Ambra

High school students and university choice

Context.
This applied research project was conducted by a student group as part of a university course. The aim was to explore how high school students make decisions regarding university enrollment, with a particular focus on the perceived image of Università Cattolica del Sacro Cuore.

The study combined qualitative interviews and a quantitative questionnaire to gather comprehensive insights.

My role.
I was actively involved in all stages of the project, including designing the qualitative and quantitative instruments, conducting interviews, analyzing data, and synthesizing results for reporting and presentation.

Process / Objectives.
The research investigated three main areas:

• orientation (school-provided vs. self-directed research)
• choice process (factors influencing university and faculty selection)
• image of Università Cattolica (knowledge, opinions, and communication channels)

The qualitative phase informed the questionnaire design, while the quantitative phase allowed structured data collection and preliminary trend analysis.

Methodology.

1. Qualitative Phase Purpose: to identify relevant themes, gaps, and variables for the questionnaire.

   Design:

   • Semi-structured interviews (~30 questions) with 5 high school students.
   • Interviews included three macro areas:
     1. orientation: how students received guidance (school vs. personal research)
     2. choice Process: Factors influencing university/faculty selection, timing, and external influences (parents, peers, teachers)
     3. university image: Knowledge, opinions, and awareness of Università Cattolica.

   Procedure:

   1. each group member conducted one interview
   2. interviews were analyzed by other group members to ensure objectivity
   3. a coding table was used to extract insights:
      • Column 1: main themes / labels
      • Column 2: content from interviews
      • Column 3: relevant verbatim.

   Outcome:

   • Identification of unanticipated factors (e.g., public fairs) that informed the questionnaire.
   • Structured foundation for quantitative data collection.

2. Quantitative Phase
   Purpose: to systematically measure trends and perceptions identified in the qualitative phase.

   Design:

   • Structured questionnaire (~15 minutes) administered to 10 students (results scaled for analysis to simulate N=100).
   • Three macro areas mirrored the qualitative study: orientation, choice process, and university image.
   • Standardized Likert scales used for evaluative items.
   • Filter questions differentiated between students who chose university paths vs. workforce paths.

   Procedure:

   1. each group member conducted one interview
   2. interviews were analyzed by other group members to ensure objectivity
   3. a coding table was used to extract insights:
      • Column 1: main themes / labels
      • Column 2: content from interviews
      • Column 3: relevant verbatim.

   Outcome:

   • Identification of unanticipated factors (e.g., public fairs) that informed the questionnaire.
   • Structured foundation for quantitative data collection.

   Questionnaire Structure:

   1. Demographics: Age, gender, school type.
   2. Orientation:
      • Mode of information received (school vs. personal research)
      • Evaluation of usefulness
   3. Choice Process:
      • University/faculty selection
      • Influences (parents, peers, teachers)
      • Timing of decision-making
   4. University Image:
      • Opinions and knowledge
      • Perceived services, costs, logistics
      • Communication effectiveness
   5. Improvement suggestions: Items derived from qualitative insights

   Analysis:

   • Descriptive statistics for all items.
   • Trends comparison between orientation modes.
   • Identification of key gaps in knowledge and perceptions.

3. Integration of Qualitative and Quantitative Findings

   • Qualitative insights informed questionnaire design and item selection.
   • Quantitative results provided trend validation and structured comparisons.
   • Together, both phases allowed a comprehensive understanding of student decision-making and perceptions.

Detailed data collection instruments are provided in the appendices:

• Appendix A: - Interview guide
• Appendix B: - Questionnaire guide

Participants.
Students in the 5th year of high schools in Lombardy (external validity is limited to this population).

Outputs.

• Personal research (web) is the most used orientation method, while school-organized activities are valued for direct interaction with university representatives.
• Many students had not finalized their university choice by May.
• Università Cattolica is perceived positively overall, though costs are a noted limitation.
• Qualitative interviews provided critical insights for refining the quantitative survey, highlighting previously unconsidered factors.

Detailed outputs are provided in the appendix:

• Appendix C: - Results and insights

Key takeaways.
The project provided the opportunity to develop practical research skills and experience working in a professional research context. Key outcomes included:

• Gaining direct experience in applied research
• Learning and applying qualitative research techniques
• Conducting interviews and administering questionnaires