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1
Expanding Student Access and Flexible Pathways: Multi-directional Credit Transfer and Mobility in British Columbia
Dr. Rob FlemingExecutive Director and Co-chair
Association of Canadian Community Colleges Conference
June, 2013
2
BC Transfer System: History + Context
Developed in 1960s as a binary Transfer System model
Now a multi-directional model High mobility in a complex degree-granting context All member institutions may send and receive credits
Institutions are autonomous
No common core curriculum, but a high level of
reciprocity among institutions
Development of a broad range of transfer mechanisms: Course to course, block transfer , and degree
partnership Province wide Associate Degrees and Flexible Pre-
Majorshttp://bccat.ca/system/history/ http://bccat.ca/system/policies/
Colleges&
Institutes
Research Universiti
esTransfer Students
Teaching Universiti
es
Colleges&
Institutes
Research Universiti
esTransfer Students
Transfer
Students
2013
3 Public Universi-ties
15 Public Colleges
4 Public Institutes
19894 Public RI Universities
7 Public TI Universities
11 Public Col-leges
3 Public Insti-tutes
6 Private Col-leges
4 Private Universities
1 Private Insti-tute
1 Non-BC Public University
1 Non-BC Public College
2013
3 of 22Baccalaureate
Degree Institutions
30 of 38 Baccalaureate
Degree Institutions
BCCAT facilitates admissions and transfer arrangements among institutions
25 BC public (ALL), 2 out of province, 11 private institution members
68 province-wide articulation committees
BC Transfer System Facts
• 2,100+ BC Transfer System institution programs
• Student advising and career resources
• One million unique visits in 2012
• 85,000+ course, 900+ block, 50+ dual admission agreements
• Automated online service
• One million unique visits in 2012
“BC has taken the California model and developed it into what is possibly the most extensive credit accumulation and transfer arrangement in the world.”
Bekhradnia, Higher Education Policy Institute, UK
4
Well articulated transfer systems facilitate . . .• students studying near their home to enable transition, mitigate attrition, and
reduce costs
• intentional pathways students plan and unintentional pathways that students follow as a result of changes in circumstances
• accumulation of credits within a system, so they count toward relevant credentials if students change institutions and/or programs
BC Transfer System Perspective
“Our post-secondary system is one of the best in the world because it is indeed a system. The new reality is that today, the starting point on your educational journey is not likely to be your end point. And because BC’s post-secondary transfer system is so advanced, it’s relatively easy to move from institution to institution.”
Scott McAlpine, President of Douglas College, Letter to the Vancouver Sun
Transfer Student Success
BC transfer students . . . are just as successful at university as are direct entrants, and have the grades to prove it.
Lambert-Maberly, BC College Transfer Students Admitted to UBC
. . . transfer students are able to graduate with approximately the same number of credits as secondary school students . . . .
Pendleton, Credits to Graduation
5
“The most common main reason for leaving [post-secondary] . . . was personal circumstances (e.g., health, family). Other reasons cited included a change in plans about the program or a job (22 percent), disappointment with the institution (22 percent), and financial issues (18 percent).”
Martell (2009), Without a Trace
Student Performance Reports
Transfer Satisfaction and Success
Admissions and Transfer Practices
Student Transitions Project (STP)http://www.bccat.bc.ca/publications/
“It seems unlikely . . . that another entity would have the credibility that BCCAT has enjoyed with the institutions. . . . It seems safe to conclude that . . . the issues . . . would not have been addressed had the Council not existed.”
Waterhouse, An Assessment of BCCAT Research
6
BC Transfer System Research
Student Mobility Data• Provincial student mobility data tracks
movement (registration) using PENs.
• Transfer credit volume data limited but expanding.
• Consistent transfer / direct entry student success and experience data. (Survey of Movers)
http://www.aved.gov.bc.ca/student_transitions/
7
Student Mobility Between Sectors inthe BC Public Post-Secondary System
Research-Intensive
Univ.(117,800)
B.C. College(74,800)
Institute(55,300)
Teaching-Intensive Univ.
(73,600)
19,700 New
4,400
17,800
New
24,000 New
28,100Same PSI
(51%)
20,000
New
44,800Same PSI
(61%)
84,500Same PSI
(72%)
41,300Same PSI
(55%)
4,40
0
5,00
0
5,800
4,900
4,2
00 6
,200
3,200
1,300
4,000 2,800
4,700 3,400
1,700
2,800
4,600
Mobile pathways include ‘moves’ to a new PSI and ‘returns’ to a previously attended PSI.
Includes direct mobility from the previous year (2009/10) and re-entering stop outs from earlier years.
55,900 unique headcount students (18% of 308,600 unique Academic Credit Course Registrants) followed a mobile pathway to their institution of registration in 2010/11:
• 36,000 moved to a new psi• 21,300 returned to a psi
they previously left
(Source: Student Transitions Project)8
Student Pathways for All TIUs (2009/10)
9
10
Survey of Movers Main goal for enrolling at original institution
• Prepare to transfer (23%)
• Complete credential at institution (21%)
• Prepare for professional career (16%)
Reasons for leaving original institution • Changed mind about program (25%)
• Intended to leave all along (23%)
• Admitted to better institution (21%)
What would keep students from leaving • Offer the program they wanted (32%)• Wider course offerings (28%)
Complete a credential (certificate, diploma, or degree) at this institution
Prepare to transfer to another institution
Prepare for a professional career
Pursue a specific program you wanted
To enrol in courses you needed
0 5 10 15 20 25 30 35 40
35.7
3.8
26.8
15.8
2.9
18.5
26.6
14.1
14.5
8.9
14.2
30.3
11.4
11.3
6.5
Colleges and InstitutesTeaching UniversitiesResearch Universities
Most Important Goal for Enrolling at Original Institution
11
Intended to leave all along
Completed all the credits you needed
Got admitted to a better institution
Changed your mind about your program
Could not cope with academic requirements
Personal circumstances
29%
29%
25%
20%
11%
11%
26%
18%
27%
23%
15%
14%
5%
7%
7%
38%
20%
19%
Reasons for Leaving Original Institution
Research UniversitiesTeaching UniverstiesColleges and Institutes
12
Offer the program you want
Wider course offerings
Better quality instruction
Better reputation
Better academic support for students
Better student support
Better financial incentives
Friendlier campus atmosphere
Faculty and instructors more available to students
Better campus life options
More work opportunities on campus
34%
31%
12%
14%
9%
8%
8%
6%
5%
8%
4%
23%
20%
20%
3%
21%
18%
15%
14%
14%
5%
9%
What Would Keep Students from Leaving
Research Universities
Colleges, Institutes and Teaching Universities
13
Experience of Transferring
Expectations• 90% of respondents transferring to Research Universities expected to transfer
credit.
• 60% of respondents moving to Teaching Universities expected to transfer credit.
• 43% of respondents moving to Colleges and Institutes expected to transfer credit.
Credit received• 94% of respondents were successful in transferring at least some of their credits
to their new institution.
• 73% received all or most credit completed at original institution.
• 74% applied all or most credit to new program.
14
15
Questions and Discussion
bccat.ca bctransferguide.ca educationplanner.ca
“Not coincidentally, BC and Alberta have the most highly developed transfer systems in the country, and the British Columbia Council on Admissions and Transfer (BCCAT) could be a model for ONCAT.”
Trick et al., Academic Reform: Policy Options for . . . Education in Ontario