Students perceive their choices as purely individual decisions. And they make their choice with the optimistic belief that they will succeed in life, whatever the demands of the labour market.
(...) One of the most important dimensions in choice patterns is gender. The rapid increase in the number of female students has not yet altered the gender imbalances in certain fields of study, and on the contrary seems to have deepened them. Only 14% of female students enter a sciences programme, in contrast with 39% of male students. In contrast, education, health and welfare paint the opposite picture.
Choices made at age 18 are important, but they do not condemn individuals or countries.
(..)students have their own preferences when choosing a field of study and countries must cope with the outcomes of seemingly irrational choices.
What are tertiary students choosing to study?
(...) One of the most important dimensions in choice patterns is gender. The rapid increase in the number of female students has not yet altered the gender imbalances in certain fields of study, and on the contrary seems to have deepened them. Only 14% of female students enter a sciences programme, in contrast with 39% of male students. In contrast, education, health and welfare paint the opposite picture.
Choices made at age 18 are important, but they do not condemn individuals or countries.
(..)students have their own preferences when choosing a field of study and countries must cope with the outcomes of seemingly irrational choices.
What are tertiary students choosing to study?
Studying a bachelor’s programme in the field of social sciences (and especially in business and administration) seems to be the preferred choice of students in OECD countries. There is still room to improve gender imbalances and to recruit more
talented female students to science-related fields.
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