This blog post is the first 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.
The Bachelor of Applied Science (BAS) degree program at MSU offers a combination of general education courses and professional-technical courses, making it an attractive option for nontraditional learners such as working adults. According to a recent study by the American Association of Community Colleges, there has been a 22% increase in the number of students transferring from community colleges to pursue a BAS degree in the past five years (2019). This degree type is just one of many ways Mississippi State has worked in recent years to provide better offerings for all populations of students and companies seeking their future employees.
Individuals who do not fit the traditional student profile are referred to as nontraditional learners. This includes those who are older, have family responsibilities, work part-time or full-time, or have other commitments that prevent them from attending college full-time. Nontraditional learners require specialized support to complete their degree successfully. A 2019 Lumina Foundation report revealed that 37% of all students attending public or private higher education institutions in the United States are 25 years or older. However, the term "nontraditional" is now considered pejorative and outdated by some researchers, as mentioned by Daniel and Spurlock (2022). They suggest that this label should be abandoned, based on research by Leggins (2021) and recent postsecondary enrollment data that show these students are becoming more prevalent in overall enrollment. Instead, they propose a new demographic category label, "Living While Learning" (LWL) students, which would be more informative and complimentary.
So What Are the Motivations?
It's essential to understand what motivates students to transfer to a Bachelor of Applied Science degree so that they can be provided with the necessary support and resources for success (Maliszewski Lukszo & Hayes, 2020). Motivational factors are typically classified as intrinsic or extrinsic. Intrinsic motivation stems from an individual's personal interests and goals, while extrinsic motivation is fueled by external factors such as rewards or external pressures. For LWL learners, intrinsic motivation is often the driving force behind pursuing a BAS degree as they are motivated by their own aspirations and objectives (Ryan & Deci, 2020). Extrinsic motivation can also be influential, such as the potential benefits of earning a BAS degree, including better job prospects and career advancement (Bureau of Labor Statistics, 2023). To meet the needs of this unique group of learners, postsecondary institutions should redesign their communications, educational offerings, and student support services accordingly. This entails providing financial, academic, and social support that considers their personal and professional lives (Bussey et al., 2021). Students have reported feeling unsupported and unheard, which underscores the importance of policies and procedures being altered in postsecondary institutions.
I feel like you don't have that one person to walk you through the transferring process. It's like you're independent…you're on your own.
In the next article in this series, we will explore the barriers that community college transfer students face and delve into the concept of transfer student capital. It is essential to understand the motivations and challenges faced by transfer students to ensure they have the necessary support to succeed.
References
Bureau of Labor Statistics. (2023). Labor force statistics from the current population survey: Earnings by education. Retrieved March 24, 2023, https://www.bls.gov/cps/earnings.htm#education
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/
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
Leggins, S. (2021). The 'new' nontraditional students. Journal of College Admission, 251, 34-39. https://eric.ed.gov/?id=EJ1314874
Lumina Foundation. (2019). A strong nation through higher education. https://www.luminafoundation.org/wp-content/uploads/2019/04/2019-Annual-Report_FINAL.pdf
Maliszewski Lukszo, C., & Hayes, S. (2020). Facilitating transfer student success: Exploring sources of transfer student capital. Community College Review, 48(1), 31-54. https://doi.org/10.1177/0091552119876017
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860