University Staff's Perceptions of Community College Transfer Students' Transition Experiences Within a "2+2" Pathway in an Asian Educational Context

Various countries have alternative pathway policies for 2-year community college graduates to articulate to 2-year university study, forming a "2+2" pathway. However, few studies have explored university staff members' perceptions of this "2+2" transfer pathway and their und...

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Published inFrontiers in psychology Vol. 13; p. 808179
Main Authors Ching, Shirley Siu Yin, Kwok, Wilson Yeung Yuk, Ng, Jeremy Tzi Dong, Zhang, Lillian Weiwei, Ho, Ceci Sze Wing, Cheung, Kin
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 04.03.2022
Subjects
higher education
mental health
Psychology
qualitative study
staff perception
transfer students
transition and adaptation
higher education
qualitative study
transfer students
transition and adaptation
staff perception
mental health
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Summary:Various countries have alternative pathway policies for 2-year community college graduates to articulate to 2-year university study, forming a "2+2" pathway. However, few studies have explored university staff members' perceptions of this "2+2" transfer pathway and their understanding of transfer students' (TSs) transition experiences. This descriptive qualitative study addressed this research gap. Forty-two academic and supporting staff participated in the focus group interviews. Specifically, the study explored the assets and challenges of the "2+2" pathway from the university staff perspective in Hong Kong. The articulation pathway and TSs are highly recognized for their prior learning, academic performances, and the value of the second chance. However, while the university staff were sympathetic to the challenges filling these transfer pathways, their offering of help was limited by government funding and policies restrictions. It is recommended that policies should be established at government and university levels to recognize and tackle TSs' unique needs to alleviate their heavy workloads through better articulation between community college and university studies. Improving articulation will allow TSs time for social involvement in university life and thus enhance their mental well-being.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Mei-Shiu Chiu, National Chengchi University, Taiwan; Enja Osman, American University of Beirut, Lebanon
Edited by: Anies Al-Hroub, American University of Beirut, Lebanon
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.808179