Research Report 2016.03 Student mobility in A report to ... mobility in Ontario: A framework and...

Student mobility in Ontario: A framework and decision-making tool for building better pathways

Leesa Wheelahan, Gavin Moodie, Mary Catharine Lennon, Amanda Brijmohan and Eric Lavigne

Research Report 2016.03

A report to Ontario Council for Articulation and

Transfer

Studentmobilityandcredittransferframeworkanddecision-makingtool

Page2of31

Areportby:

OntarioInstituteforStudiesinEducation(OISE)UniversityofToronto252BloorSt.West,6thFloorToronto,OntarioM5S1V6Canadawww.oise.utoronto.ca/cihePleasecitethispublicationas:Wheelahan,L.,Moodie,G.,Lennon,M.C.,Brijmohan,A.andLavigne,E.(2016).StudentmobilityinOntario:Aframeworkanddecisionmakingtoolforbuildingbetterpathways.Toronto:CentrefortheStudyofCanadianandInternationalHigherEducation,OISE-UniversityofToronto.


Page3of31

TableofContentsPREAMBLE........................................................................................................................................................4

HOWTOREADTHISDOCUMENT......................................................................................................................61. PURPOSEOFTHESEPRINCIPLESANDDECISION-MAKINGFRAMEWORK..........................................................................72. GOALSANDPURPOSESOFPOSTSECONDARYEDUCATION,QUALIFICATIONSANDPATHWAYS.............................................8

Postsecondaryeducationsystems.....................................................................................................................8Qualifications....................................................................................................................................................8Pathways...........................................................................................................................................................8

3. PRINCIPLES........................................................................................................................................................94. GUIDELINES.....................................................................................................................................................10

Multipleentrymechanisms.............................................................................................................................10Entrymechanismsandpathwaysfromleasttomostexpensive.....................................................................11Trustandcommunication................................................................................................................................11

5. FRAMEWORKFORDECISIONMAKING...................................................................................................................12Province-wide..................................................................................................................................................12ONCAT.............................................................................................................................................................12Institutionallevel.............................................................................................................................................13Faculty/program-level.....................................................................................................................................13

ELABORATEDVERSIONStudentmobilityinOntario:Aframeworkanddecision-makingtoolforbuildingbetterpathways

6. ELABORATED:PURPOSEOFTHESEPRINCIPLESANDDECISION-MAKINGFRAMEWORK....................................................167. ELABORATED:GOALSANDPURPOSESOFPOSTSECONDARYEDUCATION,QUALIFICATIONSANDPATHWAYS........................17

Postsecondaryeducationsystem....................................................................................................................17Qualifications..................................................................................................................................................17Pathways.........................................................................................................................................................17

8. ELABORATED:PRINCIPLES..................................................................................................................................19Generalprinciples............................................................................................................................................19Curricularandpedagogicprinciples................................................................................................................19Entryprinciples................................................................................................................................................20

9. ELABORATED:GUIDELINES.................................................................................................................................22Geography.......................................................................................................................................................22Distinguishbetweentransferofstudentsandtransferofcredit.....................................................................22Multipleentrymechanisms.............................................................................................................................23Entrymechanismsandpathwaysfromtheleasttomostexpensive...............................................................24Trustandcommunication................................................................................................................................26

10. ELABORATED:FRAMEWORKFORDECISIONMAKING..............................................................................................27Province-wide..................................................................................................................................................27ONCAT.............................................................................................................................................................28Institutionallevel.............................................................................................................................................28Faculty/program-level.....................................................................................................................................30


Page4of31

PreambleThisstudenttransferframeworkanddecision-makingtoolwasdevelopedaspartofastudysupportedbytheOntarioCouncilofArticulationandTransferin2015.1Theproject:

• reviewedmuchoftheextensiveliteratureonstudenttransfer;

• analyzedtheOntarioCouncilofArticulationandTransfer’scomprehensivedatasetofallcurrentarticulationagreementsofOntariopost-secondaryinstitutions;

• analyzedthe2013CanadianNationalGraduateSurvey;

• analyzedthe2013/2014OntarioCollegeGraduateSatisfactionSurvey;

• constructedastudenttransferprofileof22publiclyfundeduniversitiesand24publiclyfunded

collegesinOntario;

• consulted14expertsinOntariostudenttransferfromcolleges,universities,policymakersandresearcherswhowerecriticalfriendstotheproject.

Thefullresults,analysisandargumentsupportingthestudenttransferframeworkanddecision-makingtoolaresetoutintheteam’sreport.2Butverybriefly,thesearethemainfindingssupportingtheproposedstudenttransferframeworkanddecision-makingtool.

1. Criticalfriendsincollegesanduniversitiesresponsibleforleadingandmanagingtransferbetweencollegesanduniversitiesreporteddifficultiesreconcilingdifferentprovincialpoliciesthathavedifferenteffectsonstudenttransfer.

2. Thenationalgraduatesurveyfindsthatonly37%ofcollegegraduatesinOntariowhocompleteauniversityqualificationdosointhesamefieldastheircollegequalification.3

3. Universitieshaveanaverageof24pathwaysagreementsbutadmittedamedianratioof1.3

studentsperpathwayin2014.

4. Themedianpercentageofuniversities’pathwayagreementswithcollegeswithincommutingdistanceoftheuniversityis16%,butthemedianpercentageofstudentswhotransferfromacollegetoauniversitywithincommutingdistanceofthecollegeis64%.

1 Lennon, Mary Catharine; Brijmohan, Amanda; Lavigne, Eric, Yang, Jinli; Moodie, Gavin; and, Wheelahan, Leesa; Moodie, (2016) Ontario Student Mobility: Carving paths of desire, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON. 2 Ibid 3 Wheelahan, Leesa; Moodie, Gavin; Lavigne, Eric; Yang, Jinli; Brijmohan, Amanda; and Childs, Ruth (2015) Pathways to education and work in Ontario and Canada, Department of Leadership Higher and Adult Education, Ontario Institute for Studies in Education: Toronto, p. 23, Table 8.


Page5of31

Theprojectteamconsultedwidelyonthisstudenttransferframeworkanddecision-makingtoolandweheldaconsultativeworkshoponthestudenttransferframeworkanddecision-makingtoolatOISEonApril5,2016.Feedbackreceivedfromtheconsultativeworkshopwasusedtorevisethedecision-makingtool.Furtherinformationabouttheprojectisavailableat:http://www.oise.utoronto.ca/pew/Pleasesharecommentsorquestionsontheframeworkanddecision-makingtoolwith:LeesaWheelahan,PhDWilliamG.DavisChairinCommunityCollegeLeadershipOntarioInstituteofStudiesforEducationUniversityofToronto252BloorStreetWestToronto,[email protected]


Page6of31

HowtoreadthisdocumentThisdocumenthastwoversionsofthestudentmobilityandcredittransferframeworkanddecision-makingtool.Thefirstversionisasummary,whilethesecondversionistheelaboratedversion.Theelaboratedversioncontainsmoredetailaboutmostprinciples,andprovidesexampleswhereappropriate.


