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Conference: Second 21st Century Academic Forum Conference at Harvard
At: Harvard University, Boston, USA
Education is considered an investment in human capital which in turn contributes to knowledge economy and development of a nation. Education is a diverse and dynamic sector and has been ever changing as per the needs of society. Such diverse, dynamic and unpredictable environments make the process of decision making increasingly complex. This study presents a conceptual framework of decision making process undertaken at various levels of education. It further provides an overview of decision behaviors of the expatriate community in the United Arab Emirates (UAE) pertaining to the education and integrating psychological, social, and economic perspectives. On the basis of review of literature related to decision making process for education, this research also aims to contribute to the field of decision making process by proposing models for different levels of education in the UAE.
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Factors Influencing the Education Decision Making Process
Shazi Shah Jabeen and Aqila Rafiuddin
Department of Humanities and Social Sciences
Education is considered an investment in human capital which in turn contributes to knowledge
economy and development of a nation. Education is a diverse and dynamic sector and has been
ever changing as per the needs of society. Such diverse, dynamic and unpredictable
environments make the process of decision making increasingly complex. This study presents a
conceptual framework of decision making process undertaken at various levels of education. It
further provides an overview of decision behaviors of the expatriate community in the United
Arab Emirates (UAE) pertaining to the education and integrating psychological, social, and
economic perspectives. On the basis of review of literature related to decision making process
for education, this research also aims to contribute to the field of decision making process by
proposing models for different levels of education in the UAE.
Key Words: Education, decision-making, factors, influence.
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
Education is a form of learning in which the knowledge, skills, values, beliefs, and habits
of a group of people are transferred from one generation to the next through teaching, training,
research, or simply through auto didacticism (Dewey, 1916). In today’s times it forms one of the
pillars of Knowledge Economy and hence assumes great significance as most countries today are
transiting into Knowledge Economy. The twenty-first century is regarded to be a century of
globalization (Bottery, 1999). Through compression of space and time the whole world is akin to
a small village, global village. While globalization can take different forms, namely, political,
economic, managerial, cultural and environmental, it has a significant effect on developing
education for the knowledge-based economies.
United Arab Emirates (UAE) is one such country which is speedily progressing towards
Knowledge Economy with simultaneous development of its Education sector. The UAE has
become a growing regional hub for education, attracting billions of dollars in investment and
witnessing a phenomenal number of enrolment growths across its K-12 and higher education
institutions. Educational institutions from all over the world have set up their international
campuses with adequate facilities and a wide range of programs to cater to the needs of the
residents. One important consideration for all educational institutions while developing their
marketing communications as well as course offerings is the uniqueness of the demographic mix
of the UAE. The population of the UAE comprises more than 80% of expatriates and
approximately 18% of Emiratis. Several reports indicate an increasing influx of students into
UAE from other Gulf and Asian countries to gain education, paradoxically though, students from
UAE are enrolling for higher studies in other countries. The most popular university programs
within UAE are engineering, business, and health sciences (National Qualifications Authority,
The educational institutions in the UAE are regulated by the Ministry of Education in
conjunction with the local authorities of respective Emirates. The Ministry plays a nodal role in
regulating, monitoring, and developing systems, quality assurance, and overall growth of the
The theory of educational decision-making is linked to that of career decision-making
which in turn is derived from the models designed for general decision-making. A typical
decision-making situation will involve an individual willing to implement a decision to achieve
goal or goals. Further, alternatives available to the individual are selected on the basis of certain
factors required to compare alternatives. It is essential for the individual to collect and process
information while making a decision (Gati and Tal, 2008).
The number of alternatives available to an individual in an educational or a career
decision-making situation is not only very large but also equal to the number of information
sources used. Additionally, a number of factors are to be considered and an equal number of
criteria are to be evaluated, that also includes the significant others such as parents or friends'
influence on the final decision (Gati, Asher, 2001).
It is important to note here that the career indecision is caused by the factors on which the
career decision is based. Any problem with the elements of decision making process might lead
to indecision. According to Gati and Saka (2001), there are three types of problems affecting the
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
career decision-making process. Firstly and most significantly, it can be an individual's
unwillingness to implement the decision, as a result of irrational expectations or lack of
motivation. Secondly, the problems can occur due to insufficient or lack of information about the
decision-making process, possible alternatives or the sources of information. Thirdly, the
problems also occur if there is no consistency in the obtained information.
Several studies related to career decision-making process focus on the influence of
individual factors or that of other people individually or rather examine the way the decisions are
made (Pappas and Kounenou, 2011; Gati et al., 2010; Germeijs et al., 2012; Galotti et al., 2006).
