Case study examining the student transfer process: A community college and an urban higher education institution

Scope and method of study. This case study examined the student transfer process between a community college, Tulsa Community College (TCC) and an urban higher education institution, Oklahoma State University---Tulsa (OSU-Tulsa), in conjunction with the state articulation agreement in order to determine its effect on potential or actual transfer students. The primary questions of interest were; (1) How has the current TCC/OSU-Tulsa student transfer policy affected the TCC Associate of Science majors? (2) From an institutional perspective, what can be done at TCC and/or OSU-Tulsa to improve the student transfer process? The methodology utilized quantitative and qualitative data collection that involved the assemblage of student data and in-depth interviews respectively. Quantitative collection consisted of statistical data, institutional and state transfer policies acquired from TCC, OSU-Tulsa, Oklahoma State Regents for Higher Education (OSRHE) databases and national publications. Qualitative interviews involved 15 participants. Interviews were seven advisors/coordinator and eight associate of science transfer students.; Findings and conclusions. This study argues that the student transfer process is not congruent with the expectations of the state student transfer policy. Self-interest theory was then applied to the thesis in order to provide a framework to explain: (1) Does the theory help to reveal something about the problem? and (2) Does the theory help in developing strategies for solutions? Among key findings students noted instances that cost them time, money and credit hours; Advisors/Coordinator noted systemic problems; and although concerns were mainly institutional matters, the state Articulation of Transfer Students Agreement also adversely that affected the student transfer process. Quantitative findings revealed a lack of uniform information between the state and the institutions it oversees. Qualitative findings revealed several themes: missed opportunities for students due to inadequate leadership; miscommunication; and lack of consistency. These themes were analyzed utilizing self-interest theory, and recommendations for reform and further research were presented.