Journal of Educational Leadership in Action
Abstract
Transfer students often lose credits that they have earned for completing courses at previous institutions and face other complications during lateral transitions between public four-year institutions because the current process of transferring credits is complicated, which raises barriers to affordable, accessible, and accountable national-level transfers. More research is needed to understand how the transfer policy could best be adapted to create an improved, transparent, and seamless transfer process. This mixed methods study conducted in the United States of America explores how national transfer system policies across states are functioning, and determine what states are doing regarding postsecondary transfer policy and which factors influence the decision to adopt a state-wide transfer policy to increase student retention. The quantitative part of the study utilized correlation, event history analysis, and binary logistic regression in order to draw concrete and actionable recommendations for a national-level transfer system. The qualitative data gathering included open-ended interview and assessed system leadership perspectives to determine what influences leaders in this policy area. The qualitative interview data was collected from 32 States’ Department of Education officials. The results create a positive impression and promise a successful implementation of the future nationwide seamless transfer system.
Recommended Citation
Iskandarova, Sevinj and Sloan, Margaret F.
(2023)
"National Transfer Credit System Can Increase Students Retention in Public Universities: System Thinking Leadership Perspective,"
Journal of Educational Leadership in Action: Vol. 8:
Iss.
3, Article 5.
DOI: https://doi.org/10.62608/2164-1102.1134
Available at:
https://digitalcommons.lindenwood.edu/ela/vol8/iss3/5
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