The current study on the career decision-making process is based on the theory of planned
behaviour. The theory of planned behaviour was proposed by Icek Ajzen (2012) to understand,
anticipate and simulate the human behaviour in different situations. Unlike its base model theory
of reasoned action, the planned behaviour uses three variables instead of two. That is, the new
theory by Ajzen (2008) also uses a new variable such as the concept of perceived behavioural
control in addition to earlier ones like the attitudes toward the behaviour and subjective norm.
All these variables have a resultant impact on an individual's behaviour intention reflecting the
actual behaviour. It is possible to measure these variables directly by asking about them. They
can also be measured indirectly through examination of individual elements of these factors and
the intensity or extent of their influence. This is followed by the evaluation of the corresponding
expectations as shown in Figure 1. Even indirect measuring of these variables can be used to
examine the influence of these expectations and thus enhance the predicative ability of the tested
The three variables of planned behaviour theory can further be described as:
Behavioural beliefs refer to the chances of possible behavioural consequences and an
evaluation of the positive or negative impact of these consequences on the decision maker.
Normative beliefs indicate the expectations of reference groups such as family, friend and
peer relating to a particular behaviour, the significance of such expectations and the extent of an
individual's willingness to fulfil these expectations.
Control beliefs were included in the theory of planned behaviour to explain the influence
of external factors on the behaviour of decision maker. In some situations, an individual's
behaviour depends on factors not fully under his control. In these situations, the individual
having an intention, may or may not be able to implement certain behaviour due to the factors
that restrain or facilitate the implementation of that behaviour. The proposed models of decision
making highlight the existence of such factors and control that the individual subjectively assigns
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
Figure 1 Theory of planned behaviour.
Decision making is a cognitive process of making choices by setting goals, identifying and
assessing alternatives based on the values and preferences of the decision maker. However, there
are several factors that influence a decision. The current study examines the factors influencing
the decisions on education at K-12 and higher levels within the expatriate population living
across the United Arab Emirates. Based on extensive literature review in context of the
expatriate community in the UAE, five factors, namely, Socio Economic Status, Reference
Groups, Academic Factors, Environment and Facilities, and Personal Attributes with 17
independent variables for K-12 and 24 independent variables for higher level were identified as
most determining while deciding on most suitable education plan. The models for K-12 and
higher level have been constructed separately as presented in Figure 2 and Figure 3.
Socio-economic status (SES) emerges as one of the most significant factors influencing the
choices of the individuals with regard to their education. Socio-economic Status is defined as a
relative standing in society based on an individual's income, power, occupation, education, and
prestige (Agulanna and Nwachukwu, 2001; Guntla, et al, 2013). Most of the studies link
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
Figure 2 A Model of Students’ Choice of K-12 Education in the UAE
Figure 3 A Model of Students’ Choice of Higher Education in the UAE
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
educational choices with career choices. Hence, educational decisions are seen as steps toward
implementing career decisions (Leppel, Williams and Waldauer, 2001). Research also finds SES as
'a significant predictor of educational expectations' that is, their beliefs about their likely
educational attainment (Owens, 1992; Rojewski& Kim, 2003; Rojewski & Yang, 1997; St-
Hilaire, 2002; Trusty, 1998). Rojewski and Kim (2003) in their study mention SES as 'a defining
factor of college-bound, work-bound, and unemployed youth, with two-thirds of all work-bound
and unemployed youth being in the lowest two SES quartiles and two-thirds of all college-bound
youth being in the highest two SES quartiles.'
Although there are several studies pertaining to the influence of SES on the education attainment and
students' performance, very few studies have examined the impact of SES on the choice of education
(Davies & Guppy, 1997; Dawson-Threat & Huba, 1996; Green, 1992, pp. 25–27, 45–48;
Hackett, Esposito, & O’Halloran, 1989; Polachek, 1978; Trusty, Robinson, Plata, & Ng, 2000;
Ware & Lee, 1988; Ware, Steckler, & Leserman, 1985). In these studies, socioeconomic status has
been one of the significant factors impacting the decision making related to education with
interesting results. Davies and Guppy (1997) found that students from households with lower
socioeconomic status were more likely to choose more lucrative fields of study. Moreover,
research also indicates the importance of parents’ occupational status. According to Rehman,
Khan, Triq, and Tasleem, (2010), the higher status of parents’ occupational prestige involves the
higher choice of selecting their children's education. The family’s cultural and economic capital
influence not only the probability of entering higher education, but also students’ choices of
programme and type of institution (Kusumawati, 2013).
