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International students are key protagonists in the Australian educational system. Although much research has been conducted to better understand various aspects related to factors affecting their choices of international education, surprisingly little attention has been paid to the influence of personal sources. This study employs both qualitative and quantitative approaches to clarify this research problem. The qualitative phase identifies the influence from the Thai family into five categories: finance, information, expectation, persuasion, and competition. The quantitative phase examines the influence of five factors on five choices of international education. The study concludes with a discussion of the implications of the findings for the marketing of international education to Thailand.

This study aims to investigate the effects of several individual elements vis-a-vis the environment that affects students’ choice of a career. The study assesses the effects of cognitive-person factors on the career decision-making of tertiary students and analyses how chance events moderate these relationships.

The study used the survey research design to gather data from 302 final-year tertiary students from four (4) Faculties and sixteen (16) academic departments of a Technical University in Ghana. Data were collected through self-administered questionnaires and analysed using the partial least square structural equation modelling (PLS-SEM).

The study reveals that students’ self-efficacy and outcome expectations are two cognitive-person factors that positively and significantly influence students’ career choices. However, chance events of tertiary students were found not to moderate the relationship between cognitive-person factors and students’ career choices.

Understanding how several cognitive-person factors influence the career choice of students through the lens of social career-cognitive theory could enable researchers to advance knowledge in the career choice process. Counselors and guidance coordinators need to motivate and encourage career/job exploration and development by identifying sources of psychosocial support available to students.

This study identifies the cognitive person factors that drive career decisions and provides one of the initial attempts to investigate how chance events moderate students’ cognitive-person career choice relationship.

In the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country.

The study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA).

Our results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students.

Very few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students.

Few states or local school districts mandate a minimum time for lunch. With increasing pressure on schools to maximize instructional time, many US students have witnessed continued reductions in the time allotted to lunch periods and, thus, less time to choose from an increasing number of food options. This study aims to investigate middle and high school students’ preferences regarding the time available for school lunches and whether the amount of time would affect their food choice preferences.

This study investigated students’ self-reported lunchtime constraints and food choice preferences through a paper-and-pencil survey. The categorical and ratio responses were analyzed using ordinal logistic regression.

Students responded that they rarely had enough time to eat school lunch and that the lunch line waiting time strongly or very strongly influenced their food choices. For the students for whom time available for lunch and time in the lunch line influenced what they ate, they were more likely to prefer limited food choices in several categories of the school lunch menu.

Foodservice professionals who wish to actively promote better nutrition might consider practical ways to reduce the foodservice wait time for students. While making healthier default options (e.g. a fruit or fresh vegetable side) could increase service convenience, time required for students to make informed meal choices should not be compromised.

Because lunch line waiting time is related to students’ food choices, schools need to review the number and types of food choices offered in terms of whether they encourage students to make more healthful choices. This study offers a unique perspective on the relationship between time and individual food choices in the school lunch environment and how this relationship affects the quality of children’s diets and their eating behaviors.

Higher education environments have become increasingly competitive and institutions have to compete for students in the recruitment markets. With the introduction of student fees, it is hypothesised that potential applicants to HE will increasingly become consumerist. The research upon which this paper was based was aimed at finding out the factors students consider important in their decision making related to choice of university and courses of study.

Five sixth form schools and colleges in the Southampton University Partnership Scheme participated in the study. Three hundred and eighty seven students (186 male and 201 female) voluntarily participated. The study involved a survey questionnaire based on a 10 point Likert scale and included 35 university choice factors which students were to rank accordingly. It also included 10 items similarly ranked to identify factors influencing university subject or course choice. Simple descriptive statistics were used to identify the factors students consider most important in their choice and decision making.

Two key signals have been identified. First is that, students seem to be adopting a consumerist approach to their HE decision making. The importance attached to labour market motives in terms of employment and career prospects significantly outweigh those related to pursuing HE on the basis of subject interest and a love for the subject. Second is that as a result of this, students consider programme and price related issues as more important than other elements of universities marketing mix.

There are no claims for generalisability of findings from this research on account of the small sample of participants and the use of convenience sampling employed in the study. However, the findings generally support what is already known about factors influencing university choice and go beyond to show signals of change within the undergraduate recruitment market.

The findings have implications for university positioning in a diversifying recruitment market, and for a reconsideration of marketing and recruitment strategy at institutional levels.

The paper identifies signals of a changing undergraduate recruitment market and notes the implication this has on recruitment and marketing activities for institutions intending to position or reposition themselves in the highly competitive markets.

The purpose of this paper is to systematically document, scrutinise and critically analyse the current research literature on higher education choice to: establish the scope of the studies; map the factors associated with choice; identify the key strengths and weaknesses in the research literature; critically analyse the extant research and make recommendations for further research in this field.

