NotesFAQContact Us
Search Tips
ERIC Number: ED551112
Record Type: Non-Journal
Publication Date: 2012
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-3303-0
Phenomenological Analysis of Rationale for School Transfer Credit Policies
Melton, Amye M.
ProQuest LLC, D.B.A. Dissertation, Walden University
Students face challenges when attempting to transfer college credits; sometimes, the process results in having to retake classes already completed at another institution. A qualitative phenomenological study, grounded in an advocacy/participatory worldview, was used to explore how leaders of higher learning institutions determined reasons academic credit transfers are accepted between institutions accredited by the Accrediting Council of Independent Colleges and Schools (ACICS) and the Southern Association of Colleges (SACS) in one southern US state. Interview data were collected from administrators at SACS and ACICS accredited schools with transfer credit experience. A single coding technique was applied with a 4-step analysis of research epoche, phenomenological reduction, imaginative variation, and synthesis of meanings and essences. The emergent themes were (a) perceptions of college administrators and delegates from SACS and commissioners from ACICS regarding standardization of transfer credit practices, (b) practices of credit transfer, (c) transfer credit methodology, (d) use of residency requirement policy to control credit transfer, (e) availability of articulation agreements, (f) perceived differences of administrators between SACS and ACICS accredited colleges, and (g) process of SACS and ACICS credit transfer policy evaluation. Implications for positive social change include removing barriers to higher education that will increase the number of college graduates by creating standardized credit acceptance criteria, reducing student debt, and augment more efficient use of taxpayers' money. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A