The study of student transfer has been researched since the inception of the community college. It was not known how community college students interested in transfer and community college administrators perceive the transition into a four-year institution. The purpose of this qualitative case study was to understand how transfer-interested community college students and community college administrators in the Southwest region of the United States perceive the preparation for transition to the four-year institution. The study answered two research questions: a) “How do community college students interested in transferring to a four-year institution utilize coping methods to prepare for transition?” and b) How do community college administrators serve as a support to transfer-interested students preparing for transition to the four-year institution?” Schlossberg’s transition theory, within the context of coping methods and sources of support, served as the theoretical framework for this study. Using a case study design, the researcher triangulated the data from a student questionnaire from 75 respondents, an eight-student participant focus group, and interviews from six community college administrators. Results revealed that community college students and administrators have identified the importance of student preparation, transfer awareness and student support, and institutional planning to prepare students for transition. Although this study was limited to one community college, findings can assist scholars with developing future investigations on transfer preparation and transfer rates.
|Commitee:||Brooke, Stephanie, Lowry, Kimberly|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Community college education, Higher Education Administration, Higher education|
|Keywords:||Community college students, Student transfer services, Student transitions, Transfer function, Transfer rates, Transfer students|
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