The qualitative phase was designed to explore how upper secondary school students approach the transition from school to university, focusing on orientation processes, decision-making pathways, and perceptions of Università Cattolica del Sacro Cuore (hypothesized client).
The interview structure was organized around three main analytical dimensions.
The first dimension focused on orientation experiences. Participants were asked about their upper secondary school background (type of school, field of study, and geographical location), as well as the orientation activities provided by their school, including open days, information sessions, and testimonies by university students or faculty. The interviews explored the type of information received about the university system (faculties, universities, access requirements) and participants’ evaluation of the usefulness of school-based orientation. Personal orientation activities conducted independently by students were also investigated.
The second dimension addressed the university choice process. Participants were asked about their choice of faculty and university, distinguishing between secure, tentative, and undecided choices, and the motivations underlying each condition. Key decision factors were explored, including prestige, availability of the chosen faculty, teaching staff, access modalities, costs, logistics, and perceived professional outcomes. The role of external influences (parents, peers, teachers) and the timing of the decision-making process were also examined.
The third dimension focused on the image of Università Cattolica del Sacro Cuore. Interviews explored students’ awareness of the university, communication and promotional channels (open days, web presence, public events, school-based orientation), and perceived clarity of information regarding courses, services, costs, and access requirements. Perceptions of service quality, logistics, financial aspects, and career prospects were investigated, along with opinions derived from indirect experiences. Finally, participants were invited to evaluate the effectiveness of the university’s communication and suggest possible improvements to better support university choice.
Good morning, my name is XXX and I am a student at Università Cattolica del Sacro Cuore in Milan. I am part of a research group conducting a study for academic purposes on upper secondary school students and their university choice process.
The interview aims to explore your personal experience regarding university orientation and decision-making. All information will remain anonymous and confidential and will be used exclusively for research purposes. With your permission, the interview will be audio-recorded to ensure accuracy. The interview will last approximately 50 minutes.
This first section explores the university orientation process experienced during upper secondary school.
Which upper secondary school did you attend?
– Type of institution
– Field of study
– Geographical location (if not mentioned)
What types of orientation activities were organized by your school?
(e.g. information days, orientation sessions, testimonies by university students or faculty)
What kind of information was provided during these activities?
(faculties, universities, access requirements, admission tests)
How useful do you consider the orientation program provided by your school?
(explore motivations)
Did you carry out any personal research to supplement the information received?
– If yes, through which channels?
Which faculty have you chosen or are you considering?
– Was school orientation useful for this choice?
This section focuses on how the university choice was made. Depending on the interviewee’s situation, the interviewer explored one of the following paths.
Why would you like to attend the chosen faculty?
(interests, motivations)
Why did you choose this faculty at this specific university?
(availability of the faculty, prestige, access requirements, distance from home, tuition fees,
career prospects)
Were there factors that facilitated your choice?
(parents, friends, teachers, social environment)
When did you reach this decision?
(timing, alternatives, admission constraints)
Among the faculties you are considering, what aspects attract you most?
At which university would you like to attend one of these faculties?
(explore preferences if multiple options are mentioned)
What factors could influence your final choice?
(social influences, prestige, access requirements, costs, logistics, career prospects)
Are there faculties you would definitely exclude from your choice?
– Why?
Are there universities you would definitely exclude?
– Why?
Beyond school orientation, did you receive additional information about universities?
– From whom?
(explore opinions, stereotypes, indirect knowledge)
This final section focuses on perceptions and knowledge of Università Cattolica del Sacro Cuore.
Through which channels did you obtain this information?
(school orientation, relatives, public communication, open days, web; explore first impressions
of the university website if mentioned)
What type of faculties does Università Cattolica offer?
Are some faculties limited-access?
– Knowledge about number of available places
How is the admission test structured?
– Source of information and opinions
Considering your current residence, is there a Università Cattolica campus nearby?
– Would you consider relocating?
How do you evaluate the housing opportunities offered to students?
How would you evaluate the quality of services and facilities?
Do you have indirect experiences from students attending or who attended Università Cattolica?
– What opinions did you receive?
How do you think Università Cattolica prepares students for the labor market?
How would you evaluate the information provided by Università Cattolica about its educational offer?
Thank you for your time and collaboration.
This qualitative phase was conducted through individual semi-structured interviews. Interviews were audio-recorded with participants’ consent and anonymized. The original materials were developed and administered in Italian, as the research was conducted within the Italian educational context.