Page7of31

1. Purposeoftheseprinciplesanddecision-makingframeworkThisdocumentpresentsprinciplesandadecision-makingframeworkfordevelopingnewpathwaysandpartnershipsinOntario’spost-secondaryeducationsystem(PSE).TheprinciplesandframeworkcontributetotheMinistryofTrainingCollegesandUniversities’goalstosupportlifelonglearning,andtoincreaseandbroadenaccesstopostsecondaryeducation.Theprinciplesandframeworkbuildon:

• TheMinistryofTrainingCollegesandUniversities’PolicyStatementforOntario’sCreditTransferSystem20114

• ONCAT’s‘ProposedPrinciplesforCreditTransferPoliciesandProcedures’5Thedocumentfirstoutlinesthegoalsandpurposesofqualificationsandpathwaysinsupportinglifelonglearningpolicies,thenitpresentsprinciplesthatguidetransferofstudentsandtransferofcredit,beforepresentingaframeworkfordecisionmaking.

4 http://www.tcu.gov.on.ca/eng/eopg/publications/CreditTransferE.pdf viewed 14 May 2016. 5 http://oncat.ca/files_docs/content/pdf/en/AnnualReport_2014-2015_ENG.pdf viewed 14 May 2016


Page8of31

2. Goalsandpurposesofpostsecondaryeducation,qualificationsandpathways

Postsecondaryeducationsystems2.1 Theprovinceaimstosupportapostsecondaryeducationsystemthatishighquality,fair,

efficient,andpromotesequityandhighlevelsofeducationalattainmentQualifications2.2 Qualificationssupport:entrytoandmobilityinthelabourmarket;progressiontohigher-level

studies;and,socialinclusionandsocialmobility.

2.3 Allqualificationsshouldfulfilallthreepurposes,buttheemphasisoneachpurposemayvarywitheachqualification.

Pathways2.4 Pathwaysshouldbedesignedtoreflectthesethreepurposesofqualificationstosupportlifelong

learningpoliciesandpractices.

2.5 Pathwaysandqualificationscanbeevaluatedbytheextenttowhichtheymeetthesethreepurposes.

2.6 Pathwaysshouldmaximizestudenttransferfromonequalificationtoanother.

2.7 Pathwaysshouldmaximizethecreditstudentsaregrantedfortheirpriorstudiesandreduce

coststostudents,institutionsandtheirfundersbysavingfundsforstudiesthathavealreadybeencompletedandbyreducingthetimeittakesstudentstocompletetheirstudies.


Page9of31

3. Principles3.1 Transferismoreequitableifitisconsistent.3.2 Transferismoreconsistentifitisguidedbyagreedrulesandprocesses.3.3 Transfereffortshouldconcentrateontheareaswheremostbenefitcanbegained.3.4 Pathwaysshouldbedevelopedfromtheleasttomostexpensivetoreflectthestrategic

prioritiesofinstitutions,regionsandtheprovince.3.5 Pathwayswhichmaximizethetransferofstudentsandthetransferofcreditaremorelikely

betweeninstitutionsthattrusteachother’scurriculum,syllabus,teaching,assessmentandtheexpertiseoftheirteachingstaff.

3.6 Trustbetweeninstitutionsreducesthetransactioncostsofdevelopingpathways.3.7 Trustismorelikelytodevelopwheretherearerelationshipsbetweenteachingstaffinpartner

institutions.3.8 Relationsareeasiertoestablishbetweeninstitutionswhichareclosetoeachother.3.9 Pathwaysshouldensurecoherenceandcontinuityincurriculumandpedagogy.Coherenceand

continuityincurriculumandpedagogycansupportstudenttransitionandcontributetoretention,completionandpositivelabourmarketoutcomes.

3.10 Studenttransfermaybemaximizedbydevelopingseveralentrymechanismstosuitprospective

studentsfromdifferentcircumstances.3.11 Studentsshouldbeadmittedtohigherlevelprogramsbasedontheirachievementsintheir

mostrecentqualification.


Page10of31

4. Guidelines4.1 Studentstransferinhighernumbersbetweeninstitutionswithincommutingdistanceofeach

other.Institutionsshouldprioritizebuildingrelationswithneighbouringpartnersanddevelopregionalpathways.

4.2 Policymakersandinstitutionsshoulddevelopexplicitregional,provincial,interprovincialand

nationalgoalsforstudenttransfertoprovideframeworksforinstitutionalpartnerships.

4.3 Institutionsshouldbeawareofthepoliticalrealitiesoftheirpartners(suchasprovincialandmunicipalgovernments,regulatoryandoccupationalbodies,employers,disciplinaryassociationsetc),aswellastherolesofeachinterestedparty.

4.4 Transferthatprovidesstudentswithentrytosubsequentpostsecondaryeducationprograms

requiresdifferentdecisionsandprocessescomparedtothoseusedforthecreditthattransferstudentsmaybegrantedupongainingentrytothoseprograms.

4.5 Creditdecisionsarebasedonthesyllabusandqualityofthepriorprogram,itsassessmentand

itslearningoutcomes.Decisionsaboutstudentadmissionarebasedonjudgementsabouttheextenttowhichtheapplicantmeetstheprogram’sadmissionscriteria.

4.6 Decisionsaboutcreditstudentswillbegrantedshouldbemadeascloseaspossibletothe

decisiontograntstudentsadmission.Multipleentrymechanisms4.7 Increasingthenumberofstudentswhocantransferfromdiplomastodegreesrequiresmore

emphasisonalternativeentrymechanismsthatprovidestudentswithdifferentwaysofenteringdegreeprograms.

4.8 Guaranteedtransferpathwaysselectstudentstotheinitialprogramandguaranteeentrytoa

subsequentprogramsubjecttoachievingaspecifiedgradepointaverageandmeetinganyotherrequirementspecifiedinadvance.

4.9 Dualawardsrequirestudentstomeettheentryrequirementsforbothqualifications.4.10 Nestedawardsareaseriesofqualificationslinkedbyaguaranteedtransferpathway,which

offerstudentsmultipleentryandexitpoints.Nestedawardssupportstudentequitybecausestudentsonlyneedtomeettheentryrequirementsforthelower-levelqualificationandareguaranteedprogressiontohigher-levelqualificationsprovidedstudentsmeettheGPAorotherspecifiedrequirements.


Page11of31

Entrymechanismsandpathwaysfromleasttomostexpensive4.11 Entrymechanismsanddifferenttypesofpathwaysrangefromtheleasttomoreexpensive.The

province,ONCATandinstitutionsshoulddevelopstrategicframeworksthathavemanyarrangementsthatarerelativelycheap;amoderatenumberofarrangementsthataremoderatelyexpensive;andarelativelysmallnumberofarrangementsthatareexpensive.

4.12 Pathwayentryagreementsareagreementsbetweeninstitutionsthatgrantstudentsentryto

thereceivinginstitutioniftheymeetrequirementscertifiedbythesendinginstitution.Theyarerelativelyinexpensiveandcanbeusedbymanystudents.Increasedemphasisonentryagreementsmayhelptoincreasethenumberoftransferstudents.

