Factors Influencing Adoption Of Aas Program Articulation Agreements Between Community Colleges And Eight Senior Colleges And Universities In Michigan (occupational, Transferability, Technical, Credits).

Abstract

The difficulty in recognizing the Associate Degree awarded to community college graduates of Applied Science Programs for transfer to a senior institution has been partially overcome in the State of Michigan. The process by which articulation agreements were developed in the mid-1970's between senior institutions and the Michigan Community College system is the focus of this study. Data were acquired through an examination of the documentary record; through questionnaires distributed to community college and senior college personnel, as well as representatives of the State Department of Education; and through selective interviews with respondents from eight senior colleges and community colleges following the analysis of the questionnaire data. Results were tabulated in a crossbreak fashion and factors that were perceived to enhance or inhibit the process of articulation were identified. Out of eleven factors identified as potential enhancers of articulation, three were cited most frequently: (1) Philosophical recognition of the AAS degree. (2) Recognition of credit earned in a technical field. (3) Cooperation between community colleges and senior institutions. From ten factors identified as potential inhibitors, three were seen as most important: (1) Institutional separatism. (2) Institution and faculty autonomy. (3) Philosophical differences regarding the transferability of technical degrees. Five specific conclusions about the development of the articulation process were derived from the data analysis: (1) A philosophic recognition of the AAS degree took place in the late 1960's and early 1970's as the technical degree became known and respected. (2) An opportunity to provide another level or type of learning for the AAS graduate at the senior college level became apparent. (3) Higher education, at the senior college level, became accessible for a number of students who had no opportunity to pursue further education, and there were an increasing number of AAS graduates. (4) Efficiency of transfer, i.e., recognition of credits and courses applicable to a senior college program, was admitted, resulting in a savings of time and money. (5) Recruitment of AAS graduates and assurances of transferability became recognized as important factors in higher education.