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Institutional Transfer Logics among Community College and University Stakeholders

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Title: Institutional Transfer Logics among Community College and University Stakeholders
Language: English
Authors: Lauren Schudde (ORCID 0000-0003-3851-1343), Sherri Castillo, Kelsey Conroy (ORCID 0009-0004-1876-0857), Matt S. Giani (ORCID 0000-0001-7257-7253)
Source: Educational Policy. 2026 40(3):340-380.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 41
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: P2CHD042849
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community Colleges, Universities, College Transfer Students, Transfer Policy, Course Selection (Students), Sequential Approach, State Legislation, Educational Legislation
Geographic Terms: Texas
DOI: 10.1177/08959048251339814
ISSN: 0895-9048
1552-3896
Abstract: Using interviews with transfer personnel at five community colleges and seven public universities, we examine competing institutional logics--or belief systems--for how personnel approach vertical transfer and implement statewide reforms that call for transparency in programs' recommended course sequences. Personnel who relied more on developmental logic viewed degree plans as customizable to individual needs, whereas those who relied more on functional logic viewed degree plans as a rigid sequence of courses. These two logics illustrate key tensions for vertical transfer, with important implications for competing recommendations for practice, even within the same institution.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501402
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Institutional Transfer Logics among Community College and University Stakeholders
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  Data: <searchLink fieldCode="AR" term="%22Lauren+Schudde%22">Lauren Schudde</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3851-1343">0000-0003-3851-1343</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sherri+Castillo%22">Sherri Castillo</searchLink><br /><searchLink fieldCode="AR" term="%22Kelsey+Conroy%22">Kelsey Conroy</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-1876-0857">0009-0004-1876-0857</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matt+S%2E+Giani%22">Matt S. Giani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7257-7253">0000-0001-7257-7253</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. 2026 40(3):340-380.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 41
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  Data: 2026
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Transfer+Students%22">College Transfer Students</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+Policy%22">Transfer Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22State+Legislation%22">State Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 10.1177/08959048251339814
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  Data: 0895-9048<br />1552-3896
– Name: Abstract
  Label: Abstract
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  Data: Using interviews with transfer personnel at five community colleges and seven public universities, we examine competing institutional logics--or belief systems--for how personnel approach vertical transfer and implement statewide reforms that call for transparency in programs' recommended course sequences. Personnel who relied more on developmental logic viewed degree plans as customizable to individual needs, whereas those who relied more on functional logic viewed degree plans as a rigid sequence of courses. These two logics illustrate key tensions for vertical transfer, with important implications for competing recommendations for practice, even within the same institution.
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  Data: 2026
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  Data: EJ1501402
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        Value: 10.1177/08959048251339814
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      – Text: English
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      Pagination:
        PageCount: 41
        StartPage: 340
    Subjects:
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: College Transfer Students
        Type: general
      – SubjectFull: Transfer Policy
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      – SubjectFull: Course Selection (Students)
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      – SubjectFull: Sequential Approach
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      – SubjectFull: State Legislation
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Texas
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      – TitleFull: Institutional Transfer Logics among Community College and University Stakeholders
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