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Impacting vertical transfer preparation through cohort-based, proactive advisement: an interpretative phenomenological analysis
Dissertation   Open access

Impacting vertical transfer preparation through cohort-based, proactive advisement: an interpretative phenomenological analysis

Alexa T. Duque
Doctor of Education (Ed.D.), Drexel University
Mar 2026
DOI:
https://doi.org/10.17918/00011318
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Duque_Alexa_20261.70 MBDownloadView
PDFOpen Access (License Unspecified),  Open Access

Abstract

Community college transfer Interpretative phenomenological analysis Proactive advisement Transfer preparation Validation theory Vertical transfer
The attainment of a bachelor's degree has become increasingly important within contemporary workforce and economic structures, as higher levels of education are associated with expanded employment opportunities and increased earning potential (Bloomberg, 2020; Jones et al., 2015; Mintz, 2020). Although many community college students enter their programs intending to transfer to four-year institutions, national transfer and bachelor's degree completion rates remain comparatively low. These patterns highlight the importance of institutional practices that intentionally support transfer preparation and navigation. This study explored the lived experiences of community college graduates who participated in the Accelerated Studies in Associate Programs (ASAP) and the Networking and Exploring for Transfer (N.Ex.T.) initiative at LaGuardia Community College. Guided by validation theory (Rendón-Linares & Muñoz, 2011) and informed by scholarship on student narratives, transfer policies and practices, and advisement structures, this study employed interpretative phenomenological analysis (IPA) to examine participants' meaning-making processes. Semi-structured interviews were conducted with seven ASAP graduates who successfully transferred to four-year institutions. Findings suggest that transfer preparation was experienced as a developmental process supported by proactive advisement, structured programming, and early exposure to transfer expectations. Four superordinate themes emerged across participant narratives: advisement as a source of structure and support; exposure to opportunities and skill development; transfer as a shift in support structures and expectations; and the development of confidence and independence. Collectively, these findings indicate that proactive advisement and structured transfer preparation may function as developmental scaffolding that supports students' transition from guided navigation within community college to increased autonomy within four-year institutions. This study contributes to the literature on community college transfer by highlighting how structured advisement and cohort-based programming shape students' transfer experiences and developmental readiness for four-year institutions. Keywords: community college transfer, proactive advisement, vertical transfer, validation theory, transfer preparation, interpretative phenomenological analysis

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