Challenges for Successful Transfer From Community to Bachelor’s Colleges: Views of Staff and Faculty With Transfer Responsibilities

Abstract

Staff and faculty have influential roles in the success of students transferring from associate’s- to bachelor’s-degree programs (vertical transfer students). Our survey compared the reported views on transfer of 607 staff and faculty with transfer responsibilities in associate’s or bachelor’s programs at 19 City University of New York colleges. The findings included: (1) Staff reported feeling more confident in their responsibilities than did faculty. (2) Participants working with associate’s-degree students were more likely to report their colleges had sufficient transfer-service resources. (3) Associate’s-degree faculty were the least likely participant group to respond that the biggest barrier to the transfer process was GPA decline (transfer shock), and the most likely that it was credit transfer, whereas for bachelor’s-degree faculty, it was the reverse. These findings can inform policy and practice. For example, to work together towards a common goal of transfer student success and higher education equity, faculty may need more support in performing transfer-related duties and bridging their differing views across college sectors.