Factors Determining Academic Pathway Changes among University Students at Sultan Qaboos University, Oman
Factors Determining Academic Pathway Changes among University Students at Sultan Qaboos University, Oman

Summary/Abstract: Background/purpose. Shifts in academic pathways among higher education students have become a critical issue in Oman, raising concerns for both students and institutions. Such shifts are influenced by multiple psychosocial, academic, and institutional factors, resulting in potential educational, psychological, and social costs. The purpose of this study is to identify the primary factors affecting students’ decisions to change their academic tracks at Sultan Qaboos University. Materials/methods. A quantitative cross-sectional survey design was employed. The sample study consisted of 59 students from the College of Arts and Social Sciences who had previously changed their academic tracks. Data were collected using the Academic Pathway Shift Factors Questionnaire (APSFQ), which included five dimensions: university environment, academic factors, personal factors, professional and social factors, and health-related factors. Ordinal logistic regression (OLR) was applied to analyze the predictive power of these factors. Results. Findings revealed that the university environment and academic factors were the strongest predictors of students’ motivation to change their academic track, with odds ratios of 1.122 and 1.093, respectively. Personal factors (OR = 1.074) and professional/social factors (OR = 1.075) also made significant contributions. In contrast, health-related factors showed no significant effect. The model demonstrated high explanatory power (Nagelkerke R² = 0.656). Conclusion. The study concludes that institutional and academic factors are the most influential in students’ academic mobility, followed by personal and social considerations. These results underscore the importance of strengthening academic advising systems, enhancing student support services, and aligning admission policies with students’ interests. Limitations of the study include a relatively small sample size and a focus on a single institution, which may limit the generalizability of the findings. Policy implications highlight the role of proactive advising strategies, targeted institutional reforms, and integrated support mechanisms to reduce academic attrition and better align higher education outcomes with Oman’s Vision 2040.

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