Institutional Transfer Logics Among Community College and University Stakeholders

Bibliographic Data

ID21581815
AuthorsLauren Schudde (0000-0003-3851-1343, The University of Texas at Austin, Austin, TX, USA, corresponding author), Sherri Castillo (0000-0003-2666-2451, The University of Texas at Austin, Austin, TX, USA), Kelsey Conroy (0009-0004-1876-0857, The University of Texas at Austin, Austin, TX, USA), Matt S Giani (0000-0001-7257-7253, The University of Texas at Austin, Austin, TX, USA)
Year2026
Volume40
Issue3
Pages340-380
Publication date2026-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Policy (JOURNAL)
Journal identifiersISSN: 0895-9048 • E-ISSN: 1552-3896
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/08959048251339814
OpenAlexW4411126633
LanguageEN
Citations received2
References cited32

Using interviews with transfer personnel at five community colleges and seven public universities, we examine competing institutional logics—or belief systems—for how personnel approach vertical transfer and implement statewide reforms that call for transparency in programs’ recommended course sequences. Personnel who relied more on developmental logic viewed degree plans as customizable to individual needs, whereas those who relied more on functional logic viewed degree plans as a rigid sequence of courses. These two logics illustrate key tensions for vertical transfer, with important implications for competing recommendations for practice, even within the same institution

Business · Community college · Higher education · Institutional research · Medical education · Political science · Sociology · Global Educational Reforms and Inequalities · Higher Education Governance and Development · Higher Education Research Studies · Public Administration

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Open DOIOpen Access