4.13 Agenericpathwayisapathwaythatrelatesinstitutionsandfamiliesofprogramstofacilitate

entryandcreditforindividualstudentsorgroupsofstudents.Genericpathwaysaresupportedbyinstitutionalpoliciesthatspecifygeneralrequirementsforthetransferofstudentsandthetransferofcredit.Genericpathwaysarecosteffectiveandappropriateintheabsenceofaspecificpathway.Theysupportstudententryandcreditinareaswherethereislittlestudenttraffic.

4.14 Aspecificpathwayisapathwaythatrelatesexistingprogramsandmayinvolvesome

curriculummappingandcoordination.Specificpathwaysneedtoberenegotiatedeverytimethereisachangeinoneoftheprograms.Theyaremediumcostandshouldbemoderateinnumberanddevelopedonlyforpathwaysthatattractsignificantnumbersofstudents.

4.15 Anenhancedpathwaygrantsmorestudentsentryand/ormorecreditinthedestination

programthanprovidedinstandardinstitutionalpolicies.Enhancedpathwaysarebasedonvaryinglevelsofcollaborationoncurriculum,teachingandlearningandassessment.Theyrequirehighlevelsoftrustbetweenthepartners,andareexpensivetodevelopandmaintainandshouldbelimitedtoareasthatreflectstrategicprioritiesininstitutional,regionalandprovincialpartnerships.

Trustandcommunication4.16 Trustmaybebuiltbetweeninstitutionsandprogramsbyprovidingopportunitiesforfaculty

andstafftogettoknoweachother;byreportingtoeachotherontheoutcomesofpathways;bysharinginformation;andbyprovidingopportunitiesforcollaboration.

4.17 Boundaryspanners’canfostercommunicationandcollaborationbetweenpartnerinstitutions.


Page12of31

5. FrameworkfordecisionmakingProvince-wide5.1 Studenttransferwouldbesupportedbytheprovincestatingexplicitlythatcolleges’roles

includepreparingstudentsforstudyatdegreelevel,includingstudyatuniversities;andbystatingexplicitlythattheroleofuniversitiesincludesacceptingandsupportingtransferstudents.

5.2 Studenttransferwouldbesupportedbytheprovinceincludingstudenttransferinits

differentiationframework,whichrecognizesinstitutions’differentrolesinstudenttransfer.5.3 Studenttransferagreementswouldbestrengthenedifstrategicmandateagreementsinone

institutioncomplementedthestrategicmandateagreementofrelevantinstitutionsintheothersector,particularlythosewithinthesamegeographicregion

5.4 Policiesandsupportmechanismsforstudenttransfershouldbebasedonregionssothatmost

attentionandeffortisinvestedintransferbetweeninstitutionswithincommutingdistanceofeachother.

5.5 Studenttransferwouldbeencouragedbysupportforsystemlevelfundingforregional

activitiestobuildnetworks.5.6 Analysisofstudenttransferpolicywouldbestrengthenedbycollectingandreporting

consistentlydataonthenumberoftransferstudentseachuniversityadmits,thebroadfieldsthattransferstudentsareadmittedtoandwhetherthetransferwaspartofapathwayagreement.

ONCAT5.7 ONCAThasakeyroletoplayinOntarioasasystemboundary-spannerbecauseitistheonly

bodyotherthantheMTCUthatspansbothcollegesanduniversities.

5.8 ONCATmaywishtodevelopaspecificroleinbrokering,supportingandsustainingregionalpartnerships.

5.9 ONCATmaywishtosupportinstitutions’deepercommitmenttoarticulationandtransferby

emphasisingthenumberandproportionofstudentstransferringbetweeninstitutionsratherthanthenumberofpathways.

5.10 ONCATmaywishtoconsiderdevelopingaproposalforasystemlevelfundtosupportregional

studenttransfernetworksandtorecognizepartoftheextracoststhatinstitutionsincurinsupportingstudenttransfer.


Page13of31

Institutional-level5.11 Institutionsshouldstateexplicitlytheprioritytheygivetosupportingtransferinrelationto

otherinstitutionalpriorities,recognizingtheimplicationsthishasforneighbouringinstitutions.Institutionsmightidentifythosefieldsoroccupationalareasinwhichtheywishtoconcentratetheirsupportforstudenttransfer,whichmaybeinsimilarorcomplementaryfieldstothoseidentifiedbytheirpartnerinstitutions.

5.12 Institutionsshouldconsiderestablishingageneralpartnershipagreementwitheach

neighbouringinstitutiontoprovideagovernanceframework,strategicplanningandsupportforgenericpathwayagreementsandspecificpathwayagreementsbetweenspecificqualifications.

5.13 Regionalcoordinationoffersinstitutionsthepotentialforconvergentorcomplementary

pathwaysinconvergentorcomplementaryfieldsofstudy.5.14 Institutionsthatputahighpriorityonsupportingtransferstudentsshouldconsidernominating

apersonwhohasorwhodevelopsexpertiseintheirinstitution’scollaboratingsector,particularlyintheirneighbouringinstitutionsinthecollaboratingsectorwithwhichtheirinstitutionsshouldhavetheclosestrelations.

5.15 Institutionsthatgiveahighprioritytosupportingtransfermayconcentratetheiracademiceffortsinsomeprogramsandthereforeinsomefaculties,departmentsandschools.

5.16 Institutionsshouldseekopportunitiestostreamlinetransferprocessesanddecisions.5.17 Institutionsneedpoliciestoguideentryandcreditdecisionsfortransferringstudentsadmitted

intheabsenceofapathway.5.18 Institutions’frameworksshouldensureconsistencyoftreatmentbetweendomesticand

internationaltransferpathways.

5.19 Institutionsneedpoliciesandpracticestoensurethatentryandcreditdecisionsareconsistentacrossfieldsandovertime.

Faculty/program-level5.20 Mostbenefitcanbegainedbyembeddingtransferinthedesignandadministrationof

programs.5.21 Considerdevelopingapolicy,principlesandproceduretoguidetheentryofstudentswhodo

notfollowadesignatedpathway.5.22 Considerdevelopingapolicy,principlesandaproceduretoguidethegrantofcredittostudents

whodonotfollowadesignatedpathway.


Page14of31

5.23 Consideradmittingtransferstudentsandgrantingthemcreditaccordingtotheunit’spolicies,principlesandprocedureratherthandevelopingapathwayagreementforasmallnumberofstudents.

5.24 Considerdevelopingpathwaysagreementswherenumerousstudentstransferfromthe

sendingqualification.5.25 Developpathwaysthatreflectthewaygraduatesusetheirqualificationsinthelabourmarket.

Ifaqualification’sgraduatesproceedtoadiversityofoccupationsitmaybedesirabletoaccepttransferstudentsfromadiversityoffields.

