This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.

This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.

Transfer articulation is an important policy issue in Virginia. With increasing economic strains on federal and state budgets, pressure on key actors in higher education, and critical teacher shortages, an opportunity presented itself to investigate state transfer policy and articulation agreements designed to facilitate student transfer. Articulation agreements are policy instruments designed to facilitate a seamless transfer of both students and credits from the community college system into senior institutions. Over the last decade increased articulation activity has taken place in the Commonwealth of Virginia driven by higher education costs and articulation specific to teacher preparation due to teacher shortages. This study is an effort to add to the literature by linking the presence of one articulation agreement to increased enrollments of Virginia Community College System (VCCS) associate degree holders into a 5-year teacher preparation program at Virginia Commonwealth University (VCU). Select academic outcomes of associate degree holders, students who took coursework in the VCCS, and native students were also examined for comparative purposes. The study engaged a quantitative, nonexperimental, cross-sectional research methodology using existing data related to the 5-year teacher preparation program at VCU. The data collected for the study originated from the initial teacher licensure Master of Teaching (M.T.) programs which include early/elementary, and secondary (6-12) programs in English, foreign languages, history/social studies, mathematics, sciences, and special education. A master file containing 2,349 observations was created from which samples were then drawn for hypotheses testing. Ordinary Least Square regression, multiple regression, and binary logistic regression were used and the results indicated the presence of the 2004 VCU/VCCS Teacher Education Provision Admission (TEPA) articulation agreement had no impact on enrollment likelihood. Earning an associate degree was a strong predictor of graduation likelihood in the teacher preparation program and associate degree holders could also expect to earn fewer cumulative hours in the program—a potential savings of time and money. Total community college credits earned was a strong predictor of teacher licensure likelihood. Race had no impact on elapsed time spent in the teacher preparation program. The findings of this study suggest the mere presence of an articulation agreement does not guarantee increased enrollments into an academic program, in this case, a 5-year teacher preparation program. Student outcomes also suggest earning the associate degree had significant effects post transfer, almost doubling graduation likelihood. Licensing likelihood is positively affected by total community college credits earned. Results of the models testing common measures of student academic success—cumulative GPA, Praxis I performance, and GRE performance had no impact on graduation likelihood. Since the extant research is not robust on 5-year teacher preparation programs, further research is recommended specifically on 5-year programs related to the effectiveness of articulation agreements on enrollments—in addition to post transfer student outcomes.

The thesis contributes to the policy transfer literature through the examination of narratives presented by policy actors engaged in policy transfer. The actors’ policy narratives are analysed through the application of the Narrative Policy Framework (NPF). With the use of the NPF, the research investigates the portrayal of narrative elements, including, setting, character, plot, and moral, by the transfer actors, in depicting their perception of the transfer process and object, and of the other actors involved in the policy transfer. The investigation is aimed at having a better understanding of factors that facilitate the occurrence of policy transfer i.e. transfer mechanisms, such as, conditionality, obligation, and persuasion, and how they manifest and drive the transfer process. To examine how policy narratives may inform the manifestation of transfer mechanisms, the research studies two cases of policy transfer involving international governmental organisations (IGOs) as transfer agents. These are i) the transfer of renewable energy policy by the European Union to the Economic Community of West African States (ECOWAS), and ii) the transfer of disaster risk reduction (DRR) policy by the United Nations International Strategy for DRR (UNISDR) to ECOWAS. The thesis argues that the mechanisms of conditionality and persuasion were involved in the transfer of renewable energy policy, while the mechanism of obligation can be observed in the transfer of DRR policy. It further argues that the portrayals of the narrative setting, character, plot and moral, in the policy narratives of the transfer agents and recipient, shaped the manifestation of these transfer mechanisms. The application of the NPF to the two case studies enabled the identification and association of different policy narrative elements that will likely characterise specific transfer mechanisms. In addition, the study highlights the opportunity of broadening policy transfer research beyond a limited geographical reach, through covering two instances of policy transfer to a region in sub-Sahara Africa. It also broadens the group of actors that are often studied in the literature by considering policy transfers initiated and led by IGOs.

In general, migration is one of the most important global challenges. The topic of regulating migration flows came to the fore in relation to the current Europe's migration, or more precisely, refugee crisis. It has been described as the most massive migrant's crisis since the WW2. Unprecedented influx of immigrants and refugees in 2015 resulted in that even the best prepared European countries, such as Sweden, have reached a tipping point with regard to respect EU standards related to reception and processing of asylum applications. Master thesis covered two main analyses - the relevance of the refugee crisis in the EU in regards to the Swedish welfare state and the subsequent implications arising from the refugee crisis for the Swedish welfare state.

Community college students transfer to public universities experiencing a pathway filled with complexity and inequity. Transfer students are not able to graduate at the same pace as native students at the university and complete their baccalaureate degrees 18% below the rate of native students. Policymakers have attempted to address the baccalaureate gap. This qualitative study explored the perspectives of Texas policymakers and policy influencers on the efficacy of policies intended to improve transfer outcomes. This study investigated what experience participants have with transfer policy, what their perceptions of the transfer pathway are, and how their voices can refine an understanding of policy development and ways to improve student persistence. Purposeful sampling was used to explore the perspectives of 14 Texas policymakers and those that influence policy. Findings revealed that significant gaps exist between expectations and student realities and that the completion agenda is driving policy decisions. Participants perceived that transfer students have been ignored in the completion metrics, which influence institutional priorities. Moreover, the decentralized system of independent, autonomous institutions is a major contributor to inefficiencies such as excessive student credit hours. Improving the transferability of courses was a priority recommendation of all participants both because it benefits the State’s economy and, more importantly, because it is in the best interest of students.