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International Perspectives on Higher Education Admission Policy

A Reader


Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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36 Best Practices in American Transfer Centers: Helping Students to Achieve Success after Admission


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Best Practices in American Transfer Centers

Helping Students to Achieve Success after Admission

Myron Pope


College transfer has become more of a reality in the academic experience of most college students. The National Center for Education Statistics (2005) indicates that approximately 60% of all students who completed their undergraduate degrees had attended at least two or more institutions. This mobility includes about 2.5 million students who transfer each year. The term “swirling” has been used to describe this phenomenon in which students are moving from institution to institution, and in many cases, from level to level—two-year institutions to four-year institutions or in the opposite direction in some cases (Palmer, 2001).

Many states have endeavored to develop articulation agreements to assist these students as they make this transition (Bach, Banks, Kinnick, Ricks, Stoering, & Walleri, 2000). The agreements along with other policies and procedural changes have made it easier for students to engage in this swirling process. Even though these articulation agreements exist, it is imperative that institutions that are on the receiving end of these transfer credits provide an environment that welcomes these students to campus. The context of this chapter is focused on the strategies that best support students who are at transition through the notion of a transfer office.

Transfer offices are not new as they have existed at many community colleges (Hagedorn, Cypers, Maxwell, & Lester,...

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