5.26 Considerdifferentarrangementsforqualificationsthatleadtooccupationalrecognitionand

thosethatleadtomoregeneralrecognition.5.27 Qualificationsthatleadtogeneralrecognitionmaybeabletograntcreditfromabroaderrange

ofcoursesthanqualificationswhichleadtooccupationalrecognition.5.28 Qualificationsthatleadtogeneralrecognitionmaybeabletoassesscreditbylevelandbroad

fieldofstudyratherthanbydetailedcurriculumequivalence.5.29 Considerdifferentarrangementsforqualificationsthatreceivemosttransferstudentsfromone

narrowfieldandqualificationsthatreceivetransferstudentsfromseveralfields.5.30 Considertakingabroaderapproachtodeterminingequivalentpriorstudyforqualificationsthat

receivetransferstudentsfrommorethanonefield.5.31 Considerdevelopingpathwayscollaborativelyandsharinginformationoneachprogram’s

syllabus,curriculum,pedagogy,assessmentandtheexpertiseofteachingstaff.5.32 Considerestablishingwithneighbouringinstitutionsanannualcross-institutionalfaculty

consultation,seminarorcolloquiumaddressingissueswithinthedisciplineorfield.5.33 Considerestablishingaprocedureforpathwaypartnerstoreporttoeachothertheoutcomes

ofpathways5.34 Credittransferredshouldberealizable.


Page15of31

Elaboratedversion:StudentmobilityinOntario:Aframeworkand

decision-makingtoolforbuildingbetterpathways


Page16of31

6. Elaborated:Purposeoftheseprinciplesanddecision-makingframework

Thisdocumentpresentsprinciplesandadecision-makingframeworkfordevelopingnewpathwaysandpartnershipsinOntario’spost-secondaryeducationsystem(PSE).TheprinciplesandframeworkcontributetotheMinistryofTrainingCollegesandUniversities’goalstosupportlifelonglearning,andtoincreaseandbroadenaccesstopostsecondaryeducation.Theprinciplesandframeworkbuildon:

• TheMinistryofTrainingCollegesandUniversities’PolicyStatementforOntario’sCreditTransferSystem20116

• ONCAT’s‘ProposedPrinciplesforCreditTransferPoliciesandProcedures’7Thedocumentfirstoutlinesthegoalsandpurposesofqualificationsandpathwaysinsupportinglifelonglearningpolicies,thenitpresentsprinciplesthatguidetransferofstudentsandtransferofcredit,beforepresentingaframeworkfordecisionmaking.

6 http://www.tcu.gov.on.ca/eng/eopg/publications/CreditTransferE.pdf viewed 14 May 2016. 7 http://oncat.ca/files_docs/content/pdf/en/AnnualReport_2014-2015_ENG.pdf viewed 14 May 2016


Page17of31

7. Elaborated:Goalsandpurposesofpostsecondaryeducation,qualificationsandpathways

Thissectionpresentsthegoalsandpurposesofpostsecondaryeducationsystems,qualificationsandofpathways.Postsecondaryeducationsystem7.1 Theprovinceaimstosupportapostsecondaryeducationsystemthatishighquality,fair,

efficient,andpromotesequityandhighlevelsofeducationalattainmenttosupportatolerantandinclusivesocietyandacompetitiveandproductiveworkforce.

Qualifications7.2 Qualificationssupport:entrytoandmobilityinthelabourmarket;progressiontohigher-level

studies;and,socialinclusionandsocialmobilityinthefollowingways:87.2.1 Inthelabourmarket,qualificationshelpguideentryintotheworkforceandmovement

tohigheroccupationallevelsonceemployed;

7.2.2 Intheeducationsystem,qualificationshelpguideprogresstohigher-levelstudies.Allqualificationsshouldprovidestudentswiththeknowledgeandskillstheyneedtostudyatahigherlevelintheirfieldoracloselyrelatedfield;and

7.2.3 Insociety,qualificationscontributetosocialinclusionbysupportingsocialmobilityineducationandthelabourmarketandbycontributingtoamoretolerantandinclusivesociety.Allqualificationsshouldseektowidenparticipationinpostsecondaryeducationbysupportingstudentsfromdisadvantagedbackgroundstoenterhigher-levelstudiestosupportoccupationalandsocialmobility.Qualificationsalsoneedtoensurethatstudentshaveaccesstotheknowledgeandskillstheyneedtobeproductiveandcontributingmembersintheircommunities,familiesandoccupations.

7.3 Allqualificationsshouldfulfilallthreepurposes,buttheemphasisoneachpurposemayvary

witheachqualification.Pathways7.4 Pathwaysshouldbedesignedtoreflectthesethreepurposesofqualificationstosupport

lifelonglearningpoliciesandpractices.

7.5 Pathwaysandqualificationscanbeevaluatedbytheextenttowhichtheymeetthesethreepurposes.

8 See: Gallacher, J., Ingram, R., & Reeve, F. (2012). Are vocational qualifications vocational? In M. Pilz (Ed.), The Future of

Vocational Education and Training in a Changing World (pp. 381-402). Wiesbaden: Springer VS. Wheelahan, L., Buchanan, J., & Yu, S. (2015). Linking qualifications and the labour market through capabilities and vocational

streams. Adelaide: National Centre for Vocational Education Research.


Page18of31


coststostudents,institutionsandtheirfundersbysavingfundsforstudiesthathavealreadybeencompletedandbyreducingthetimeittakesstudentstocompletetheirstudiesinthefollowingways:7.6.1 Studenttransfershouldbemaximizedtosupportstudentchoiceandprogression,

whichisanimportantaspectofuniversalparticipation.Thisincludespathwaysbetweenqualificationsatthesamelevel,fromhighertolowerlevelqualifications,andfromlowertohigher-levelqualifications.

7.6.2 StudenttransferfromlowertohigherlevelqualificationsontheOntarioQualificationsFrameworkshouldbemaximizedtosupportupwardsocialprogressionandsocialmobilityandeconomicdevelopment.


coststostudents,institutionsandtheirfundersbysavingfundsforstudiesthathavealreadybeencompletedandbyreducingthetimeittakesstudentstocompletetheirstudies.


Page19of31

8 Elaborated:PrinciplesThissectionpresentsgeneralprinciples,curricularandpedagogicprinciples,andentryprinciples.Generalprinciples8.1 Transferismoreequitableifitisconsistent.8.2 Transferismoreconsistentifitisguidedbyagreedrulesandprocesses.8.3 Transfereffortshouldconcentrateontheareaswheremostbenefitcanbegained.

8.3.1 Mosttransferbenefitcanbegainedwherethemoststudentsareinvolved.8.3.2 Mosttransferbenefitcanbegainedwhereleastexpenseisincurred.8.3.3 Mosttransferbenefitcanbegainedwhereprocessesareefficient.

8.4 Pathwaysshouldbedevelopedfromtheleasttomostexpensivetoreflectthestrategic

prioritiesofinstitutions,regionsandtheprovince.8.5 Pathwayswhichmaximizethetransferofstudentsandthetransferofcreditaremorelikely

betweeninstitutionsthattrusteachother’scurriculum,syllabus,teaching,assessmentandtheexpertiseoftheirteachingstaff.

8.6 Trustbetweeninstitutionsreducesthetransactioncostsofdevelopingpathways.8.7 Trustismorelikelytodevelopwheretherearerelationshipsbetweenteachingstaffinpartner

institutions.8.8 Relationsareeasiertoestablishbetweeninstitutionswhichareclosetoeachother.Curricularandpedagogicprinciples8.9 Pathwaysshouldensurecoherenceandcontinuityincurriculumandpedagogy.Coherenceand

continuityincurriculumandpedagogycansupportstudenttransitionandcontributetoretention,completionandpositivelabourmarketoutcomes.Theycanachievetheseoutcomesinthefollowingways:8.9.1 Qualificationsshouldreflectthechangingnatureofwork,whichincludestheneedto

usehigherlevelandmoreabstractknowledgeasthebasisofeducationalprogressionandoccupationalprogression,andtheyneedtohelpstudentscontributetotheirfamily,communityandsociety.

