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The purpose of this study was to examine how pretransfer experiences and preparation, along with posttransfer experiences, influence the adjustment of community college transfer students (as measured by academic achievement and satisfaction with various aspects of the university experience) to life on a four-year university campus. A survey of 372 community college transfer students attending a large, public four-year university provides empirical evidence that those students who are best informed and who have most actively prepared for transfer are most likely to achieve higher grades and be more satisfied in the university environment. The findings from this study also suggested that patterns of academic and social involvement shift as students move from two-year college settings to a four-year university. The article concludes with a discussion of strategies that can be instituted at both two and four-year institutions to assist community college transfer students in making a successful transition to a four-year college or university.

This study explores the relationship between the types of organizational behavior found at eight private colleges and two student outcomes--humanistic values and community service involvement. The findings from the analysis suggest a grounded theory desc ribing the relationship between organizational behavior and student outcomes.

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Purpose – This paper seeks to analyze the internationalization of quality practices in higher education. In light of insufficient theorization about quality in the global dimension, the paper presents a model for value construction in higher education. Design/methodology/approach – The authors reviewed different models for quality in higher education vis-à-vis emerging international quality practices in higher education. Findings – After reviewing quality models and international quality practices, the authors argue that, in order to evaluate and improve quality in higher education, a model of value in higher education that connects quality with relevance, access, and investment is necessary. Research limitations/implications – Thus far, quality in higher education has been explored in isolation from access, relevance, and investment. The integrative approach suggested here may prove generative for researchers and help address complex educational interrogations. Practical implications – Higher education leaders are faced with decisions about quality; these leaders may benefit from connecting quality decisions with the demands on relevance, access, and investment that their local settings dictate. Originality/value – The concept of value is largely absent from conceptual discussions about quality in higher education; additionally, many discussions about quality in higher education seem to be isolated from their context. This paper addresses both these issues.