The forgotten transfer population : a case study examining the lateral transfer student experience through the lens of transfer student capital

This qualitative case study examines the lateral transfer student experience--students who transfer from one four-year institution to another--at the University of Missouri. Through the lens of transfer student capital, this study analyzed eleven lateral transfer student interviews and three institutional websites to identify a revised framework for lateral transfer student capital based on both barriers and supports that the participants identified. Previously, transfer student capital has only been used to examine the community college transition. Lateral transfer student barriers that participants mentioned included a lack of easily available information, transfer credit loss, and feeling like they were starting over. Supports included transfer programming, academic advising, early connections, and access to information at the receiving institution as components of a student's successful transition. This study indicated that many lateral transfer students come to their second institution wanting to immediately connect and get involved in student life. Institutions and practitioners who would like to support the incoming lateral transfer populations can provide easily accessible program and transfer credit information, specific transfer orientation, and continued transfer programming once on campus. Additionally, lateral transfer students who are looking to get involved would also benefit from campus events being specifically promoted as inclusive to all students, regardless of age or student-type. Previously identified transfer student capital supports that related to a community college (vertical) transfer student's first institutional experience (e.g., advising at the first institution) did not play a role in the transfer transition for lateral transfer students.

Name thesis:degree_name

Ed. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2024

Author dc:creator

• Wolkow, Lexi Leigh

Advisor dc:contributor.advisor

• Harper, Casandra

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/105944

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/105944