8.9.2 Pathwaysshouldhavecurriculumcoherenceandcontinuityacrossqualifications.


Page20of31

8.9.3 Programsshouldscaffoldlearninginthedisciplinaryfieldinwhichstudentsarestudying.Programsandpathwaysshouldembedtransitionsupporttohelpstudents’progresstohigherlevelstudiesandapplytheirknowledgeandskillsatworkandinthecommunity.

8.9.4 Studentsshouldgainmaximumcreditforpriorstudies,whileatthesametimeensuringtheyarenotgrantedinappropriatecreditthatmayjeopardisetheirsuccessinhigherlevelprograms.

8.9.5 Creditforpriorstudiesshouldbegrantedequitablytoallstudentswhoundertookthesamepriorprogram.

8.9.6 Wherepossible,pathwaysandnewprogramsshouldbedevelopedwiththeinvolvementofindustryandoccupationalbodies,suchasprofessionalbodiesandbodiesrepresentingtechnicalandskilledoccupations,ratherthanjustoneortheothertohelpdevelopprogramsthatlinkoccupationalandeducationalprogression.

8.9.7 Pathwaysandprogramsshouldfocusontheoveralldevelopmentofthestudentwithinthecontextoftheirplannedoccupation.(a) Pathwaysshouldfocusontheknowledge,skillsandattributesgraduatesneedin

theirbroadfieldofpracticeratherthanspecificworkplacetasksandrolestomaximisestudents’optionstoprogressintheirfieldandmovetorelatedfields.

(b) Pathwayscanbebasedonlinearconnectionsbetweenprogramswithinthe

samefieldofeducation,and/ortheycanlinkprogramsincomplementaryfieldsthatreflectthewaygraduatesusetheirqualificationstonavigatethelabourmarket.

8.9.8 Programsandpathwaysshould,wherepossible,providestudentswithearly

certificationintheirfieldsotheycanobtainrelevantworkandvaluableexperiencewhilecontinuingtostudyintheirfield.Thepurposeistoinsurestudentsagainsttheriskofnotcompletingthedestinationprogramwhileatthesametimeleavingtheiroptionsopenforfurtherstudy.

8.9.9 Studentsshould,asageneralrule,berequiredtocompletesuccessfullythefirst

qualificationinapathwayoranestedprogram(see4.13below)beforetheyaregrantedadmissiontothehigherlevelprogram.Pathwaysarepremisedonscaffoldingknowledgeandskillsstudentsneedathigherlevelqualifications;studentswhodonotcompletethefirstawardarelesslikelytobesuccessful.

Entryprinciples8.10 Studenttransfermaybemaximizedbydevelopingseveralentrymechanismstosuitprospective

studentsfromdifferentcircumstances.


Page21of31

8.11 Studentsshouldbeadmittedtohigher-levelprogramsbasedontheirachievementsintheir

mostrecentqualification.Students’achievementsintheirsecondaryschooldiplomasarerelevantforentrytothefirstprograminthepostsecondaryeducationpathway,butarerarelyrelevanttothesecondprograminthepathwayandshouldnotbeusedtodecideaccessintothesecondprogram.Ifthereisnotadirectalignmentbetweenthelowerandhigherlevelprogramsinthepathway,transitionsupportshouldbebuiltintothedevelopmentofthepathway.


Page22of31

9 Elaborated:GuidelinesThissectionpresentsguidelinesontakinggeographicproximityintoaccount,distinguishingbetweentransferofstudentsandtransferofcredit,movingfromtheleasttothemoreexpensiveformsofpathways,developingmultipleentrymechanisms,andbuildingtrustandcommunication.Geography9.1 Studentstransferinhighernumbersbetweeninstitutionswithincommutingdistanceofeach

other.Institutionsshouldprioritizebuildingrelationswithneighbouringpartnersanddevelopregionalpathways.

9.2 Policymakersandinstitutionsshoulddevelopexplicitregional,provincial,interprovincialand

nationalgoalsforstudenttransfertoprovideframeworksforinstitutionalpartnerships.9.2.1 Institutionsshoulddevelopexplicitlocalandregionalgoalsforstudenttransfertoguide

thedevelopmentoftheirpartnershipsstrategically.Institutionsmayhavestrategicreasonsfordevelopingpartnershipsbeyondtheirregionstosupportstudenttransferinspecificfields,ortoservespecificoccupationsorcommunities,ortosupportinstitutionalgoals.

9.3 Institutionsshouldbeawareofthepoliticalrealitiesoftheirpartners(suchasprovincialand

municipalgovernments,regulatoryandoccupationalbodies,employers,disciplinaryassociationsetc),aswellastherolesofeachinterestedparty.

Distinguishbetweentransferofstudentsandtransferofcredit9.4 Transferthatprovidesstudentswithentrytosubsequentpostsecondaryeducationprograms

requiresdifferentdecisionsandprocessescomparedtothoseusedforthecreditthattransferstudentsmaybegrantedupongainingentrytothoseprograms.9.4.1 Thisdistinctionisimportantbecausestudentsbenefitfromcreditonlyoncetheyhave

beenadmittedtothedestinationprogram.9.5 Creditdecisionsarebasedonthesyllabusandqualityofthepriorprogram,itsassessmentand

itslearningoutcomes.Decisionsaboutstudentadmissionarebasedonjudgementsabouttheextenttowhichtheapplicantmeetstheprogram’sadmissionscriteria.9.5.1 Studententryandcreditdecisionsoftentakedifferentfactorsintoaccount.Institutions

decideaboutentrybasedontheapplicant’spriorcredentialedstudyandotherattributesthatenabletheinstitutiontodeterminewhethertheapplicantislikelytosucceedinthedestinationprogramandwhethertheapplicantmeetstheprogram’sadmissioncriteria.Creditdecisionsarebasedonthesyllabusandqualityofthepriorprogram,itsassessmentanditslearningoutcomes.


Page23of31

9.6 Decisionsaboutcreditstudentswillbegrantedshouldbemadeascloseaspossibletothedecisiontograntstudentsadmission9.6.1 Studententryandcreditdecisionsareoftentakenseparatelyatdifferenttimes.Itis

preferableforcreditdecisionstobetakenatthesametimeasentrydecisions.Thiswouldenablestudentstoplantheirprogramofstudy,ensuretheycanstudyfulltime(shouldtheywishtodoso),usethecredittheyhavebeenawardedintheirqualification,andensuretheycanreceiveappropriatefunding(OSAPetc)basedoncreditawardedandsubsequentstudystatus(part-time/fulltime).

Multipleentrymechanisms9.7 Increasingthenumberofstudentswhocantransferfromdiplomastodegreesrequiresmore

emphasisonalternativeentrymechanismsthatprovidestudentswithdifferentwaysofenteringdegreeprograms.

