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Transfer students (TSs) transitioning from community college (CC) to university have been found to experience adjustment challenges different from those experienced by direct entrants (DEs) admitted straight from high school, which in turn influences their approaches to learning. Learning can enhance the transition towards sustainability, and it is influenced by various factors. However, there have been limited studies examining the factors associated with TSs’ and DEs’ learning approaches. To fill this research gap, this current study used a cross-sectional survey with both TSs (n = 841) and DEs (n = 978) to identify the factors. Our results indicated that the TSs had a higher rate of adoption of surface approaches (SA) to learning than DEs, while TSs and DEs shared some similar predictors of their learning approaches. The results suggest that the commitment of education stakeholders is essential for sustainable learning. They should improve the transfer system by providing adequate support and reduce disparities in the allocation of resources to TSs and DEs, as these affect learning approaches.

Comparing the Learning Approaches of Transfer Students and Direct Entrants in an Asian Higher Education Context