Formation of higher education (HE) learner identity among community college transfer students in Hong Kong

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Beatrice Yan-yan Dang
Keyword(s):  
Higher Education ◽  
Community College ◽  
Identity Formation ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Content Type ◽  
Community College Transfer Students ◽  
Learner Identity ◽  
The University

PurposeThis study aims to explore the opportunities and constraints for learner identity formation among community college transfer students.Design/methodology/approachData were collected from four in-depth interviews with five transfer students across an academic year (i.e. 20 interviews in total). The first interview allowed the current researcher to explore the context of students' community college experiences and their first semester in the university. The second and third interview had two purposes: (1) to provide an opportunity for students to discuss their second semester experiences and (2) to understand the process of learner identity formation. The last interview allowed the students to reflect on their time in the university after studying for one year.FindingsThe findings reveal that higher education (HE) learner identity was nurtured by peer support, orientation activities and mentorship programme. While, striving for self-improvement and developing into an autonomous and active learner are essential in the formation of the HE learner identity in university.Originality/valueThis study represents the local students' voice that enrolling in community colleges with the goal of transferring to University Grant Committee (UGC)-funded universities. Transition is a process of change in the course of life and also a shift from one identity to another (Ecclestone et al., 2010). A smooth transition may contribute to the formation of positive learner identity, which is essential to student retention and persistence.

Assessing the Transition of Transfer Students from Community Colleges to a University

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Joseph B Berger ◽  
Gary D. Malaney
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Community College Transfer Students ◽  
Two Year College ◽  
Four Year Institutions ◽  
University Experience ◽  
The University ◽  
College Transfer Students

The purpose of this study was to examine how pretransfer experiences and preparation, along with posttransfer experiences, influence the adjustment of community college transfer students (as measured by academic achievement and satisfaction with various aspects of the university experience) to life on a four-year university campus. A survey of 372 community college transfer students attending a large, public four-year university provides empirical evidence that those students who are best informed and who have most actively prepared for transfer are most likely to achieve higher grades and be more satisfied in the university environment. The findings from this study also suggested that patterns of academic and social involvement shift as students move from two-year college settings to a four-year university. The article concludes with a discussion of strategies that can be instituted at both two and four-year institutions to assist community college transfer students in making a successful transition to a four-year college or university.

Early Integration and Other Outcomes for Community College Transfer Students

2013 ◽  
Vol 55 (4) ◽  
pp. 370-399 ◽  
Author(s):  
Mark M. D’Amico ◽  
Sandra L. Dika ◽  
Theodore W. Elling ◽  
Bob Algozzine ◽  
Donna J. Ginn
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Early Integration ◽  
Community College Transfer Students ◽  
College Transfer Students

scholarly journals Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

2019 ◽  
Vol 48 (1) ◽  
pp. 31-54 ◽  
Author(s):  
Casey Maliszewski Lukszo ◽  
Shannon Hayes
Keyword(s):  
Community College ◽  
High Schools ◽  
Transfer Students ◽  
Self Efficacy ◽  
Critical Role ◽  
Transfer Student ◽  
Community College Transfer ◽  
College Transfer ◽  
Community College Transfer Students ◽  
Descriptive Case Study

Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.

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