The literature dealing with the college selection
process and factors that influence the process has
focused on the central characteristics of the students1
choice process. Several models of the process have
been developed to assist college administrators who are
responsible for implementing recruitment policy. Their
need to understand the process and to be able to
identify the pressures and influences involved when
developing recruiting policy has been recognized
(Chapman, 1981). General conceptual models of student
college choice that specify significant influences or
"variable sets" and their interrelationships can be
used as a resource for guiding both future inquiry and
current admissions practices