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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.
Authors: Hordósy, Rita, Yasdiman, Meryem Betül, Norris, Jennifer
Source: Educational Review. Jan2026, Vol. 78 Issue 1, p1-20. 20p.
Subjects: Academic degrees, Social sciences, Sociology
Geographic Terms: Norway, Hungary, England
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 (NHU = 17; NNO = 12; NEN = 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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England.
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  Data: <searchLink fieldCode="AR" term="%22Hordósy%2C+Rita%22">Hordósy, Rita</searchLink><br /><searchLink fieldCode="AR" term="%22Yasdiman%2C+Meryem+Betül%22">Yasdiman, Meryem Betül</searchLink><br /><searchLink fieldCode="AR" term="%22Norris%2C+Jennifer%22">Norris, Jennifer</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Jan2026, Vol. 78 Issue 1, p1-20. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Academic+degrees%22">Academic degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences%22">Social sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Sociology%22">Sociology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink><br /><searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink><br /><searchLink fieldCode="DE" term="%22England%22">England</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 (NHU = 17; NNO = 12; NEN = 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2025.2486756
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        Text: English
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              Text: Jan2026
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