This chapter builds upon past research on community colleges and four‐year baccalaureate degree‐granting institutions’ efforts to improve transfer. We present a framework that describes multiple types of collaborative relationships between institutions and share strategies for practitioners to develop partnerships.

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This chapter describes InTeGrate, a national sustainability curricular development program, and the influence of the program on instructors who created the curriculum as well as those who utilized the InTeGrate curriculum in their courses.

Objective: Strong institutional partnerships are critical to the transfer process for students because they can help ease navigation from one college to the next. This research seeks to better understand the nature of high-performing transfer partnerships, and the factors that can either promote or hinder their development. Methods: Drawing upon qualitative data from a larger mixed methods study, we visited seven institutional pairs of community college (sending) and baccalaureate-granting (receiving) institutions and interviewed 170 administrators, staff, and faculty. Data were analyzed using perspectives on educational collaborations and the forces that can impact organizational change efforts. Results: Our findings highlight factors that influence the development, growth, or continuation of transfer partnerships. We propose a framework that can be used to analyze transfer partnerships based on institutional culture, practices, and policies. Contributions: This research extends the work on transfer partnerships by providing a comprehensive picture of the organizational forces that impact their change over time. We also offer suggestions for how these findings can be used to develop or enhance transfer partnerships that can move institutions toward more equitable student outcomes.