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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...

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Autores principales: Ching, Shirley Siu Yin, Kwok, Wilson Yeung Yuk, Ng, Jeremy Tzi Dong, Zhang, Lillian Weiwei, Ho, Ceci Sze Wing, Cheung, Kin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8931273/
https://www.ncbi.nlm.nih.gov/pubmed/35310272
http://dx.doi.org/10.3389/fpsyg.2022.808179
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author Ching, Shirley Siu Yin
Kwok, Wilson Yeung Yuk
Ng, Jeremy Tzi Dong
Zhang, Lillian Weiwei
Ho, Ceci Sze Wing
Cheung, Kin
author_facet Ching, Shirley Siu Yin
Kwok, Wilson Yeung Yuk
Ng, Jeremy Tzi Dong
Zhang, Lillian Weiwei
Ho, Ceci Sze Wing
Cheung, Kin
author_sort Ching, Shirley Siu Yin
collection PubMed
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.
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spelling pubmed-89312732022-03-19 University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context Ching, Shirley Siu Yin Kwok, Wilson Yeung Yuk Ng, Jeremy Tzi Dong Zhang, Lillian Weiwei Ho, Ceci Sze Wing Cheung, Kin Front Psychol Psychology 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. Frontiers Media S.A. 2022-03-04 /pmc/articles/PMC8931273/ /pubmed/35310272 http://dx.doi.org/10.3389/fpsyg.2022.808179 Text en Copyright © 2022 Ching, Kwok, Ng, Zhang, Ho and Cheung. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Ching, Shirley Siu Yin
Kwok, Wilson Yeung Yuk
Ng, Jeremy Tzi Dong
Zhang, Lillian Weiwei
Ho, Ceci Sze Wing
Cheung, Kin
University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context
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 Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8931273/
https://www.ncbi.nlm.nih.gov/pubmed/35310272
http://dx.doi.org/10.3389/fpsyg.2022.808179
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