Degree Type


Date of Award


Degree Name

Doctor of Philosophy


Educational Leadership and Policy Studies

First Advisor

Larry H. Ebbers


The transfer student phenomenon in higher education is as increasingly complex as the transfer students causing the phenomenon. The collection of narratives in this study reflected transfer experiences of theatre students who were navigating the educational pipeline from community colleges to four-year institutions to major in the theatre discipline. An analysis of the narratives using Schlossberg's transition theory (1984) and the Schlossberg, Waters, and Goodman transition model (1995) identified the issues of transfer which impacted theatre students as they transferred from community colleges to four-year institutions. The issues of transfer identified in the study were simultaneously unique to the theatre discipline and reflective of the literature on the issues of transfer students.

While most higher education institutions have developed transfer programs to assist students as they navigate the educational pipeline between institutions, it is also essential for each academic discipline inside the academy to develop a plan for assisting transfer students moving in the discipline from community colleges to four-year institutions (Borden, 2004). Discipline or program level transfer programs will assist transfer students in understanding the nuances of the individual discipline or department, including requirements, policies, procedures, and deadlines (Handel, 2007). Recommendations for assisting transfer students in the theatre discipline are provided in this study. By working together to develop creative and collaborative transfer initiatives, theatre programs at community colleges and theatre programs at four-year institutions may provide a smoother transition for future transfer students in the theatre discipline.


Copyright Owner

Jennifer Anne Terry Boyenga



Date Available


File Format


File Size

172 pages