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Study Programs, Public Rankings, and College Enrollment Intentions: Results from a Survey Experiment on Study Program Content, Flexibility, and Support

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Title: Study Programs, Public Rankings, and College Enrollment Intentions: Results from a Survey Experiment on Study Program Content, Flexibility, and Support
Language: English
Authors: Carina Toussaint (ORCID 0009-0006-9147-3496), Alexander Patzina, Hans Dietrich, Tobias Wolbring (ORCID 0000-0002-9053-7965)
Source: Sociology of Education. 2026 99(1):82-98.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, High School Seniors, College Bound Students, Intention, Enrollment, Program Content, Majors (Students), Parent Background
Geographic Terms: Germany
DOI: 10.1177/00380407251356274
ISSN: 0038-0407
1939-8573
Abstract: Current research on college enrollment intentions predominantly focuses on the effects of individual and university characteristics, neglecting how specific study program features affect enrollment intentions. We examine three key elements in a study program: content, flexibility, and support. These elements shape individuals' beliefs about costs, benefits, and their success probability, thus affecting enrollment intentions. Understanding these influences helps address disparities in access to higher education because an individual's social background shapes information processing and thus, belief formation. Using data from a factorial survey experiment conducted with German high school students in their final year of school, we apply random-intercept regression models to investigate the causal (socially stratified) effect of study program features on enrollment intentions. Our results reveal significant effects of the investigated dimensions on enrollment intentions, suggesting that adjusting program content, flexibility, and support services enhances those intentions. However, the limited effect variation across social backgrounds implies that these adjustments will not reduce the social origin gap in higher education transitions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494137
Database: ERIC
FullText Text:
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  Data: Study Programs, Public Rankings, and College Enrollment Intentions: Results from a Survey Experiment on Study Program Content, Flexibility, and Support
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  Data: <searchLink fieldCode="AR" term="%22Carina+Toussaint%22">Carina Toussaint</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9147-3496">0009-0006-9147-3496</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexander+Patzina%22">Alexander Patzina</searchLink><br /><searchLink fieldCode="AR" term="%22Hans+Dietrich%22">Hans Dietrich</searchLink><br /><searchLink fieldCode="AR" term="%22Tobias+Wolbring%22">Tobias Wolbring</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9053-7965">0000-0002-9053-7965</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Sociology+of+Education%22"><i>Sociology of Education</i></searchLink>. 2026 99(1):82-98.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Seniors%22">High School Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Content%22">Program Content</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1177/00380407251356274
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  Label: ISSN
  Group: ISSN
  Data: 0038-0407<br />1939-8573
– Name: Abstract
  Label: Abstract
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  Data: Current research on college enrollment intentions predominantly focuses on the effects of individual and university characteristics, neglecting how specific study program features affect enrollment intentions. We examine three key elements in a study program: content, flexibility, and support. These elements shape individuals' beliefs about costs, benefits, and their success probability, thus affecting enrollment intentions. Understanding these influences helps address disparities in access to higher education because an individual's social background shapes information processing and thus, belief formation. Using data from a factorial survey experiment conducted with German high school students in their final year of school, we apply random-intercept regression models to investigate the causal (socially stratified) effect of study program features on enrollment intentions. Our results reveal significant effects of the investigated dimensions on enrollment intentions, suggesting that adjusting program content, flexibility, and support services enhances those intentions. However, the limited effect variation across social backgrounds implies that these adjustments will not reduce the social origin gap in higher education transitions.
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  Data: 2026
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  Data: EJ1494137
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      – SubjectFull: Germany
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