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Abstract The majority of the students who complete a 2-year degree program often find themselves perplexing, and uncertain about their chosen major and potential career paths. This uncertainty is partly due to their limited exposure to the local industrial landscape, which hinders them from making informed decisions about their future. Consequently, these students may encounter difficulties as they strive to transition from the confines of a smaller community college to a larger, more comprehensive institution, especially when aiming to pursue a major in engineering technology. This comprehensive study is dedicated to investigating the multifaceted process of transitioning from a 2-year degree program to a 4-year curriculum, focusing specifically on the field of Engineering Technology. The primary objective is to identify the challenges and opportunities inherent in this educational journey and to formulate effective strategies for its refinement. Several challenges, including apprehensions about adapting to a larger campus environment, concerns about the advanced curriculum, anxiety related to mathematics, and uncertainties about interactions with future instructors may play key factors that can leave students in community colleges feeling hesitant and unprepared for the academic leap to a 4-year program. This study highlights the opportunities that can either eliminate or alleviate such hurdles. It aims to identify both the contributing factors and the barriers to achieving a more accessible and prosperous pathway for students as they transition from a 2-year degree to a 4-year program in Engineering Technology.
Haider et al. (Sat,) studied this question.