Simulating Tertiary Educational Decision Dynamics: An Agent-Based Model for the Netherlands

TL;DR

This paper uses an agent-based model to analyze the complex factors influencing tertiary education decisions in the Netherlands, including economic, sociological, and policy impacts, providing insights into educational trends and policy effects.

Contribution

It introduces a novel agent-based simulation framework to study the multifaceted decision-making processes in Dutch tertiary education and policy impacts.

Findings

Economic motivations significantly influence enrollment decisions.

Peer effects and personality traits impact student persistence.

Educational policies alter borrowing and enrollment patterns.

Abstract

This paper employs agent-based modelling to explore the factors driving the high rate of tertiary education completion in the Netherlands. We examine the interplay of economic motivations, such as expected wages and financial constraints, alongside sociological and psychological influences, including peer effects, student disposition, personality, and geographic accessibility. Through simulations, we analyse the sustainability of these trends and evaluate the impact of educational policies, such as student grants and loans, on enrollment and borrowing behaviour among students from different socioeconomic backgrounds, further considering implications for the Dutch labour market.