Perceived Factors that Influence the Success of Vertical Transfer Students in Agricultural Education: A Delphi Study

Abstract

The purpose of this study was to develop an instrument that can be used to identify factors that influence the success of vertical transfer students in agricultural education. The specific objectives of this study were: identify perceived factors that influence the bachelor's degree attainment of vertical transfer students in agricultural education, and identify trends which impact students' completion of a bachelor's degree in agricultural education transfer students. The framework of this study is based on a union of the Schlossberg's Transition Theory (1981) and Rendón's Validation Theory (1994). The expert panel consisted of ten participants identified as leaders in post-secondary agriscience education. The findings of this study identified factors that are most influential to the bachelor's degree attainment of vertical transfer students in agricultural education. Student attendance and preparation for class were indicated as significant factors influencing persistence to graduation. Courses that are designed to be engaging and present real-life applications promote degree completion were found to be of importance to bachelor's degree completion. Faculty members have a significant role in the successful degree completion of vertical transfer students by developing engaging courses, presenting real-life applications for classroom material, and allowing for meaning relationships to be established with vertical transfer students.

Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study

“…Dalkey (1969) identified components of a reliable Delphi study: that is, anonymous response, iteration, controlled feedback, and statistical group response. Studies by Conner and Roberts (2013), Howerton et al (2019), and Saucier et al (2012) established the use of Delphi in assessing needs of preservice and beginning SBAE teachers.…”

University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context

“…Success for community college TSs appears to be linked directly to the development of quality transition programs in institutions and individual departments (Howerton et al, 2019). In order to create environments for better transfer and transition experiences, institutional and departmental support are vital to TSs' academic and social involvement and integration at university (Baker, 2016;Bowker, 2021).…”

“…In order to create environments for better transfer and transition experiences, institutional and departmental support are vital to TSs' academic and social involvement and integration at university (Baker, 2016;Bowker, 2021). In particular, academic staff play a significant role in TSs' successful degree completion by developing engaging courses, helping them develop rigorous strategic plans to reach their academic goals, and establishing meaningful relationships with them (Howerton et al, 2019). Furthermore, statistically significant positive relationships have been identified between the frequencies of interactions between TSs and faculty, and their experience with academic (Lopez and Jones, 2017) and social (Laanan et al, 2010) adjustment, and coping with problems (Moser, 2013).…”

“…The majority of existing studies focused on their learning experiences and outcomes, such as academic performances (Wang, 2009;Cheung et al, 2020a) and adjustment needs (Owens, 2010;Cheung et al, 2020b;Ching et al, 2021). These previous studies investigating the student transition experience have emphasized the important role of staff, departmental, and institutional support in the transition and learning experience, and the success of community college TSs (Zhang et al, 2018;Howerton et al, 2019). Although some extant studies have explored the pre-transfer preparatory support given by community college staff and the institutions themselves (O'Donnell et al, 2018), there is a lack of coverage of the viewpoints of staff in the receiving institutions (i.e., universities), despite this being one major stakeholder groups in higher education.…”

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

“…The majority of existing studies focused on their learning experiences and outcomes, such as academic performances (Wang, 2009; and adjustment needs (Owens, 2010;. These previous studies investigating the student transition experience have emphasized the important role of staff, departmental, and institutional support in the transition and learning experience, and the success of community college TSs (Zhang et al, 2018;Howerton et al, 2019). Although some extant studies have explored the pre-transfer preparatory support given by community college staff and the institutions themselves (O'Donnell et al, 2018), there is a lack of coverage of the viewpoints of staff in the receiving institutions (i.e., universities), despite this being one major stakeholder groups in higher education.…”