‘Hot’, ‘cold’ and ‘warm’ information and higher education decision-making.

Research output: Contribution to journalArticlepeer-review

Standard

‘Hot’, ‘cold’ and ‘warm’ information and higher education decision-making. / Slack, Kim; Mangan, Jean; Hughes, Amanda ; Davies, Peter.

In: British Journal of Sociology of Education, Vol. 35, No. 2, 2014, p. 204-223.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{3e2059b00c734ccba879d4af4f331c59,
title = "{\textquoteleft}Hot{\textquoteright}, {\textquoteleft}cold{\textquoteright} and {\textquoteleft}warm{\textquoteright} information and higher education decision-making.",
abstract = "This paper draws on the notions of {\textquoteleft}hot{\textquoteright} and {\textquoteleft}cold{\textquoteright} knowledge in analysingthe responses of students to the relevance of different informationand sources of such information in university choice. Analysis of questionnaireand focus group data from prospective and first-year undergraduatestudents provides evidence that many students put mostcredence on {\textquoteleft}hot{\textquoteright} knowledge, from persons in their social grapevine.However, this is supplemented by {\textquoteleft}warm{\textquoteright} knowledge from fleetingacquaintances at university open days. University provided knowledge isoften distrusted. We discuss the implications of this given the recentgovernment emphasis in England on the role of information provision inhelping students to make informed decisions, including the relevance tothe {\textquoteleft}fair access{\textquoteright} agenda.",
keywords = "decision-making, higher education, university choice",
author = "Kim Slack and Jean Mangan and Amanda Hughes and Peter Davies",
year = "2014",
doi = "10.1080/01425692.2012.741803",
language = "English",
volume = "35",
pages = "204--223",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor & Francis",
number = "2",

}

RIS

TY - JOUR

T1 - ‘Hot’, ‘cold’ and ‘warm’ information and higher education decision-making.

AU - Slack, Kim

AU - Mangan, Jean

AU - Hughes, Amanda

AU - Davies, Peter

PY - 2014

Y1 - 2014

N2 - This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysingthe responses of students to the relevance of different informationand sources of such information in university choice. Analysis of questionnaireand focus group data from prospective and first-year undergraduatestudents provides evidence that many students put mostcredence on ‘hot’ knowledge, from persons in their social grapevine.However, this is supplemented by ‘warm’ knowledge from fleetingacquaintances at university open days. University provided knowledge isoften distrusted. We discuss the implications of this given the recentgovernment emphasis in England on the role of information provision inhelping students to make informed decisions, including the relevance tothe ‘fair access’ agenda.

AB - This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysingthe responses of students to the relevance of different informationand sources of such information in university choice. Analysis of questionnaireand focus group data from prospective and first-year undergraduatestudents provides evidence that many students put mostcredence on ‘hot’ knowledge, from persons in their social grapevine.However, this is supplemented by ‘warm’ knowledge from fleetingacquaintances at university open days. University provided knowledge isoften distrusted. We discuss the implications of this given the recentgovernment emphasis in England on the role of information provision inhelping students to make informed decisions, including the relevance tothe ‘fair access’ agenda.

KW - decision-making

KW - higher education

KW - university choice

U2 - 10.1080/01425692.2012.741803

DO - 10.1080/01425692.2012.741803

M3 - Article

VL - 35

SP - 204

EP - 223

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 2

ER -