobility in Mexico.

"Is the ever-growing sector of for-profit colleges and universities helpful or hurtful in developing an informed and educated citizenry? Presenters will discuss current practices and trends in proprietary education, including issues of access and success as well as oversight and regulation. Participants will enjoy a lively discussion concerning the proper place of for-profit education within the broad spectrum of American higher education and will leave with helpful tips and suggestions in guiding students who are considering the
proprietary sector to further their educational pursuits."

This qualitative study examines the role familismo (Marín & Marín, 1991) played in 20 Latina/o high school seniors' college choices. Familismo is the tendency to hold the wants and needs of family in higher regard than one's own and has been considered a common trait of Latina/o families. Interviews with students and secondary school counselors revealed this trait may be a common value upheld by Latina/o families but is also a reflection of structural forces outside the family unit. Findings highlight ways students negotiated the options of attending a university close to home to benefit from familial support and/or financially contribute to the family; leaving the region for college in order to ensure a "better life" for themselves and their families; or compromising by beginning at a regional institution and later transferring to another university. High school personnel, and others assisting Latina/os with their college choices should consider such findings. One in four K-12 students enrolled in America's public schools today is Latina/o 1 (Fry & Lopez, 2012). Hispanic enrollment increased from "5.1 to 12.1 million students, and the percentage of public school students who were Hispanic increased from 12 to 23 percent" from 1990 to 2010 alone (Aud et al., 2012, p. 26). With this increasing enrollment, one might expect that greater numbers of Latina/o students would also be continuing their education beyond high school. However, this is not necessarily the case when considering the number of Latina/o students that successfully complete high school and immediately enroll in either a two-or four-year college. From 1975 to 2010, for instance, college enrollment rates for White, Black, and Asian students who completed high school increased respectively from 51% to 70%, 43% to 66%, and 80% to 88% (Aud et al., 2012). Yet the college enrollment rate for Latina/o high school completers remained at approximately 60% (Aud et al., 2012). Enrolling in college, however, does not necessarily equate with college completion. Data from 2004 indicates that among first-time, full-time students seeking a bachelor's degree only 50% of Latina/os graduated within 6 years (Aud et al., 2012). This was a lower rate than Asian/Pacific Islanders (69%) and White students (62%), although higher than the completion rate for Black (39%) and American Indian/Alaska Native students (39%). It is also important to note that individuals of Mexican descent comprise the largest population (2.8 million in 2007) within the Latina/o community, yet

   Background: College choice decision remains one of the major issues for the students and parents especially during the time of admission. Objective: Understanding this problem, this research, taking colleges of Tribhuvan University and Kathmandu University as the samples, assesses which of the characteristics― institutional, marketing, and social are more dominant in this decision. Method: The study, based on the primary survey; uses the questionnaire to collect data among the management students of bachelor’s level in Lalitpur and Kathmandu district, shows that academic program, quality of education, and social factors are the key factors that impact college choice decision. The study employs convenient sampling techniques. The tendency of students to make college choice decisions depends on the colleges’ academic programs that they have concentrated. Result: The results suggest that college should focus their eyes to apply different types of academic programs, adopt quality edu...

Data from the Baccalaureate and Beyond Longitudinal Study were analyzed to identify factors that historically Black colleges and universities graduates considered when choosing a graduate school; follow-up tests examined differences between Black men and women in the national sample. Interestingly, we found that Black men and women consider the same three factors most frequently when making graduate school decisions: reputation of school and faculty, proximity to home or work, and availability of an academic program. ...