Page 74 - FSTE A5 Handbook

Chapter Five
Articulation Experiences of
Senior Year Students

Introduction

The previous chapters have given us an overview of the structure and the recent process
of credit transfer in Hong Kong, but it is equally important to know the experience of those
affected by this process as it is to know the formal structural mechanisms. Hence, an in-depth
interview was conducted to explore the similarities and differences of the practice of credit
transfer and the students’ experience between institutions. Six focus groups of six to eight
students were recruited using a purposive sampling method. Following the survey, sub-degree
holders who currently enrolled in a local degree programme under the 3-3-4 scheme and who
had indicated an interest in participating voluntarily in the focus group interview were invited.
Thus, the sample was homogeneous with a high level of representation. They came from seven
UGC-funded universities and studied in over 20 programmes. The group interview was stopped
when the data was saturated.

Common Features of Students’ Articulation Experiences

Most students applied to their target universities before they graduated from their community
colleges. In theory, they should apply for the senior entry, i.e. third year of their preferred
programmes. They could also apply for the top-up degree programmes which were specifically
designed for graduates from the community colleges. Typically, these programmes did not have
first and second years. The survey conducted with the 2014 cohort of sub-degree graduates
reaffirmed this. Among the 118 valid returns, 53.4% were admitted to year 3 of the 4-year
programmes while 29% to year 1 of the 2-year top-up programmes. Some students might
have applied to the first or second year of a four-year programme. This happened because the
programme might not allow senior entry or the students believed they stood a better chance
if they attempted admissions for first or second year.

Once the students had successfully secured a place in a university, they registered according
to the admission schedule and enrolled into courses that they ought to take. More often, they
were already informed of the number of courses they ought to study to complete the selected
programme, be it General Education or discipline related. Apart from those who were admitted
under a block transfer scheme, they might also have to apply for credit transfer individually.
This was particularly the case when the students changed disciplines or they had done more
courses than required in the sub-degree programmes.

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