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

Abstract

This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysing the responses of students to the relevance of different information and sources of such information in university choice. Analysis of questionnaire and focus group data from prospective and first-year undergraduate students provides evidence that many students put most credence on ‘hot’ knowledge, from persons in their social grapevine. However, this is supplemented by ‘warm’ knowledge from fleeting acquaintances at university open days. University provided knowledge is often distrusted. We discuss the implications of this given the recent government emphasis in England on the role of information provision in helping students to make informed decisions, including the relevance to the ‘fair access’ agenda.

Keywords:

• decision-making
• higher education
• university choice

Acknowledgements

This paper draws on data generated as part of a wider study funded by the Higher Education Funding Council for England. The authors are also grateful to colleagues who helped with the collection of data and to the three anonymous referees who provided helpful advice.