Exploring the Role of Institutional Resources in Transfer Student Credit Granting

This study examines 2-year and 4-year institutions, focusing on how institutional resource disparities influence transfer student credit granting. Specifically, it investigates the role of under-resourced campuses, classified by financial need, county income, and student aid, in the under-utilization of articulated equivalencies and the granting of extra equivalencies outside formal articulation agreements. Using a dataset from the State University of New York (SUNY) system, this research analyzes two key credit-granting inefficiencies: under-utilized equivalencies (mapped courses that are not granted credit) and extra equivalencies (credits granted outside the official articulation process). Through regression analysis of under-resourced classification variables (NASFAA, ICIC, SIP) and continuous resource measures (net revenue, county income and poverty, financial aid levels), the study finds that under-resourced institutions are significantly more likely to experience these inefficiencies. The results highlight the critical role of institutional capacity, including advising and administrative infrastructure, in the credit transfer process. The study concludes by emphasizing the need for policy reforms that not only establish formal articulation agreements but also provide adequate resources to support their effective implementation, ensuring equitable credit transfer for all students. These findings contribute to the literature on credit mobility by introducing specific measures of articulation utilization and offering actionable recommendations for improving the transfer process.