Degree

Doctor of Education (EdD)

Department

Educational Leadership

Document Type

Dissertation

Abstract

This research study presented a qualitative, multiple case study that examined the extent to which universities within the University of Louisiana System (ULS) align their transfer policies and practices with national best practices for transfer student success, as outlined in the American Association of Collegiate Registrars and Admissions Officers’ A Guide to Best Practices: Awarding Transfer and Prior Learning Credit (AACRAO, 2017). Through a document analysis of institutional transfer policies and practices, the study aimed to identify common themes, similarities, differences, strengths, and gaps in institutional support for students transferring from two-year community colleges to four-year universities. The study was framed within the broader context of increasing political and fiscal pressures that have challenged public higher education institutions to enhance student success outcomes and enrollment, as well as the evolving landscape shaped by the COVID-19 pandemic. The study’s findings provide higher education leaders valuable insights to guide decision-making that supports more effective strategies to promote transfer student success. Specifically, the findings indicate that institutional size does not determine adherence to transfer best practices, that course equivalency is a key driver of overall performance, and that the implementation of transfer practices remains inconsistent across universities, revealing significant opportunities for improvement across the system.

Date

2-6-2026

DOI

https://proquest.com/docview/3347815161

First Committee Chair

Christopher Giroir

First Committee Member

Amanda Mayeaux

Second Committee Member

Elizabeth Giroir

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