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ERIC Number: EJ835417
Record Type: Journal
Publication Date: 2006
Pages: 17
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1195-4353
The University Side of the College Transfer Experience: Insights from University Staff
McGowan, Rosemary A.; Gawley, Timothy
College Quarterly, v9 n3 Sum 2006
University staff members play a key role in the college articulation process. They implement articulation agreements and shepherd college transfer students through the academic and cultural changes encountered at university. Based on in-depth interviews with university staff, the paper describes five major themes including: transfer credits--the student as comparison shopper and negotiator; cultural norms and expectations of university versus college; student identities and decision strategies; transitioning to the university environment; and establishing internal and external administrative networks for managing college transfers. Recommendations for enhancing the efficiency and effectiveness of the transfer process as well as the satisfaction and performance of college transfer students are identified. Researchers examining college transfer experiences have indicated that our understanding of the college transfer process is enhanced by exploring an institution-centred focus in addition to a student-centered focus (Cjeda, Rewey, & Kaylor, 1998; Townsend, McNerny, & Arnold, 1993). Recent research suggests that university staff are key partners in helping college transfer students manage the transition from the college system to the university system and can play an important role in student retention and program completion (Poisel & Stinard, 2005). College transfer students rely on university staff to help them understand policies and procedures regarding college transfer credits, on-line registrations, course timetabling, and for general information and support following admission. At a strategic level, university staff play a central role in the implementation of the programs and policies outlined in articulation agreements between universities and college. The current paper seeks to enhance our understanding of the university staff side of the college transfer process. This paper presents a case study of the experiences and perceptions of staff employed at a university campus where, despite a fairly recent involvement with college-university articulations, the number of college transfer students has grown to represent approximately 30% of the study body. This paper has two primary objectives. First, it describes the experiences and perceptions of the university staff who implement articulation agreements on behalf of their institution and who advise, process, counsel, and support college transfer students as they negotiate their transfer from college to university. Second, based on the analysis of these staff perceptions and experiences, the paper provides recommendations designed to enhance the college transfer experiences for university staff and transfer students.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada