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SALT LAKE CITY — When you're recruiting an adult student population, you regularly work with transfer students and returning students with some credits. But as demographic shifts mean the number of high school graduates will drop in many parts of the country, you're likely to be competing more fiercely than ever for these students. In fact, officials at 40 percent of institutions, public and private, plan to increase transfer enrollment in the next year, said David Follick, dean of admissions at Nassau Community College in New York, citing Ruffalo Noel Levitz's 2018 Cost of Recruiting an Undergraduate Student Report.

PHOENIX — More than half of higher education administrators anticipate an increase in the enrollment of transfer students at their institution, according to data from University Business. Is your institution prepared to differentiate itself in the transfer‐student marketplace and, more important, adequately handle transfer‐student credits when students arrive on your campus?

Recruiting strategies for first‐year students and transfer students are as different as apples and oranges. And no one knows this better than Katie Schwienteck.

This study examined the college choice process of transfer student veterans who are currently enrolled in a public research university. The research presented in this dissertation utilized both quantitative and qualitative strategies to identify key factors in students' college choice process. This study focuses on the following two research questions: What are the demographic, military, and educational characteristics of veterans who have transferred to a public research university, and what factors do student veterans, who have transferred to a research university, identify as influential in either supporting or hindering their efforts to apply to and ultimately decide to enroll in a public research university. The study was conducted in two phases, the first being an email survey followed up by a second phase which included in-person interviews with a subset of the surveyed population. The data were analyzed using Hossler and Gallagher's three-stage model to understand and explain the college process of the military-affiliated transfer student group. The findings of the research indicate that the demographic, background, and military experiences of sample participants were similar to those of national studies of the student veteran population. In addition, the findings of the research indicate that military-affiliated transfer students attending public research universities value academic factors over non-academic factors in their college search process, which differs from previous studies focusing on transfer student veteran populations.

The Registrar's Office has almost as big a role in yielding admitted transfer students as does the Admissions Office. That's something Katie A. Schwienteck, associate registrar for transfer articulation at York College of Pennsylvania, realized after taking a job in a Registrar's Office after working in admissions for a number of years.

OBJECTIVES: To explore the social and academic experiences of nursing transfer students' (NTSs) in an Asian context. DESIGN: A descriptive qualitative study design using focus groups and individual interviews with Chinese NTSs. The data were transcribed verbatim and analysed by using qualitative content analysis. SETTING: A university offering preregistration nursing programmes in Hong Kong. PARTICIPANTS: Chinese NTSs studying in a 3-year special pattern within a 5-year Bachelor of Nursing programme in a university in Hong Kong. RESULTS: Four main categories were identified: 'expectations about study at the beginning of the programme', 'challenges during transition', 'coping by prioritising' and 'our world is small'. The NTSs had clear goals for becoming professional nurses and consequently aimed at higher academic achievements throughout the study. They anticipated enjoying university life at the beginning of their study; however, the challenges caused by heavy study workloads and transition from passive to independent learning approaches, compounded by the limited time of 3-year study, forced them to develop coping strategies to reconcile and prioritise their preconceived notions, academic pursuits, social engagements and personal well-being. Their high prioritisation of good academic performance confined their university lives to the small world of the academic arena. CONCLUSIONS: The study identified challenges faced by NTSs in adjusting to university study. Suggestions are offered to different stakeholders to address the issues at individual, institutional and government levels so as to enhance NTSs' learning experiences at university.

Using data from several introductory-level courses at one Canadian university, community college transfer students were compared to transfer students from other universities and to non-transfer students on a number of measures of academic success. The three groups did not differ significantly in terms of course withdrawal rates, and final course grades for college transfer students were not significantly different from those of non-transfer students. However, students who had transferred from other universities received higher final grades. Mid-course grades and gender comparisons are discussed, as are policy implications and suggestions for future research. ; Au moyen de données provenant de plusieurs cours d'introduction dispensés dans une université canadienne, des mesures de réussite académique ont été comparées entre des étudiants de collèges communautaires provenant de différentes institutions académiques, ainsi qu'avec des étudiants qui ne sont pas en transfert. Les trois groupes ne présentaient pas de différences substantielles entre eux en ce qui concerne les taux d'abandon de cours. En outre, les notes finales des étudiants provenant d'autres universités ne présentaient pas de différences notables devant celles des étudiants qui n'étaient pas en transfert. Cependant, les étudiants provenant d'autres universités ont obtenu des notes finales plus élevées que les étudiants qui n'étaient pas en transfert. L'article aborde les résultats de mi-parcours et compare ceux-ci entre les hommes et les femmes; on y présente également les incidences politiques et des suggestions pour de futures recherches.

The focus of this paper is to illustrate the use of graphic elicitation, in the form of a relational map, to explore community college transfer student (CCTS) identity, development, and engagement at four-year institutions. Using graphic elicitation illuminated aspects of CCTSs that they may not have been able to otherwise verbalize, and was used in combination with interview questions designed to capture participants' development and engagement, investigating how they made meaning of their institutional experiences. A constructivist grounded theory approach was applied, given the lack of available literature pertaining to CCTSs in these areas. This paper draws upon and contributes to the current graphic elicitation literature and provides a detailed outline of the study's research design and thorough justification of the use of a relational map. The interview questions and relational maps worked in tandem to uncover theoretical themes that contributed to findings. The study's methodological approach, design using graphic elicitation, and limitations are discussed in addition to potential future research using graphic elicitation techniques.