Why Do Students (Not) Choose Second-Cycle Mathematics Studies? Questionnaire and Graduate-Tracking Evidence from Poland

TL;DR

This study investigates factors influencing Polish students' decisions to pursue second-cycle mathematics studies, highlighting the roles of perceived quality, usefulness, and satisfaction, with implications for curriculum design and stakeholder cooperation.

Contribution

It combines questionnaire data and graduate-tracking analysis to identify key factors affecting students' continuation decisions in Polish mathematical education.

Findings

Students willing to continue value study quality and usefulness more.

Satisfaction with specialization strongly influences continuation decisions.

Many students doubt professional utility despite positive labour-market data.

Abstract

The Bologna Process has substantially reshaped higher education systems across Europe, including the structure of mathematical studies in Poland. One of the increasingly visible consequences of these transformations is the relatively low retention rate between first- and second-cycle studies. The aim of this paper is to investigate selected factors associated with students' willingness to continue mathematical education after obtaining a Bachelor's degree. The study combines questionnaire-based research conducted among mathematics students from 13 Polish higher education institutions with an auxiliary analysis of nationwide graduate-tracking data obtained from the Polish Graduate Tracking System (ELA). The survey investigated students' opinions on general and specialized courses, perceived labour-market usefulness of studies and future educational intentions. The results indicate that students willing to continue second-cycle studies evaluate both the substantive quality and practical usefulness of their studies more positively than students intending to leave mathematics or change institutions. Satisfaction with the chosen specialization emerged as one of the strongest differentiating factors between the analysed groups. At the same time, a substantial proportion of respondents expressed doubts regarding the professional utility of continuing mathematical education, despite administrative labour-market data suggesting several advantages associated with obtaining a Master's degree. The findings suggest that retention in mathematics is shaped not only by academic difficulty, but also by the perceived relationship between university curricula, specialization structures and labour-market expectations. We conclude with recommendations regarding curriculum design, cooperation with external stakeholders and other aspects of second-cycle mathematical education.