Formation of higher education (HE) learner identity among community college transfer students in Hong Kong

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>This study aims to explore the opportunities and constraints for learner identity formation among community college transfer students.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>Data were collected from four in-depth interviews with five transfer students across an academic year (i.e. 20 interviews in total). The first interview allowed the current researcher to explore the context of students' community college experiences and their first semester in the university. The second and third interview had two purposes: (1) to provide an opportunity for students to discuss their second semester experiences and (2) to understand the process of learner identity formation. The last interview allowed the students to reflect on their time in the university after studying for one year.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>The findings reveal that higher education (HE) learner identity was nurtured by peer support, orientation activities and mentorship programme. While, striving for self-improvement and developing into an autonomous and active learner are essential in the formation of the HE learner identity in university.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>This study represents the local students' voice that enrolling in community colleges with the goal of transferring to University Grant Committee (UGC)-funded universities. Transition is a process of change in the course of life and also a shift from one identity to another (Ecclestone <jats:italic>et al.</jats:italic>, 2010). A smooth transition may contribute to the formation of positive learner identity, which is essential to student retention and persistence.</jats:p></jats:sec>

“Like a Freshman Who Didn’t Get a Freshman Orientation”: How Transfer Student Capital, Social Support, and Self-Efficacy Intertwine in the Transfer Student Experience

“…Students who need to develop TSC may leverage both formal and informal processes at both the sending and the receiving institutions. For example, TSC can be gained through interactions with peers, previous transfer students, friends, family, faculty members, high school staff, community college staff, and pre-transfer advisors; it can also be gained through coursework, pamphlets, websites, or other official sources ( Townsend, 1995 ; Tovar, 2015 ; Laanan and Jain, 2016 ; Starobin et al, 2016 ; Jabbar et al, 2019 ; Mobley and Brawner, 2019 ; Rodriguez et al, 2019 ; Dang, 2020 ; Hayes et al, 2020 ; Jabbar and Edwards, 2020 ; Lukszo and Hayes, 2020 ; Schudde et al, 2020 ). Through these formal (institutional) and informal (social/cultural) sources, transfer students gain information necessary to navigate the transfer process, such as which courses to take at the community college in order to ensure seamless transfer of credits to their destination college, or when and how to complete an application to that college.…”

“…In discussion of the results, Moser (2014) considered motivation and self-efficacy to be a critical component of TSC that can affect the transfer experience. In addition, higher levels of self-efficacy are also associated with a greater intent to transfer, improved transition experiences, greater academic achievement, and increased likelihood of degree attainment ( Robbins et al, 2004 ; Dennis et al, 2008 ; Younger, 2009 ; Wang et al, 2017 ; Dang, 2020 ; Travis et al, 2020 ).…”