转校生成功的机构伙伴关系:合作的催化剂和障碍的考察

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
T. L. Yeh, Lia Wetzstein
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引用次数: 0

摘要

目的:强大的机构合作关系对学生的转学过程至关重要,因为它们可以帮助学生轻松地从一所大学转到另一所大学。本研究旨在更好地了解高绩效转移伙伴关系的性质,以及促进或阻碍其发展的因素。方法:利用一项大型混合方法研究的定性数据,我们访问了7对社区学院(发送)和学士学位授予(接收)机构,并采访了170名管理人员、员工和教职员工。使用教育合作和影响组织变革努力的力量的观点来分析数据。结果:我们的研究结果突出了影响转移伙伴关系发展、增长或延续的因素。我们提出了一个框架,可用于分析基于制度文化、实践和政策的转移伙伴关系。贡献:本研究通过提供影响其随时间变化的组织力量的全面图景,扩展了转移伙伴关系的工作。我们还就如何利用这些发现来发展或加强转学合作伙伴关系,从而使院校朝着更公平的学生成绩发展提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Institutional Partnerships for Transfer Student Success: An Examination of Catalysts and Barriers to Collaboration
Objective: Strong institutional partnerships are critical to the transfer process for students because they can help ease navigation from one college to the next. This research seeks to better understand the nature of high-performing transfer partnerships, and the factors that can either promote or hinder their development. Methods: Drawing upon qualitative data from a larger mixed methods study, we visited seven institutional pairs of community college (sending) and baccalaureate-granting (receiving) institutions and interviewed 170 administrators, staff, and faculty. Data were analyzed using perspectives on educational collaborations and the forces that can impact organizational change efforts. Results: Our findings highlight factors that influence the development, growth, or continuation of transfer partnerships. We propose a framework that can be used to analyze transfer partnerships based on institutional culture, practices, and policies. Contributions: This research extends the work on transfer partnerships by providing a comprehensive picture of the organizational forces that impact their change over time. We also offer suggestions for how these findings can be used to develop or enhance transfer partnerships that can move institutions toward more equitable student outcomes.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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