THE OTHER SIDE OF THE STORY: AN EXPLORATORY CASE STUDY OF BARRIERS EXPERIENCED BY TENNESSEE TRANSFER PATHWAYS STUDENTS

The vital topic of improving the experiences of transfer students is investigated comprehensively in this research. A qualitative method was used in the design of the case study to explore the experiences that transfer students had while participating in a state transfer pathway program. In particular, this approach focused on the barriers that transfer students faced and the knowledge and actions that were required to overcome these barriers. After completion of an accredited associate's degree, students who have participated in the Tennessee Transfer Pathway (TTP) are eligible to transfer into a four-year program at one of the state's participating four-year institutions. In order to get a better understanding of the experiences of these transfer students, data was gathered at the University of Tennessee–Knoxville and Middle Tennessee State University via the use of online surveys, interviews, and document reviews. Using Padilla's framework for student success, the data were evaluated, and a local model of student success was developed for each school, in addition to an expertise model of success for the TTP program.

According to the findings of the research, students who are taking part in the TTP encounter several challenges, most notably in the areas of institutional communication/contact with students and credit mobility. In order for students to be successful in overcoming these barriers, students were required to learn certain information and also conduct specified actions. However, students often had the impression that there was nothing they could do to overcome the barriers they faced, and they were required to rely on themselves in order to acquire the necessary knowledge or take the necessary measures in order to overcome the obstacles.