UCLA

In recent years, top-tier (R1) research universities have become appealing to visual and performing arts (VAPA) transfer students as they seek to expand their employability after graduation (Thrasher, 2015). However, VAPA education is not embedded with the fundamental mission of the research institution leaving VAPA transfer students to face a climate where current education policy, such as testing requirements, has reduced financial and administrative support for non-tested areas, particularly VAPA education at their R1 universities (Tutt, 2014). The decreased attention to VAPA education results in less resources to assist VAPA transfer students succeed and graduate on time.

The purpose of this study was to uncover how institutional factors affect the academic experiences of community college VAPA transfer students at R1 institutions through an institutional culture framework. Despite increase in VAPA enrollments, VAPA transfer

students are extending their time-to-degree (TTD) at higher rates than their non-VAPA transfer counterparts. Graduating on time helps VAPA students reduce academic costs and stress from having to fulfill two set of requirements: artistic and academic. VAPA transfer students are a unique student population in that they carry the personal challenges of traditional transfer students and the artistic stressors of VAPA students.