The authors conducted extensive searches of relevant and education and management databases. The search is limited to publications between 1992 and 2013 and is intended to cover national and international research. The review is based on 75 papers which focus on institutional choice, assembled on an Excel database (45 surveys, 13 secondary data studies, one experimental study, two longitudinal studies, 11 qualitative studies and three studies that use both qualitative and quantitative techniques).

Results are presented under thematic headings which emerged from the analysis: first, demographics and academic factors; second, factors which relate to the institution: quality, outcomes and benefits, facilities, and characteristics of institutions. Finally factors which affect both the institution and the students: price and price sensitivity, information and information sources, and travel and geographical factors are considered.

Comprehensive analysis of prior research in the field of institutional choice is long overdue. Theoretical models for future research are presented as a result of the findings.

This paper aims to make a contribution to the current lack of literature in the Australian context by reviewing qualitative feedback collected from students in five private higher education institutions. In particular, the paper seeks to examine factors influencing student choice to study at private higher education institutions and student perceptions of such institutions. Previous studies on this topic are mostly focussed on universities with lack of research with the booming private higher education sector.

This study draws data from five different private for-profit higher education institutions in Australia. It involved feedback from 120 students undertaking higher education courses in different discipline areas at different stages of study. The study involved 15 focus group interviews with eight students in a group. The selection of students was based on the representation of different characteristics of student such as: male/female, domestic/international, and discipline areas.

An analysis of the data collected from the students across these five institutions indicated that the main factors influencing student choice can be grouped in six domains. These are: student perception; access and opportunity; learning environments; quality of teachers; course design; and graduate success. This study reinforces that student perception of the private for-profit higher education institutions is an important factor in influencing student choice to study at the institution.

The limitation of the study was the ability to interview more students from larger colleges, across all discipline areas. However, the time and length of the focus group interviews was largely managed by the five institutions.

The private higher education sector has experienced consistent growth in the last few years in Australia. Currently, there is no qualitative research done in Australian private higher education on factors influencing student choice to study with private institutions. The rise of such providers require research on insights about student choice, student expectation and their experience.

The purpose of this paper, systematic literature review, is twofold: to identify the factors influencing graduate job choice and to propose a theoretical model that can be useful for future research.

Thematic analysis of the literature available till June 2020 has been reviewed using electronic databases such as ABI/INFORM Complete, EBSCO, Emerald Insight, ProQuest, SAGE Journals, Science Direct (Elsevier), Scopus, Springer Link, Taylor and Francis Online, Wiley Online Library.

Out of more than 5,000 studies, 14 studies were found addressing the issue of career choice among graduating students. The thematic analysis result explored five themes such as internal factors, external factors, interpersonal factors, institutional factors and socio-demographic factors that can be considered critical for graduates’ career choice decision. Details of the subthemes are also identified.

Implications for practitioners have been suggested from the internal factors, external factors, interpersonal factors, institutional factors and socio-demographic factors’ perspectives. The study result can be useful for conducting future research using quantitative data on graduate job choice.

This is the first attempt to present a comprehensive picture of past studies on graduate job choice and exploring the factors influencing graduate job choice.

The purpose of this paper is to evaluate effects of students’ 1:1 laptop use from a capability perspective by investigating increases and decreases of students’ opportunities and choices. The paper investigates changes that have taken place and how these changes enable or restrict students to do and be what they desire.

The paper undertakes an interpretive case study based on group interviews and questionnaires. Sen's capability approach is used as theoretical framework and has informed the data collection and the analysis.

1:1 laptops in schools have provided students with new opportunities and choices, but also restricted others. An evident opportunity is the equalization of access to computers. Other opportunities relate to schoolwork efficiency and increased access to information. Gains also include the use of different media for overcoming disabilities or to fit individual learning styles. Regarding students’ well‐being, a “fun” learning environment is mentioned. However, the “fun” is often about playing games or using social media – something which diverts the students’ attention from the learning. Students also find that they are less social, too computer dependent, and that they miss using pen and paper. Additionally, health issues such as back problems and headaches are reported, as well as an increased risk of being robbed.

Most research on 1:1 laptops in education focuses on easily quantifiable measures and reports from a teacher perspective. The paper takes a broader approach and investigates the impact 1:1 laptops have on students’ well‐being and agency.

We consider the theory and evidence supporting learning styles, and contrast these with the related concepts of learning preferences and student choice. Although the theory of learning styles remains popular in the field of education as one guidepost teachers might use to maximize the effectiveness of instruction for individual students, including students with learning and behavioral disabilities, a review of the evidence supporting a learning styles approach suggests that it offers little benefit to students with disabilities. In contrasting learning styles with the related concept of learning preferences, we posit that interventions based on student choice may offer a more parsimonious and evidence-driven approach to enhancing instruction and improving outcomes for students with learning and behavioral disabilities.