| A low rate of successful transition and degree completion for community college (CC) students who intend to complete a baccalaureate through transfer to a four-year university has been an unresolved problem in higher education. With more students entering higher education through CCs, successful CC to university transitions have become a critical component to meet our nation's college completion agenda and educated workforce needs. The purpose of this qualitative study was to examine a successful CC to university partnership transition program (CCC2NAU) in northern Arizona through an in-depth descriptive case study analysis of how and why participants transitioned and completed at higher rates than non-participants. The literature review provided themes for predictive pattern-matching analysis, and a systems theory lens clarified program components as inputs, processes, and outcomes. Existing student and program documents were reviewed and participant perceptions were documented through interviews with 17 CCC2NAU students and four advisors. Findings revealed that a comprehensive combination of inputs, processes, and access to student, transfer, and articulation information contributed to outputs of successful transitions and degree completions for participants. Students attributed success to advisors that "kept them on track" and eliminated stress. Advisors attributed success to knowledge of both institutions' policies and access to current articulation and student information that enabled them to advise a four-year degree plan, remove transition hurdles, and keep the students on track. Recommendations for future research include an investigation of strategies that create better access to shared information between CCs and universities, and a comparative study of the 20 similar CC2NAU programs in Arizona. |