9.8 Guaranteedtransferpathwaysselectstudentstotheinitialprogramandguaranteeentrytoa

subsequentprogramsubjecttoachievingaspecifiedgradepointaverageandmeetinganyotherrequirementspecifiedinadvance.9.8.1 Thereneedstobeclosecommunicationandcollaborationbetweenthepartnerstoa

guaranteedaccesspathwaysothatthecoordinatorofthereceivingprogramcananticipateandplanforthenumberofstudentswhoareproceedingthroughthesendingqualificationatthespecifiedlevel.

9.8.2 Guaranteedaccesspathwaysincreaseequityandopportunitiesforstudentstoprogress

fromdiplomastodegrees.Guaranteedaccesspathwaysalsoinsurestudentsagainsttheriskofnotcompletingthehigherlevelprogramsincetheystillhavecertificationinthelowerlevelprogram.Thismayencouragestudentsfromdisadvantagedbackgroundstoparticipateinpostsecondaryeducationanddevelopaspirationsforundertakingbachelorlevelstudies,gainexperienceinstudyinginpostsecondaryeducation,andleavetheiroptionsopenforthefuture.

9.9 Dualawardsrequirestudentstomeettheentryrequirementsforbothqualifications.

9.9.1 Anexampleisadiplomaandadegreewhicharelinkedbutinwhichapplicantsmust

meetthediploma’sandthedegree’sentryrequirementstoenterthelinkedprograms.

9.9.2 Dualawardsgenerallydonotprovideasmuchaccessfordisadvantagedstudentsasguaranteedaccesspathwaysbecausestudentsarerequiredtomeettheentryrequirementsofthehigherlevelqualificationasaconditionofadmission.

9.10 Nestedawardsareaseriesofqualificationslinkedbyaguaranteedtransferpathway,which

offerstudentsmultipleentryandexitpoints.Nestedawardssupportstudentequitybecausestudentsonlyneedtomeettheentryrequirementsforthelower-levelqualificationandare


Page24of31

guaranteedprogressiontohigher-levelqualificationsprovidedstudentsmeettheGPAorotherspecifiedrequirements.9.10.1 Anexampleisalinkedcertificate,diploma,bachelor,graduatecertificateandmasters

programinwhich,forexample,astudentmaystartinthediploma,completethecertificatewhilestudyingthediploma,andexitaftercompletingthebachelor.

9.10.2 Nestedawardsareusuallyinthesamefieldofstudy,oroccupationalarea.9.10.3 Thereneedstobeclosecommunicationandcollaborationbetweenthepartnersto

nestedawardssothatthecoordinatorsofeachprogramcananticipateandplanforthenumberofstudentswhoarestudyingineachprogramandareeligibleforandlikelytoseektotransfertoanotherqualificationinthenestedaward,whichmaybetoashorterqualification,acognatequalificationofsimilarlengthoralongerqualification.

Entrymechanismsandpathwaysfromtheleasttomostexpensive9.11 Entrymechanismsanddifferenttypesofpathwaysrangefromtheleasttomoreexpensive.The

province,ONCATandinstitutionsshoulddevelopstrategicframeworksthathavemanyarrangementsthatarerelativelycheap;amoderatenumberofarrangementsthataremoderatelyexpensive;andarelativelysmallnumberofarrangementsthatareexpensive.

9.12 Pathwayentryareagreementsbetweeninstitutionsthatgrantstudentsentrytothereceiving

institutioniftheymeetrequirementscertifiedbythesendinginstitution.Theyarerelativelyinexpensiveandcanbeusedbymanystudents.Increasedemphasisonentryagreementsmayhelptoincreasethenumberoftransferstudents.9.12.1 Thisisanexampleofapathwayentryagreement:Thebachelorofbusinessstudiesat

MapleLeafUniversitywillguaranteetoadmitgraduatesofthediplomaofbusinessstudiesatCedarCollegewhoachieveagradepointaverageof3.0.‘Pipeline’numbersofarticulatingstudentsaremanagedbydesignatingaspecificnumberofplacesinthediplomaofbusinessstudiesthatwillbeguaranteedplacesinthebachelorofbusinessstudies.

9.12.2 Thisisanotherexampleofapathwayentryagreement:

(a) graduateswhocompleteadiplomaofearlychildhoodstudiesatCedarCollege

withagradepointaverageof2.5areeligibleforadmissiontothebachelorofeducationatMapleLeafUniversityandwillbeadmittedifthereareenoughplacesavailable;

(b) diplomagraduateswillbeselectedaccordingtotheirgradepointaverage;(c) diplomagraduateswhoachieveagradepointaverageof3.5areguaranteed

admissionin2017.


Page25of31

9.12.3 Pathwayentryagreementsarerelativelyinexpensiveandcanbeusedbymany

students.9.12.4 Increasedemphasisonentryagreementsmayhelptoincreasethenumberoftransfer

students.9.13 Agenericpathwayisapathwaythatrelatesinstitutionsandfamiliesofprogramstofacilitate

entryandcreditforindividualstudentsorgroupsofstudents.Genericpathwaysaresupportedbyinstitutionalpoliciesthatspecifygeneralrequirementsforthetransferofstudentsandthetransferofcredit.Genericpathwaysarecosteffectiveandappropriateintheabsenceofaspecificpathway.Theysupportstudententryandcreditinareaswherethereislittlestudenttraffic.9.13.1 Genericpathwaysmayspecifygeneralrequirementsforthetransferofstudentsandof

creditforgraduatesofdiplomasofanyOntarioInstitutionandgeneralrequirementsforthetransferofstudentsandofcreditforgraduatesofdiplomasoftheinstitution’spartnerinstitutions.

9.13.2 Anexampleofagenericpathwayiswheretheprogramcoordinatorforabachelorprogramreceivesanapplicationforadmissionfromagraduateofaspecifieddiplomaofaspecifiedcollegeandafterreviewingtheuniversity’spolicy,thediplomasyllabusandtheapplicant’sgradesofferstheapplicantaplace.

9.13.3 Anincreaseintrafficmaysignaltotheinstitutionthataspecificpathwaymaybe

needed.9.14 Aspecificpathwayisapathwaythatrelatesexistingprogramsandmayinvolvesome

curriculummappingandcoordination.Specificpathwaysneedtoberenegotiatedeverytimethereisachangeinoneoftheprograms.Theyaremediumcostandshouldbemoderateinnumberanddevelopedonlyforpathwaysthatattractsignificantnumbersofstudents.9.14.1 Anexampleofaspecificpathwayisaspecifieddiplomaataspecifiedcollegeanda

specifiedbachelorthatexemptsdiplomagraduatesfromthedegree’sgeneralstudiesrequirements.Anotherexampleisaspecifieddiplomathatexemptsdiplomagraduatesfromundertakingsomecorecoursesinthebachelor.

9.15 Anenhancedpathwaygrantsmorestudentsentryand/ormorecreditinthedestination

programthanprovidedinstandardinstitutionalpolicies.Enhancedpathwaysarebasedonvaryinglevelsofcollaborationoncurriculum,teachingandlearningandassessment.Theyrequirehighlevelsoftrustbetweenthepartners,andareexpensivetodevelopandmaintainandshouldbelimitedtoareasthatreflectstrategicprioritiesininstitutional,regionalandprovincialpartnerships.


