Theses

Date of Award

Fall 9-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Counseling, Leadership, Literacy, and Special Education

First Advisor

Professor Harriet Fayne

Second Advisor

Professor Elisabeth Kim

Third Advisor

Professor Rhonda Johnson

Abstract

This qualitative case study examined whether a Systems Thinking approach can facilitate the seamless transfer of credits between a community college and a senior college within a large urban university system. The purpose of the study was to explore how institutional policies, technological systems, communication practices, and practitioner interpretations interact to determine credit transfer outcomes and degree applicability. Grounded in a Systems Thinking framework, the study addressed how structures, processes, and collaborations influence the effectiveness of vertical transfer pathways. Through a case study design, data were collected from a purposeful sample of 10 institutional practitioners involved in the transfer processes, including advisors, evaluators, curriculum coordinators, and administrators. Data collection methods included semi-structured interviews, institutional documents, and system artifacts. Data were analyzed using a multi-phase thematic analysis informed by systems thinking constructs, including feedback loops, delays, and mental models. Findings revealed that credit transfer outcomes are driven by systemic conditions as opposed to independent administrative processes. Key issues included inconsistent information flows, variable interpretation of policies across units, delays in credit evaluation, and overreliance on technological systems that may produce misleading degree audit outputs. A central finding was the distinction between credit mobility and credit applicability, where credits transfer administratively but do not consistently fulfill degree requirements. The study demonstrates that improving credit transfer requires coordinated, system level approaches rather than isolated reforms. Implications for practice include strengthening cross-unit communication, aligning technological systems with policy intent, and encouraging iii collaborative institutional structures. The study contributes to the literature by demonstrating how systems thinking can reveal leverage points to improve transfer efficiency and student progression.

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Available for download on Wednesday, June 28, 2028

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