The Evolving Transfer Mission and Student Mobility

Abstract

This chapter explores the changing nature of how students experience postsecondary education that results in a considerable amount of “swirl” between institutions. Although the traditional notion of “vertical” transfer from a community college to a university continues to be an important aspect of the community college mission, the varying patterns of mobility between institutions will have significant implications for students, the costs they incur, and their ultimate success.

Moving Across 2-Year Institutions: Who Are Lateral Transfer Students? What Are Their Degree Outcomes?

“…Using the Beginning Postsecondary Students 96:01 data, Peter et al (2005) showed that about 13.3% of students who started at community colleges across the United States transferred to another community college, while another 24% of community college students transferred to a 4-year university. Citing National Student Clearing House reports, Baldwin (2017) showed that more than one-third of community college students across the country transferred to another community college. Among those who started within the North Carolina Community College System, the percentage of lateral transfer students was about 13%, which was as large as the percentage of vertical transfer students (Yang et al, 2008).…”

“…Community college students pursue various academic goals (a certificate, associate degree, or bachelor’s degree), and some of them do not pursue a credential at all but attend college for lifelong learning purposes (AACC, 2021; Cohen et al, 2013). Community colleges accommodate these various needs by offering different types of programs and degrees (Baldwin, 2017; Taylor & Jain, 2017).…”

“…Despite these various pathways being abundantly available, an overwhelming majority of existing studies focus on vertical transfer, programs and practices that lead to successful vertical transfer (e.g., Bragg, 2020; Fink & Jenkins, 2017; Jenkins & Fink, 2016; Jenkins et al, 2018), and degree attainment and labor market outcomes for vertical transfer students (e.g., Alfonso, 2006; Long & Kurlaender, 2009; Melguizo et al, 2011; Monaghan & Attewell, 2015; Wang, 2015; Witteveen & Attewell, 2020). Recently, an increasing number of studies acknowledge the various pathways that community college students take and call for attention from scholars and practitioners on students’ pathways other than vertical transfer (Baldwin, 2017; Taylor & Jain, 2017). However, only a few studies have looked at the other three types of pathways (Bahr, 2009, 2012; Crisp et al, 2020; Taylor & Bragg, 2015; Wang & McCready, 2013; Yang et al, 2008).…”

Transfer‐friendly institutions: The complex issues of student mobility

“…Higher education has often defined a transfer student as one who has attended more than one institution (Adelman, 2006; Dougherty & Kienzl, 2006). While this has often been seen as a one‐time event from a single institution into another institution to receive a credential, students are often “swirling” among several institutions (Baldwin, 2017). This growing trend has many benefits to students and it can allow for a great deal of flexibility in taking courses that are needed.…”