Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ioan Ionas

Abstract

Nationally, reverse credit transfer is a practice of transfer credit. The reverse transfer program at the study site was implemented in 2013, but no information had been analyzed about the experiences of participating students. This study explored students’ experiences of the reverse transfer program at the study site. The theory of student persistence framed the study to understand students’ early departures from a two-year institution and persistence at a four-year institution. The research question was designed to capture students’ experiences with and perceptions of the reverse transfer program. In this basic qualitative study, 12 reverse transfer program participants were interviewed. Interview data were analyzed using open, axial, and selective coding. Three themes emerged from the findings: associate degree value, benefit, and eligibility; lack of program awareness; and the insignificant degree completion impact. Understanding the benefits of this relatively new initiative is paramount to measuring its success for the student, institution, state, and generating positive social change. Results of this study showed that participants viewed the primary benefit to this program, and thereby the value of an associate degree, to hasten their progress toward a baccalaureate degree. Surprisingly, the study also revealed another program beneficiary, early college students. These findings led to the development of a position paper. Readers of the study and position paper may better understand the reverse transfer program’s influence on a student’s baccalaureate degree progression to inform interventions for better student outcomes, resulting in positive social change.

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