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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...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2022
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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. |
format | Online Article Text |
id | pubmed-8931273 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
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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