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To improve rigor and expand applicability, the study recommends using diverse qualitative approaches, including multi-site, comparative, and longitudinal research designs, to better capture transfer experiences and outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Recommendations  \nJanice Aurini  \nUniversity of Waterloo  \n1  \nEmerson LaCroix  \nUniversity of Waterloo  \nVanessa Iafolla Independent Research Consultant  \nMaria Brisbane  \nUniversity of Waterloo  \nMrittika Dreesha  \nUniversity of Waterloo  \nAbstract  \nThis article presents the qualitative complement to Pizarro Milian and Zarifa’s (2021) analysis of Canadian quantitative research on student transfer and mobility. Drawing on 75 qualitative peer-reviewed articles and institutional reports published between 1991 and 2022, we summarize the main findings and outline the data and methodological gaps in the literature. To strengthen the rigour and broaden the applicability of Canadian qualitative research on student mobility, we emphasize the need to employ a variety of methodological strategies, including multi-site, comparative, and longitudinal qualitative research.  \nKeywords: transfer, student mobility, qualitative methods, post-secondary, higher education  \nRésumé  \nCet article présente le complément qualitatif à l’analyse de Pizarro Milian et Zarifa (2021) dela recherche quantitative canadienne sur le transfert et la mobilité des étudiants postsecondaires. En s’appuyant sur 75 articles qualitatifs évalués par les pairs et rapports institutionnels publiés entre 1991 et 2022, l’article résume les conclusions principales et présente les données disponibles et les lacunes méthodologiques dans la littérature. Pour renforcer larigueur et élargir l’applicabilité de la recherche qualitative canadienne sur la mobilité étudiante au niveau postsecondaire, les auteurs soulignent la nécessité d’employer une variété de stratégies méthodologiques, y compris des recherches qualitatives multisites, comparatives, et longitudinales.  \nMots clés : transfert, mobilité étudiante, méthodes qualitatives, enseignement postsecondaire, enseignement supérieur  \n1 The author is now employed by ONCAT. The opinions, findings, conclusions, and recommendations expressed do not necessarily reflect the views of ONCAT or the Government of Ontario.  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement  \n55:2 (2025)  \nINTRODUCTION  \nThere has been enduring interest in student mobility in higher education research. While earlier work tended to focus on the (unfulfilled) promises of students’ movement from community colleges to universities (e.g. , Brint & Karabel, 1991; Dougherty & Kienzl, 2006), the field has widened to consider empirical patterns and outcomes associated with a variety of transfer pathways and policy directives (e.g. , Finnie et al. , 2017; St-Denis et al. , 2021; Zarifa et al. , 2020) . Beyond analyzing the antecedents, scope, and outcomes of student mobility in higher education, this research has been used to expand our theoretical and empirical toolkit on social stratification and organizations (e.g. , Brint & Karabel, 1991; Clark, 1960; Goldrick-Rab, 2006; Grubbs, 2020; Schudde et al. , 2021) .  \nInterest in transfer pathways stems from the realities of students’ post-secondary pathways. Among Canada’s 2.1 million post-secondary students, a sizeable number of students transfer to another college and university (Statistics Canada, 2022; Zarifa et al. , 2020) . In Ontario, for example, the Ontario Council on Articulation and Transfer (ONCAT) reports that over 60,000 students have received transfer credit for previous post-secondary studies (ONCAT, 2019) . Non-linear pathways have implications for student experiencesand outcomes, but they also give rise to a unique set of policy, program, and staffing demands within post-secondary institutions (ONCAT, 2019; Zarifa et al. , 2020) . These pathways include college-to-college, college-to-university, university-to-college, university-to-university, and swirlers (i.e. , students who change institutions more than once; see Zarifa et al. , 2020) .  \nThis article provides the qualitative complement to ","cbCaiaCgpAlBqZDg","https://ap.wps.com/l/cbCaiaCgpAlBqZDg","pdf",481217,"English","# Abstract\n# Introduction\n# Analytical Approach","[{\"question\":\"What does the article focus on in relation to student mobility in Canada?\",\"answer\":\"The article focuses on providing a qualitative complement to existing quantitative research on student transfer and mobility in Canada, summarizing findings and methodological gaps.\"},{\"question\":\"What sources and time span does the review use?\",\"answer\":\"The review is based on 75 qualitative peer-reviewed articles and institutional research reports published between 1991 and 2022.\"},{\"question\":\"Which qualitative research strategies does the article recommend to strengthen future research?\",\"answer\":\"It recommends employing multiple methodological strategies, including multi-site, comparative, and longitudinal qualitative research, to improve rigor and applicability.\"}]","Qualitative Student Mobility Research in Canada: Existing Contributions and Scholarly Recommendations | PDF",1792084324,48]