Reference groups such as parents, siblings, friends, peers, relatives, teachers and other
influential people influence a student’s choice of education (Kusumawati, 2013). As the
literature review shows, these reference groups can exert a strong influence on students’
decision-making in Thailand (Pimpa, and Suwannapirom, 2008), in Malaysia (Wagner and Fard,
2009), in Turkey (Yamamoto, 2006), in Portugal (Raposo and Alves, 2007), and also in
California, (Ceja, 2006). These studies highlight the important role of parents, siblings, relatives,
friends and peers during the educational institution choice process.
Survey of various reports and concerted observation indicate that family plays a
significantly influential role in the students' educational and career choices. Numerous studies
have found that college students and young adults cite parents as an important influence on the
choices that they make (Guerra and Braungart-Rieker, 1999; Otto, 1989).
Research suggests that family variables such as parents’ education, income, parents’
occupation, and family size influence education and career aspirations. According to Papanis,
Giavrimis, and Vicky (2011), 'a plethora of family factors determine educational decision:
social-financial position and parent’s education, culture, mentality etc'. Several researchers have
found evidence that mostly students are influenced in their choice of profession by their parents’
education level (Wood, 2010; Papanis, Giavrimis, and Vicky, 2011). The studies suggest that
parents who have, or are, pursuing a higher level of education or a more prestigious career act as
role models for their children. Also, the professional direction and professional ambitions of
children are generally influenced by the cultural level of the parents (Papanis, Giavrimis, and
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
Vicky, 2011). Moreover, the income level of the family also influences the professional choices
of the individuals to a great extent. Pimpa (2002) has identified four family variables, namely,
finance, expectation, competition, persuasion and information as the source of influence on the
choice of international education. The financial factors include tuition fees, living costs in a
foreign country, and other related expenses whose affordability indicates the financial capacity
of the family. Family expectation stems from the perceived benefits of students obtaining an
overseas academic qualification, fluency in a foreign language and life experience. Competition
among family members is a catalyst in their decision-making process. Persuasion in the form of
'opinion' and 'comparison' is used to convince the children to study abroad. Information
regarding family members' own experience of studying abroad is yet another factor used to
influence the prospective students (Pimpa, 2002). Although mainly cited in reference of choice
made for international education, these factors do play a significant role in decision making
A range of research strongly discusses the effect parents have on a student's choice of
school or college. However, research also indicates that the parental influence on the children is
more in their pre-teenage and it slowly wanes as they grow older. Moogan and Baron's (2003)
study found parental impact during the initial stages was greatest for non-mature pupils rather
than mature pupils in the UK. Wood (2010) states that 'the goals of children and pre-teens are
complicated by the fact that their cognitive maturation is still incomplete'. Therefore, individuals
at this stage seek parental support and reassurance to shape their career goals. Berger (2005)
suggests that adolescents value their peer relationships more highly at this stage of life span
development because their friends provide them the freedom to experiment with different
possible selves in a way that parents often do not (In Wood, 2010). Some studies also found that
family conflict was negatively associated with career decision-making self-efficacy among
family members. Family conflict seems to be internalized in a way that inhibits the family
member’s ability and confidence to make career decisions (Hargrove, Creagh, and Burgess,
Academic elements such as teaching quality, teachers’ qualification, quality of the
curricula, scientific research quality, medium of instruction, reputation, prestige and image
appear as significant factors in teaching and learning quality (Padlee, Kamaruddin, and Baharun,
2010). Students and their parents get influenced by these factors as they are significant in
teaching and learning. However, the reputation of the institution has been found to be the most
important factor in a student’s decision related to education (Kusumawati, 2013). Researchers
identify recognition and reputation of the institutions as the strongest evaluative criteria used by
students in their selection of higher education (Ancheh et al, 207; Briggs, 2006, Moogan and
Baron, 2003; Veloutsou, Lewis and Paton, 2004; Afful-Broni and Noi-Okwei, 2010). A range of
studies also highlight the importance of academic factors like variable courses and campus,
availability of desired program, quality of teaching, etc. in influencing the student’s educational
decisions. Teachers’ efficacy requires knowledge, interpersonal skills and technical skills which
is an important factor in attracting prospective students. Performance of the institution is yet
another important factor likely to influence selection decision.
Second 21st Century Academic Forum Boston, USA
at Harvard – 2015, Vol. 5, No. 1 ISSN: 2330-1236
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