The study is conducted on the example of applicants (students) from Ukraine. The survey involves finding out the reasons and motives for the formation of the idea of a higher educational institution, including the prospects that can be obtained during the study and after graduation. This topic does not cease to be relevant, as the reform in the educational sphere of Ukraine involves a total reduction of higher educational institutions. In turn, geographically close countries, actively use recruiting and increase the number of attracted foreign students, including students from Ukraine. The topic is more in-depth, including assimilation, addressing the issue of economic stability, and others.
Apart from the university's reputation in academic activities and achievements, you can also look at their 'co-curricular ' activities such as sport and other skills development. Some students are attracted to a university because of their co-curricular activities.
Great question. First, it would be wise to differentiate motives (why we do things) from motivation (the energy, persistence, and direction with which we do those things). I think you're talking about classic motives for applications. You'll find quite a bit of research from which to draw, but what would be interesting would be to see if you can identify differences based on family system educational backgrounds and occupational roles, as well as peer group influences. This research is interesting from two perspectives: First, universities need to be increasingly competitive in attracting talented students. Second, the university a student attends has an important influence on his/her career trajectory. Thus, if students shoot "too low" (apply to easier/lower quality schools), this could hurt their overall career prospects. Similarly, if they invest too much applying to schools outside of their capabilities, this is a waste of time and effort by the student and university.
Inquiries about the value that a university education adds will be conditioned, first and foremost, by responses to the question: "Why should a school leaver go to university?" Typical responses will pertain to socio-economic outcomes in the form of say, employment. But, other arguments for going to university include, for instance, the opportunities that higher education opens to: (a) achieve higher order cognitive skills; (b) immerse oneself in a subject one is passionate about to push the frontiers of knowledge; (c) develop an entrepreneurial mindset; (d) challenge prejudice(s); (e) create lifelong friendships; and (f) enjoy more autonomy than one typically does in working life.
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