Why Sociology? -- Comparing the Driving Forces behind University Degree Choice in Norway, Hungary and England
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| Title: | Why Sociology? -- Comparing the Driving Forces behind University Degree Choice in Norway, Hungary and England |
|---|---|
| Language: | English |
| Authors: | Rita Hordósy, Meryem Betül Yasdiman, Jennifer Norris |
| Source: | Educational Review. 2026 78(1):1-20. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Sociology, College Students, Bachelors Degrees, Masters Degrees, Doctoral Degrees, Career Choice, Intellectual Disciplines, Student Motivation, Enrollment Rate, School Choice, Decision Making, Social Sciences |
| Geographic Terms: | United Kingdom (England), Hungary, Norway |
| DOI: | 10.1080/00131911.2025.2486756 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | This paper pinpoints the driving forces behind university degree choice in social sciences in three European countries. Using an international comparative design, the paper draws on both administrative secondary data to explore enrolment patterns in Hungary, Norway and England, as well as semi-structured interviews comparing perceptions of Bachelors, Masters and PhD sociology students of their subject choice (N[subscript HU] = 17; N[subscript NO] = 12; N[subscript EN] = 9). Enrolment figures for institutions offering sociology as a subject between 2008 and 2018 show that in England social sciences in general, and sociology in particular seem to be somewhat larger disciplines compared to Hungary or Norway. Based on student interviews the paper provides a typology along the axes of sociology focusing on oneself or others, and it being a generic or specific discipline. The resultant typology for degree choice ranges from an explanation for personal experience; to gaining tools to understand society, politics and broader inequalities; to sociological studies being a general basis for a career; and to hope for changing others' inequalities. The paper demonstrates that these diverse motivations are indeed relevant for curriculum planning and facilitating extracurricular participation, for sociology and also the broader social sciences. Students' motivations are not underpinned by a narrow and individualised understanding of financial returns to a degree: students aim for a meaningful job exploring, analysing and aiming to effect change in their broader or narrower societal context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502942 |
| Database: | ERIC |
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| Abstract: | This paper pinpoints the driving forces behind university degree choice in social sciences in three European countries. Using an international comparative design, the paper draws on both administrative secondary data to explore enrolment patterns in Hungary, Norway and England, as well as semi-structured interviews comparing perceptions of Bachelors, Masters and PhD sociology students of their subject choice (N[subscript HU] = 17; N[subscript NO] = 12; N[subscript EN] = 9). Enrolment figures for institutions offering sociology as a subject between 2008 and 2018 show that in England social sciences in general, and sociology in particular seem to be somewhat larger disciplines compared to Hungary or Norway. Based on student interviews the paper provides a typology along the axes of sociology focusing on oneself or others, and it being a generic or specific discipline. The resultant typology for degree choice ranges from an explanation for personal experience; to gaining tools to understand society, politics and broader inequalities; to sociological studies being a general basis for a career; and to hope for changing others' inequalities. The paper demonstrates that these diverse motivations are indeed relevant for curriculum planning and facilitating extracurricular participation, for sociology and also the broader social sciences. Students' motivations are not underpinned by a narrow and individualised understanding of financial returns to a degree: students aim for a meaningful job exploring, analysing and aiming to effect change in their broader or narrower societal context. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2025.2486756 |
