Case study examining the student transfer process: A community college and an urban higher education institution

Abstract

Scope and Method of Study: This case study examined the student transfer process between a community college, Tulsa Community College (TCC) and an urban higher education institution, Oklahoma State University - Tulsa (OSU-Tulsa), in conjunction with the state articulation agreement in order to determine its effect on potential or actual transfer students. The primary questions of interest were; 1) How has the current TCC/OSU-Tulsa student transfer policy affected the TCC Associate of Science majors? 2) From an institutional perspective, what can be done at TCC and/or OSU-Tulsa to improve the student transfer process? The methodology utilized quantitative and qualitative data collection that involved the assemblage of student data and in-depth interviews respectively. Quantitative collection consisted of statistical data, institutional and state transfer policies acquired from TCC, OSU-Tulsa, Oklahoma State Regents for Higher Education (OSRHE) databases and national publications. Qualitative interviews involved 15 participants. Interviews were seven advisors/coordinator and eight associate of science transfer students

Findings and Conclusions: This study argues that the student transfer process is not congruent with the expectations of the state student transfer policy. Self-interest theory was then applied to the thesis in order to provide a framework to explain: (1) Does the theory help to reveal something about the problem?; and (2) Does the theory help in developing strategies for solutions? Among key findings students noted instances that cost them time, money and credit hours; Advisors/Coordinator noted systemic problems; and although concerns were mainly institutional matters, the state Articulation of Transfer Students Agreement also adversely that affected the student transfer process. Quantitative findings revealed a lack of uniform information between the state and the institutions it oversees. Qualitative findings revealed several themes: missed opportunities for students due to inadequate leadership; miscommunication; and lack of consistency. These themes were analyzed utilizing self-interest theory, and recommendations for reform and further research were presented.