This blog post is the second in a three-part series on Exploring Motivational Factors for Community College Transfer Students to a Bachelor of Applied Science degree at Mississippi State University.
Unlocking the Potential of the Bachelor of Applied Science Degree
Looking to earn your bachelor's degree but don't have the time or resources for a traditional program? Look no further than Mississippi State’s Bachelor of Applied Science (BAS) degree! This four-year program offers a unique blend of general education and technical courses, making it a great fit for Living While Learning (LWL) learners like working adults. In fact, Daniel and Spurlock (2022) proposed institutions need to recognize that new degree designs like the BAS degree can be an attractive option for those looking to expand their knowledge and skills in a specific field while having to navigate life independently of parents or guardians.
Many four-year colleges and universities— especially selective institutions that have substantial resources to support student success—do not meet the needs of community college transfer applicants (Bussey et al., 2022).
But what exactly sets Mississippi State and its BAS degree apart from others? For starters, Mississippi State has a long history of being one of the most community college transfer-friendly institutions in the state of Mississippi and the region. Second, unique offerings like the BAS degree provide transfer students an accelerated pathway to earning a bachelor's degree. With over 30 career fields to choose from, students can apply technical education credits earned from an Associate of Applied Science degree towards their BAS degree. And with the ability to transfer up to 60 hours of credits (45 of which can be technical), you'll be well on your way to achieving your educational goals in no time. Despite the program's interdisciplinary nature, students can specialize in one key area to go deeper into that content knowledge or opt to have a personalized plan of two areas of exploration in a clear program of study. At Mississippi State, the degree is designed to fit your needs, not the other way around!
Overcoming Obstacles: How to Successfully Transfer
However, as with any educational pursuit, there are potential barriers to consider for any student. Financial constraints, lack of academic preparation, and lack of support can all prevent LWL learners from achieving their goals. But don't let that deter you! With the right resources and support, you can overcome these obstacles and achieve success.
One of the major barriers is financial constraints, which can make it difficult for them to balance multiple responsibilities and may limit their access to financial aid or scholarship opportunities compared to traditional students. Moreover, some LWL learners may lack the academic preparation necessary to succeed in a four-year institution, particularly if they are transferring from a community college major that focuses less on academic core subjects for the degree (Jabbar et al., 2020).
Another challenge is the lack of access to support systems that are readily available to traditional students, such as guidance and advice from family or friends, and resources and support services provided by the institution. These obstacles highlight the need for universities and colleges to provide more comprehensive support to nontraditional learners to help them overcome these challenges and achieve their educational goals (Cepeda et al., 2021).
Maximizing Transfer Student Capital to Achieve Academic Success
"Transfer student capital" (TSC) is a term that recognizes the immense value that transfer students bring to a new institution. Transfer students often come with a unique set of skills, experiences, and perspectives that can enrich the learning environment for everyone. Research shows that transfer students can have a positive impact on their peers and contribute significantly to the classroom experience (Laanan, 2007; Maliszewski Lukszo & Hayes, 2019). For example, a transfer student who has worked in a particular industry can provide valuable insights and perspectives that other students may not have. Additionally, they may have a strong network of professional contacts that can be useful in finding internships or job opportunities for themselves and their peers.
Community colleges and universities should establish clear partnerships that prioritize the transfer capital of students who wish to pursue higher education to place an increased emphasis on transfer students’ success. By recognizing and valuing the transfer student capital, institutions can create a more inclusive and supportive environment for all students. By acknowledging and supporting TSC, institutions can create a more welcoming and diverse academic environment that benefits all students. It's important to remember that every student has something valuable to offer, and their contributions should be celebrated and utilized to their fullest potential (Daddona et al., 2021; Rosenberg, 2016).
So, what's next? In the last article in this Research Minute series explore student motivations, we'll define student success and explore strategies for promoting transfer student success. Stay tuned for more! And in the meantime, consider the BAS degree as a flexible and rewarding option for achieving your educational goals. Visit MSU's Office of Admissions to start your application today!
Bussey, K., Dancy, K., Gray Parker, A., Peters, E. E., & Voight, M. (2021). Transfer students. In "The most important door that will ever open": Realizing the mission of higher education through equitable admissions policies. Institute for Higher Education Policy. https://www.ihep.org/publication/mostimportantdoor/
Cepeda, R., Buelow, M. T., Jaggars, S. S., & Rivera, M. D. (2021). “Like a freshman who didn’t get a freshman orientation”: How transfer student capital, social support, and self-efficacy intertwine in the transfer student experience. Frontiers in Psychology, 12, 5021. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.767395/full
Daniel, L., & Spurlock, R. (2022). What’s in a name? A critical look at nomenclature for sorting college students. Proceedings of the Mid-South Educational Research Association Conference, 133. https://www.msera.org/proceedings
Daddona, M. F., Mondie-Milner, C., & Goodson, J. (2021). Transfer student resources: Keeping students once they enroll. Journal of College Student Retention: Research, Theory and Practice, 23(3), 487–506. https://doi.org/10.1177/1521025119848754
Jabbar, H., Epstein, E., Sánchez, J., & Hartman, C. (2020). Thinking through transfer: Examining how community college students make transfer decisions. Community College Review, 49(1), 3–29. https://doi.org/10.1177/0091552120964876
Laanan, F. S. (2007). Studying transfer students: Part II: Dimensions of transfer students’ adjustment. Community College Journal of Research and Practice, 31(1), 37–59. https://doi.org/10.1080/10668920600859947
Maliszewski Lukszo, C., & Hayes, S. (2019). Facilitating transfer student success: Exploring sources of transfer student capital. Community College Review, 48(1), 31–54. https://doi.org/10.1177/0091552119876017
Rosenberg, M. J. (2016). Understanding the adult transfer student — Support, concerns, and transfer student capital. Community College Journal of Research and Practice, 40(12), 1058–1073. https://doi.org/10.1080/10668926.2016.1216907