n times of economic uncertaint Vision Statement y, questions on the purpose, value, and investment of higher education (HE) come to the fore. Such questions have a particular relevance in the study “The decision-making and changing behavioural dynamics of potential higher education students: the impacts of increasing tuition fees in England” (2013) written by Stephen Wilkins, Farshid Shams, and Jeroen Huisman. One of the major challenges of higher education is fund Vision Statement ing and how the government is providing the needs of the students. Due to inadequate funds, raising tuition fees becomes inevitable (Wilkins, Shams, & Husiman, 2013, p. 126). This article focuses on the changes in the English tuition fee policies and how it correlates to student choice for higher education institutions (p. 125). Research confirms that financial considerations are the most important factors in the student-decision process when choosing a HEI (Maringe et al. 2006). Higher Education in the UK is no longer just a public good, but a public good with a private cost. Since 2006, all university students in the UK have been cha Vision Statement rged a tuition fee and each following year tuition fees have increased (Wilkins, Shams, & Husiman 2013, p. 126). By 2012, the UK government decided on a £9000 tuition cap in England (Business Innovation & Skills [BIS] 2011). With the recent changes in the global economies and rising unemployment rates the question arises: how are students understanding and responding to increases in tuition fees? The study examines three scenarios as the possible outcomes of the increas Vision Statement e in tuition fees: 1) not entering HE; 2) going abroad; and 3) looking for a cheaper alternative in the UK (Wilkins, Shams, & Husiman, 2013, p. 129). The central focus of the study is to evaluate whether financial factors take a first priority in students’ choice of applying to higher education institutions (HEIs). A survey was used to collect data amongst students in their final year of secondary school, specifically students who were following a General Certificate of Education Advanced Level programme (A-levels) in England (Wilkins, Shams, & Husiman, 2013, p. 131). To supplement the survey, two focus group discussions were conducted, each lasting one hour. According to the study, the first group “consisted of five year 12/13 students who were studying A-levels at a school sixth form, while the second group had four students from a further education college” (Wilkins, Shams, & Husiman, 2013, p. 131). The researchers do not go into depth as to why they choose this selective group of students. It makes one think of the potential biases of selecting these students and if their perceptions were tailored to match the propositions. By only conducting a discussion with nine students the study cannot fully capture the diversit Vision Statement y of choice within the student body. Wilkins, Shams, and Husiman (2013) assess the impacts of the tuition fee increase by presenting the following six propositions: Proposition 1: Facing substantially higher tuition fees, financial issues will become the key influencer determining a student’s higher education choices.>