Page26of31

9.15.1 Anexampleofanenhancedpathwayisthedevelopmentofdiplomaandadegreewherethecurriculumhasbeendevelopedtogethertoensurecoherenceandcontinuityinsyllabus,approachtoteachingandlearningandassessment.Studentsareusuallygrantedmorecreditthantheywouldbeotherwisebeentitledtoinaspecificpathway.Thedevelopmentofthediplomaanddegreemay,forexample,includecollaborationwithanoccupationalbodyandaprofessionalbody,aspecificcommunity,oraspecificindustrypartner.

9.15.2 Enhancedpathwaysshouldbelimitedtoareaswhichreflectstrategicprioritiesin

institutional,regionalandprovincialpartnerships.Thetypesofstrategicprioritiesthatmaybeassistedbythedevelopmentofanenhancedpathwaymayincludeestablishingnewrelationshipswithindustryandoccupationalbodies,meetinganemergingoccupationalneed,developinganewfieldofstudyorestablishingrelationswithand/orsupportingparticulargroupsofdisadvantagedstudentstoenterandprogressinpostsecondaryeducation.

Trustandcommunication9.16 Trustmaybebuiltbetweeninstitutionsandprogramsbyprovidingopportunitiesforfaculty

andstafftogettoknoweachother;byreportingtoeachotherontheoutcomesofpathways;bysharinginformation;andbyprovidingopportunitiesforcollaboration:Examplesinclude:9.16.1 Facultyandstaffcommunicatingfrequentlyandbuildingrelations,forexample,inan

annualcross-institutionalfacultyconsultation,seminarorcolloquiumaddressingissueswithintheirdisciplineorfield;

9.16.2 Thepartnersreportingtoeachothertheoutcomesofpathwayssuchasthenumberof

studentswhogainentryunderanagreementandtheirperformanceintheirsubsequentstudies;

9.16.3 Partnerssharinginformationonprogram’ssyllabus,curriculum,pedagogy,assessmentandtheexpertiseofitsteachingstaff;

9.16.4 Facultyincollaboratingprogramscomparingcurriculum,learningoutcomesand

assessmenttodevelopaclearerpictureofwhatstudentshavelearned.9.17 Boundaryspanners’canfostercommunicationandcollaborationbetweenpartnerinstitutions.

9.17.1 Suchpeopleshouldseektospantheboundariesbetweensectorsandinstitutionsby

understandingtheothersector’sandinstitution’spoliciesandprocesses.Theyhelptranslatethesetotermsbestunderstoodbytheirhomeinstitutionandsectorandinturnexplaintheirhomeinstitutionandsectortotheirpartnerinstitutionsandsector.


Page27of31

10 Elaborated:FrameworkfordecisionmakingThissectionpresentsaframeworktobeconsideredwhendevelopingnewpathwaysandtransferpoliciesandprograms.Itispresentedatfourlevels:province-wideconsiderations,ONCAT,theinstitution,andsub-institutionalunitssuchasfacultiesanddepartmentsandadministrativesupportunits.Province-wideconsiderations10.1 Studenttransferwouldbesupportedbytheprovincestatingexplicitlythatcolleges’roles

includepreparingstudentsforstudyatdegreelevel,includingstudyatuniversities;andbystatingexplicitlythattheroleofuniversitiesincludesacceptingandsupportingtransferstudents.

10.2 Studenttransferwouldbesupportedbytheprovinceincludingstudenttransferinits

differentiationframework,whichrecognizesinstitutions’differentrolesinstudenttransfer.

10.2.1 Forexample,someuniversities’mainrolemaybeacceptingtransferstudentsfromneighbouringcolleges;someuniversities’mainrolemaybeacceptingtransferstudentsfromspecifiedoccupational,linguistic,ethnicorequitygroups;andsomeuniversities’mainrolemaybedevelopingcolleges’facultyandstafftoextendtheirdegreeprogramsandappliedresearch.

10.3 Studenttransferagreementswouldbestrengthenedifstrategicmandateagreementsinone

institutioncomplementedthestrategicmandateagreementofrelevantinstitutionsintheothersector,particularlythosewithinthesamegeographicregion10.3.1 Strategicmandateagreementsarecurrentlynegotiatedwithineachsector,ratherthan

betweensectorsandincludingthetwosectorstogether,particularlywithinregions,wouldenhancetheProvince’sdifferentiationframework.

10.4 Policiesandsupportmechanismsforstudenttransfershouldbebasedonregionssothatmost

attentionandeffortisinvestedintransferbetweeninstitutionswithincommutingdistanceofeachother.10.4.1 Suchregionalpoliciesshouldreflectinstitutions’prioritiesandareasofstrategic

investment.Whereauniversitydoesnotprioritizeacceptingtransferstudentsinaregionwherethereisnootheruniversity,theprovincemaywishtoconsidernegotiatingwithlocalcollegestodevelopandexpandtheirprovisionbeyondtheircurrentdegreeprovision.Thiswouldhelptoensureequalityofaccesstodegreesthroughouttheprovince.

10.5 Studenttransferwouldbeencouragedbysupportforsystemlevelfundingforregional

activitiestobuildnetworks.


Page28of31

10.6 Analysisofstudenttransferpolicywouldbestrengthenedbycollectingandreporting

consistentlydataonthenumberoftransferstudentseachuniversityadmits,thebroadfieldsthattransferstudentsareadmittedtoandwhetherthetransferwaspartofapathwayagreement.

ONCAT10.7 ONCAThasakeyroletoplayinOntarioasasystemboundary-spannerbecauseitistheonly

bodyotherthantheMTCUthatspansbothcollegesanduniversities.10.8 ONCATmaywishtodevelopaspecificroleinbrokering,supportingandsustainingregional

partnerships.

10.8.1 SucharolewouldbuildonONCAT’ssuccessinitsrelativelybrieflifeinstimulatingpathwaysbetweenqualificationsandinstitutions.ConsequentlyONCAThasbuildhighlevelsoftrustbetweenitanditsmemberinstitutionsandsupportedthedevelopmentofgreaterlevelsoftrustbetweenitsmemberinstitutions.Thisisanindispensablerequirementforbuildingregionalpartnerships.

10.9 ONCATmaywishtosupportinstitutions’deepercommitmenttoarticulationandtransferby

emphasisingthenumberandproportionofstudentstransferringbetweeninstitutionsratherthanthenumberofpathways.

10.10 ONCATmaywishtoconsiderdevelopingaproposalforasystemlevelfundtosupportregional

studenttransfernetworksandtorecognizepartoftheextracoststhatinstitutionsincurinsupportingstudenttrasfer.

Institutional-level10.11 Institutionsshouldstateexplicitlytheprioritytheygivetosupportingtransferinrelationto

otherinstitutionalpriorities,recognizingtheimplicationsthishasforneighbouringinstitutions.Institutionsmightidentifythosefieldsoroccupationalareasinwhichtheywishtoconcentratetheirsupportforstudenttransfer,whichmaybeinsimilarorcomplementaryfieldstothoseidentifiedbytheirpartnerinstitutions.

