Students’ Decision-Making Processes for Participating in Honours Programmes in the Netherlands

Research suggests that students from “non-traditional” backgrounds (e.g., based on first-generation higher education status) are less likely to enrol in higher education programmes than their traditional counterparts. We explored students’ decision-making processes for participating in honours programmes and the factors contributing to this. We analysed data from semi-structured interviews with 28 students who were either enrolled in an honours programme, or were eligible but chose not to. We used both inductive and deductive data analysis informed by the expectancy-value cost model of motivation to gain deeper insights into factors informing students’ decisions on participation. The results highlighted that students’ decisions were shaped by values such as intrinsic interest in learning and specific subjects, positive personal and professional development, the value for CV building, as well as by social conditions (e.g. support and discouragement) and perceived costs (e.g. time and effort). Among students with stronger non-traditional backgrounds the lack of familiarity with the academic environment, and a related lack of confidence and sense of belonging played a role in decision-making, while participating in honours programmes seemed to fit better the smooth educational trajectory of some students with relatively traditional backgrounds. Differences in previous experiences along their education pathways may explain why students with relatively non-traditional backgrounds find the honours programmes less appealing. Our findings can inform strategies during the orientation and recruitment phases to enable and stimulate students less familiar with academia to enter honours programmes. This can include directed information provision and the use of role models.