Factors Influencing College Choice of High School and Transfer Matriculants into a College of Agriculture

Introduction As a result of declining enrollments, many colleges of agriculture are working to revise and/or increase recruitment efforts to more effectively attract students. Based on recent community college enrollment trends, a potential source of students to increase agricultural enrollments might be found at community colleges. This study examined recruitment efforts affecting the decision-making processes of over 2,800 high school and transfer matriculants into the College of Agricultural and Life Sciences at the University of Florida. Differences between the groups were found on standardized test scores, ethnicity, and major. Websites and printed university publications were the most widely utilized sources of information, while web-based information and conversations with professors were among the most useful sources of information. Differences existed in the use of information sources between high school and transfer matriculants. Parents or guardians were the most influential people for students. Examination of degree program characteristics and institutional characteristics revealed that students were most influenced by the academic reputation of the university, career opportunities, prestige of the university, and preparation for employment. During the 1999-2000 academic year, 42% of all undergraduates nationwide were enrolled at public, two-year community colleges (Horn et al., 2002). The lower fees and open-access policies of community colleges increase access to students with lower high school academic performance, lower socio-economic status, and less access to transportation to four-year institutions (Grubb, 1999). In a national study conducted for the National Center for Educational Statistics, Bradburn et al. (2001) found that 71% of the students who first enroll in a community college expected to complete a bachelor's or higher degree. The same study revealed that 52% of community college students who identified a major while attending community college and took courses toward that major, did in fact transition to a four-year institution. Also during the 1999-2000 academic year, colleges of agriculture nationwide experienced a decline in undergraduate student enrollment for the first time in the past decade (Goecker et al., 1999). Coupled with the fact that the agricultural industry struggles annually to fill positions with qualified individuals (Goecker et al., 1999), this decline in enrollment does not bode well for the future of what is touted by some as the nation's most important industry. In many instances, colleges of agriculture are working to revise and/or increase recruitment efforts to more effectively attract students. Based on the community college trends cited above, a potential source of students might be found at community colleges. Only one-third of the high school graduates who entered community colleges in 1992 were qualified academically at the time of enrollment to attend a four-year institution (Hoachlander et al., 2003). Given these differences in academic preparation between community college students and four-year university students, the following research question was posed: “What are the differences in recruitment information needs of transfer students versus high school students considering four-year institutions?” A review of literature produced a void of prior research on this topic. As a result, research is warranted to determine those strategies that are most effective in assisting these two different groups of students in their college choice processes. Acknowledging that a student's college choice strongly influences his or her professional career (Hossler et al., 1989), colleges of agriculture should evaluate strategies to effectively attract students in an effort to continue producing the future professionals needed by the agricultural and related industries. Previous studies focusing on recruitment issues in colleges of agriculture identified parents as a strong influence in students' decisions regarding postsecondary education (Washburn et al., 2002; Cole and Thompson, 1999; Scofield, 1995; Taylor and Johnson, 1993). Participation in on-campus programs and events, and conversations with a professor were found to have the most influence on the college choice process of post-secondary agriculture students 32 NACTA Journal • March 2005 (Washburn et. al, 2002). The same study also supported earlier findings by Cole and Fanno (1999) and Scofield (1995) that campus visits were beneficial to students during their selection process. Findings by Scofield (1995) and later by Cole and Thompson (1999) identified printed recruitment literature as being helpful in students' decision-making processes. While many of these studies provide insight into the information sources used by students college wide in selecting an institution, most failed to give attention to the pathways students follow to enroll at the fouryear institution. The theoretical basis for this study has its foundation in Chapman's (1981) work. His model of student college choice suggests that significant persons such as parents, friends, role models, and high school personnel influence students' perceptions of a college. The model further identifies the efforts of the college to communicate with the prospective student as consequential. Chapman's model identifies the fixed college characteristics, such as cost, availability of financial aid, location, and availability of particular academic programs as being particularly meaningful in students' ultimate decisions. The fixed characteristics of the college, combined with the influence of significant people and the college's efforts to communicate with the student have a significant impact on students' expectations of college life at a particular institution, thereby impacting their final choice of institution. Adapted to this study, Chapman's model of student college choice would suggest that obtaining a better understanding of the role of various influential people, the impact of recruitment practices, and the institutional characteristics important to prospective students would enable colleges of agriculture to more efficiently use their recruiting resources. The purpose of this study was to examine recruitment efforts as they affect the decision-making processes of students in the College of Agricultural and Life Sciences (CALS) at the University of Florida (UF). To guide the study, the following research objectives were developed: 1. Determine whether high school and transfer matriculants differed based on standardized test scores, ethnicity, and selection of major. 2. Determine if a difference existed between high school and transfer matriculants in terms of their use of information sources and their perceived usefulness of those sources. 3. Determine if a difference existed between high school and transfer matriculants in terms of the influence of degree program characteristics, institutional characteristics, and selected individuals on their college choice. The population for this descriptive census study consisted of all undergraduate students in the CALS at the University of Florida for the fall semester 2003 (N = 2,860) including those students who matriculated directly from high school (N = 2,127) and students who transferred from community colleges or other universities (N = 733). The University of Florida is the states' 1862 land grant institution and the primary undergraduate degree granting institution in the fields of agricultural and life sciences. The 74 item instrument was modified from a questionnaire used by Washburn et al. (2002) to assess the use and usefulness of recruitment information sources and to examine when students began and finalized their college decisions. The instrument was reviewed by a panel of experts consisting of college of agriculture admissions personnel and teacher educators for face and content validity. The instrument was pilot tested with a group of 34 predominantly sophomore students in a college of agriculture who were not involved in the study. Data from the pilot test was used to determine the internal consistency of the instrument (Washburn et al., 2002). A Spearman-Brown Split-half reliability analysis was performed resulting in a reliability of 0.70 (coefficient