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 understanding of transfer st...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.808179/full |
| _version_ | 1818910018992340992 |
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| author | Shirley Siu Yin Ching Wilson Yeung Yuk Kwok Jeremy Tzi Dong Ng Lillian Weiwei Zhang Ceci Sze Wing Ho Kin Cheung |
| author_facet | Shirley Siu Yin Ching Wilson Yeung Yuk Kwok Jeremy Tzi Dong Ng Lillian Weiwei Zhang Ceci Sze Wing Ho Kin Cheung |
| author_sort | Shirley Siu Yin Ching |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-19T22:36:08Z |
| format | Article |
| id | doaj.art-b1de6a1fb20e4300a7a19379684bdcc6 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-19T22:36:08Z |
| publishDate | 2022-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-b1de6a1fb20e4300a7a19379684bdcc62022-12-21T20:03:12ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-03-011310.3389/fpsyg.2022.808179808179University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational ContextShirley Siu Yin ChingWilson Yeung Yuk KwokJeremy Tzi Dong NgLillian Weiwei ZhangCeci Sze Wing HoKin CheungVarious 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.808179/fulltransfer studentsqualitative studystaff perceptionhigher educationmental healthtransition and adaptation |
| spellingShingle | Shirley Siu Yin Ching Wilson Yeung Yuk Kwok Jeremy Tzi Dong Ng Lillian Weiwei Zhang Ceci Sze Wing Ho Kin Cheung University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context Frontiers in Psychology transfer students qualitative study staff perception higher education mental health transition and adaptation |
| title | University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context |
| title_full | University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context |
| title_fullStr | University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context |
| title_full_unstemmed | University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context |
| title_short | University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context |
| title_sort | university staff s perceptions of community college transfer students transition experiences within a 2 2 pathway in an asian educational context |
| topic | transfer students qualitative study staff perception higher education mental health transition and adaptation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.808179/full |
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