Inducting Transfer Students Into Your Chapter: What Are Your Options?

Limited research has been conducted on community college (CC) transfer students’ (TS) experiences in four-year universities, particularly in Asian contexts. To fill this research gap, in this qualitative study, 124 TS from various disciplines in a Hong Kong university participated in 39 focus groups and seven individual interviews. Unlike their Western counterparts, our TS were relatively better prepared and more academically adaptive. Nevertheless, their social integration was restricted by a lack of time for extra-curricular activities, a sense of inferiority and incompetence, and restricted social circles that did not enable interaction with non-TS. These challenges and their implications are discussed. In particular, this study has highlighted differences between the special education systems for CC transfer in Hong Kong and those in Western CC models. The study has also highlighted the study-induced stress, and poor self-perceptions that TS experience, despite their academic abilities.

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Advancing Gender Equity and Sense of Belonging in Computing: Are Documented Best Practices Representative of Upward Transfer Students?

Community College Journal of Research and Practice ◽

10.1080/10668926.2021.1896396 ◽

2021 ◽

pp. 1-21

Author(s):

Jennifer M. Blaney ◽

Julia Barrett

Keyword(s):

Best Practices ◽

Transfer Students ◽

Gender Equity ◽

Sense Of Belonging ◽

Upward Transfer

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Predictors of transfer behaviours in adult university students

Journal of Adult and Continuing Education ◽

10.1177/1477971421992786 ◽

2021 ◽

pp. 147797142199278

Author(s):

Charlie Potter

Keyword(s):

High School ◽

Adult Learners ◽

Adult Students ◽

Transfer Students ◽

Quantitative Methods ◽

High School Graduates ◽

College Completion ◽

Enrollment Patterns ◽

Adult Transfer

Adult students are critical to addressing the college completion crisis. Retention and completion for adults lags behind students who enter college directly from high school. However, higher education has largely been built around service to younger high school graduates, and institutions are slow to change. A shift in focus to accommodate the needs and interests of adult learners will require additional research regarding the enrollment patterns and behaviours of adult students. This study uses quantitative methods and the Beginning Postsecondary Students 12/14 dataset to consider the role of transfer in the experience of the adult learner, with specific attention to the characteristics, demographics and experiences of adult transfer students as well as the predictors of reverse and lateral transfer behaviour in adult student populations.

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