10.12 Institutionsshouldconsiderestablishingageneralpartnershipagreementwitheach

neighbouringinstitutiontoprovideagovernanceframework,strategicplanningandsupportforgenericpathwayagreementsandspecificpathwayagreementsbetweenspecificqualifications.

10.13 Regionalcoordinationoffersinstitutionsthepotentialforconvergentorcomplementary

pathwaysinconvergentorcomplementaryfieldsofstudy.

10.13.1 Forexample,itcansupportcurriculumalignmentforladderingwithinthesamefieldofeducation,orprovidecomplementarypathwaysthatlinkqualificationsindifferentfieldsofeducationtosupportlabourmarketneeds.


Page29of31

10.14 Institutionsthatputahighpriorityonsupportingtransferstudentsshouldconsidernominating

apersonwhohasorwhodevelopsexpertiseintheirinstitution’scollaboratingsector,particularlyintheirneighbouringinstitutionsinthecollaboratingsectorwithwhichtheirinstitutionsshouldhavetheclosestrelations.10.14.1 Suchpeopleshouldseektospantheboundariesbetweenthesectorsandinstitutions

byunderstandingtheothersector’sandinstitution’spoliciesandprocesses,translatingthesetotermsbestunderstoodbytheirhomeinstitutionandbyhelpingtoexplaintheirhomeinstitutionandsectortotheirpartnerinstitutions.

10.14.2 Such‘boundaryspanners’shouldreporttoaseniorpersonwithintheirhomeinstitutiontoprovidethemwithauthorityinnegotiatingwithintheirowninstitutionthetypesofpathwaysthatmeettheirinstitution’sstrategicpriorities,andtoensuretheyhavesufficientseniorityinbrokeringpathwayswiththeircollaboratinginstitutions.

10.15 Institutionsthatgiveahighprioritytosupportingtransfermayconcentratetheiracademic

effortsinsomeprogramsandthereforeinsomefaculties,departmentsandschools.10.15.1 Institutionsmayalsonominateasupportunitthathasspecialresponsibilityfor

supportingstudenttransfer.However,evenifsuchaunitisnominated,mostcentralserviceandsupportunitsarelikelytohavesomeinvolvementinsupportingstudenttransfer.

10.16 Institutionsshouldseekopportunitiestostreamlinetransferprocessesanddecisions.10.17 Institutionsneedpoliciestoguideentryandcreditdecisionsfortransferringstudentsadmitted

intheabsenceofapathway.Thesepoliciesmayinclude:

10.17.1 MinimumentryrequirementsforgraduatesofdiplomasofanyOntariocollege;10.17.2 Minimumentryrequirementsforgraduatesofdiplomasoftheinstitution’spartner

colleges;10.17.3 Selectioncriteriafordiplomagraduates;10.17.4 Theamountandtypeofcourse-to-courseandblockcreditthatitisappropriateto

grantgraduatesofdiplomasofanyOntariocollege;10.17.5 Theamountandtypeofcourse-to-courseandblockcreditthatitisappropriateto

grantdiplomagraduatesoftheinstitution’spartnercolleges;


Page30of31

10.17.6 Whoisauthorizedtodecidespecificcreditdecisionswhenstudentsareadmittedthroughagenericpathway;and

10.17.7 Howspecificcreditdecisionsmaybereviewedtoensureconsistencyinthese

decisions,andtoprovideinsightsaboutwherespecificpathwaysshouldbedeveloped.10.18 Institutions’frameworksshouldensureconsistencyoftreatmentbetweendomesticand

internationaltransferpathways.

10.19 Institutionsneedpoliciesandpracticestoensurethatentryandcreditdecisionsareconsistentacrossfieldsandovertime.

10.19.1 Onemechanismisaprocedurefordetermining,recording,monitoringandevaluating

precedents.Faculty/program-levelTheseprinciplesareforsub-institutionalunitssuchasfaculties,departmentsandschools,andadministrativesupportunits.10.20 Mostbenefitcanbegainedbyembeddingtransferinthedesignandadministrationof

programs.10.21 Considerdevelopingapolicy,principlesandproceduretoguidetheentryofstudentswhodo

notfollowadesignatedpathway.10.22 Considerdevelopingapolicy,principlesandaproceduretoguidethegrantofcredittostudents

whodonotfollowadesignatedpathway.10.23 Consideradmittingtransferstudentsandgrantingthemcreditaccordingtotheunit’spolicies,

principlesandprocedureratherthandevelopingapathwayagreementforasmallnumberofstudents.

10.24 Considerdevelopingpathwaysagreementswherenumerousstudentstransferfromthe

sendingqualification.10.25 Developpathwaysthatreflectthewaygraduatesusetheirqualificationsinthelabourmarket.

Ifaqualification’sgraduatesproceedtoadiversityofoccupationsitmaybedesirabletoaccepttransferstudentsfromadiversityoffields.

10.26 Considerdifferentarrangementsforqualificationsthatleadtooccupationalrecognitionand

thosethatleadtomoregeneralrecognition.


Page31of31

10.26.1 Qualificationsthatleadtogeneralrecognitionmaybeabletoaccepttransferstudentsfromabroaderrangeofprogramsthanqualificationswhichleadtooccupationalrecognition.

10.27 Qualificationsthatleadtogeneralrecognitionmaybeabletograntcreditfromabroaderrange

ofcoursesthanqualificationswhichleadtooccupationalrecognition.10.28 Qualificationsthatleadtogeneralrecognitionmaybeabletoassesscreditbylevelandbroad

fieldofstudyratherthanbydetailedcurriculumequivalence.10.29 Considerdifferentarrangementsforqualificationsthatreceivemosttransferstudentsfromone

narrowfieldandqualificationsthatreceivetransferstudentsfromseveralfields.

10.29.1 Qualificationsthatreceivetransferstudentsfromonenarrowfieldmayhaveopportunitiestograntmorecreditforstudentswhohavegraduatedfromthemainsourcequalification.

10.30 Considertakingabroaderapproachtodeterminingequivalentpriorstudyforqualificationsthat

receivetransferstudentsfrommorethanonefield.10.31 Considerdevelopingpathwayscollaborativelyandsharinginformationoneachprogram’s

syllabus,curriculum,pedagogy,assessmentandtheexpertiseofteachingstaff.10.32 Considerestablishingwithneighbouringinstitutionsanannualcross-institutionalfaculty

consultation,seminarorcolloquiumaddressingissueswithinthedisciplineorfield.10.33 Considerestablishingaprocedureforpathwaypartnerstoreporttoeachothertheoutcomes

ofpathwayssuchasthenumberofstudentswhogainentryunderanagreementandtheirperformanceintheirsubsequentstudies;

10.34 Credittransferredshouldberealizable:

10.34.1 Studentsshouldbeabletousethecredittheyhavebeenawardedtowardscompletingtheircredential.

10.34.2 Creditshouldresultinstudentstakinglesstimetocompletethetwoqualifications

thaniftheyhadnotbeengrantedcredit.

Research Report 2016.03 Student mobility in A report to ... mobility in Ontario: A framework and...

Documents

Transcript of Research Report 2016.03 Student mobility in A report to ... mobility in Ontario: A framework and...