Bait-Almal, Ali Ali Mohamed (2012) What should I study?: factors affecting student choice of subject

388 Pages·2017·2.66 MB·English

by  Christine Middleton

What Should I Study? Factors Affecting Student
Choice of Subject at Libyan Universities
Ali Ali Bait-Almal
BA, M.Sc
Thesis submitted to the
UNIVERSITY OF NOTTINGHAM
For
The Degree of Doctor of Philosophy
January -2012
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Dedication
I would like to dedicate this Doctoral dissertation to mymother who made
innumerable sacrifices and spent all her life to see me achieve this goal; and to
my sincere wife who has been very helpful on this journey. I also dedicate this
worktomysons,daughters andmysisters.
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Acknowledgment
This work would not have reached this point without the help and support from
myholyGod, Allah the Almightywhom Imust thank. I gratefullyacknowledge
the help and guidance given by supervisor at the University of Nottingham,
School of Education, Professor W. John Morgan who encouraged me from the
first moment I met him when he gave me the confidence and support to reach
this point. I also thank all the staff in the School of Education, specially Jackie
Stevenson, the Postgraduate Research Administrator for her support. In addition,
I thank all my colleagues and PhD students in the School of Education for the
productive conversations we have had. Additionally, I would like to thank all
members of staff and students in the Libyan Universities who helped me in this
work during my field study. Finally, I must thank my family for being patient as
well as encouragingme whenthis workhas taken muchtimeat theirexpense.
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Abstract
This thesis focuses on the analysis and discussion of issues and factors
influencing Libyan students’ subject choices at undergraduate level. It reviews
the literature in the field, situating the study firmly in the context of educational
research. However, it is noted that this literature has mainly emerged from
Western contexts, and hence cultures. Nonetheless, the body of literature is used
as aframeworkto analysethe Libyancase.
The main research question focuses on the main factors influencing the choice
process in respect of the field of study for first year undergraduates at Libyan
universities. Further questions regarding why students choose to attend
university, their perceptions of subjects, and the concerns and influences brought
to bear in the choice process are posed. A mixedmethods approach is adopted in
which the research sample comprises first year students at four different
universities in Libya, in order to identify any differences and similarities in the
choice process among the students in different regions and different disciplines.
Both questionnaire survey and interviews are used to secure fact and opinion
regarding the mechanisms employed by students to make their choice of subject.
Four different subjects are considered so that comparisons can be made of the
influences that are brought to bear in student choice. Underpinning the research
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instruments is the theoretical framework consisting of cultural capital, social
capital,andhuman capital,as obtainedfrom thecomprehensiveliteraturereview.
The research was conducted in two phases, the first being quantitative, in which
2,209 questionnaires were completed by first year students at two coastal city
universities and two rural city universities in Libya. The second phase was
qualitative, and involved 65 individual interviews, together with a focus group
discussion to cater for female students who excused themselves from
participating in the individual interviews because of their religious and cultural
beliefs.
The research findings show that the subject choice process is influenced by
multiple factors and that substantial differences between subject choices are seen
among urban and rural students, the latter being destined to study in poorly
equipped rural universities. As evidenced in the responses, there is no equity in
the provisions of Libyan universities. A further result is that the student’s
academic ability has little influence on the selection process, and that other
factors such as the parents’ level of education, institutional infrastructure, career
prospects and geographical location play important parts in influencing the
decision. More interestingly, the study established that students from urban areas
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with educated parents are more likely to take courses offered in long established
universities inthecities.
The thesis concludes by highlighting the pertinent points in the research, and
makes recommendations for Libyan policy-makers and higher education
institutions on how to facilitate the improvement of the student subject choice
process. Additionally, it suggests possible avenues for further research area
around the topic of this thesis. As a final note, the thesis offers a brief
explanationofthesocio-political,economic and cultural changes that have taken,
and continue to take place, since the overthrow of the previous regime on 23rd
October,2011.
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Contents
Abstract..................................................................................................................iv
List of Figures........................................................................................................xx
List ofTables........................................................................................................xxi
List ofabbreviations...........................................................................................xxiii
PREFACE................................................................................................................1
Chapter1................................................................................................................10
INTRODUCTION.................................................................................................10
Preamble................................................................................................................10
TheResearchProblem..........................................................................................16
RationalefortheResearch....................................................................................23
Aim oftheResearch..............................................................................................23
Objectives oftheresearch.....................................................................................24
TheResearchQuestions........................................................................................24
TheContributionoftheresearch...........................................................................25
MethodologyandMethods...................................................................................26
StructureoftheThesis..........................................................................................26
Chapter2................................................................................................................28
THE LIBYANCONTEXT....................................................................................28
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Introduction...........................................................................................................28
Geographical Location..........................................................................................28
Historical Background..........................................................................................29
Demographic andPopulationDistributioninModern Libya...............................31
Language andReligion.........................................................................................31
TheEconomicContext..........................................................................................32
Educationin Libya................................................................................................33
TheOttomanEra (1551-1911).....................................................................34
The ItalianEra(1911-1943)........................................................................35
TheBritish and FrenchAdministration(1943-1951)..................................36
TheMonarchy(1951-1969).........................................................................36
The1969Revolution...................................................................................38
The LibyanEducationSystem..............................................................................40
PhilosophyandAims...................................................................................40
ExpenditureontheEducationSector...........................................................44
TheStructureoftheEducationSystem.................................................................45
General Education........................................................................................46
TheHigherEducationSystem..............................................................................54
Universities..................................................................................................56
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HigherVocational TrainingCentres............................................................59
Professional HigherEducational Institutions..............................................60
CommunityEducation.................................................................................61
GraduateStudies..........................................................................................62
Access toUniversityEducation............................................................................64
ChallengetoEducationin Libya.................................................................66
Summary...............................................................................................................67
Chapter3................................................................................................................69
THE LITERATUREREVIEW..............................................................................69
Introduction...........................................................................................................69
ChoiceofSubject in Libyan HigherEducation: Historical Perspectives.............70
Models ofSubject ChoiceinHigherEducation....................................................73
HumanCapital andtheEconomicModel....................................................75
Gender andthe Labour Market....................................................................82
TheSocial Model: Parent,Gender, Friends andNetworks.........................84
TheCultural Capital andReligious Dimension..................................................101
ChoiceofSubject andStudent Satisfaction........................................................109
Summary.............................................................................................................112
Chapter4..............................................................................................................114
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RESEARCHMETHODOLOGYANDMETHODS...........................................114
Introduction.........................................................................................................114
Ontological andEpistemological Considerations...............................................114
QualitativeandQuantitativeStrategies...............................................................118
TheRationaleforthemethodological approach.................................................120
AcomparativeCaseStudyApproach.................................................................122
TheRationalefortheChoiceoftheSampleUniversities...................................125
DefiningtheStudySample.................................................................................127
CaseOne: Universityof Gharyounis.........................................................130
CaseTwo: TheseventhofOctober University..........................................131
CaseThree: SabhaUniversity....................................................................132
CaseFour: Universityof Aljabal Al-gharbi.............................................132
TheResearchMethods........................................................................................133
TriangulationofData.................................................................................133
Interviews...................................................................................................136
TheFocus Group.......................................................................................138
DocumentaryEvidence..............................................................................140
TheQuestionnaire......................................................................................141
Ethical Considerations...............................................................................142
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