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URSULA MCCLOY & KATHLEEN WILLIAMS, Seneca CRSM

August, 2019 | Full Report | Executive Summary

This research was supported by Ontario Human Capital Research and Innovation Fund, Ministry of Colleges and University (MCU).

Recent reports affirm concerns about the numeracy and math skills of Canadians, pointing to a decline in skills or performance at a level too low for what is needed for a productive labour force. Most of these studies were conducted at a national or provincial level and did not control for individual sociodemographic characteristics or math skills at college entry. The study for this report was unique in approach: it tracked the progress of students at a large Toronto college, using student-level data that included math performance and course selection in high school, program selection and standardized math testing at college entry, progress to college graduation, and labour market and further education outcomes.

The study focussed on students who entered a diploma or certificate program at Seneca College between 2007 and 2014 and were under 23 years old at entry. The total sample contained 44,613 entrants and 9,414 graduates.

KEY RESULTS:

What effect does high school math have on college performance?

For the population in the sample who attended an Ontario high school, students who obtained a higher math average in high school or took university preparation high school math courses were more likely to select a college program requiring math or a technology program, and to perform better on college math placement tests, with less likelihood of being placed in foundation math. The figure below shows that, for example, only 10% of students who obtained over a 70% in university preparation math were placed in foundation math. In contrast, 39% who obtained over a 70% in college preparation math were tested below the level required for college math. Once in college, the effects of high school math continue, resulting in higher first-year college math averages, higher overall college GPAs and higher graduation rates.

Percentage of Seneca students placed in foundation math by math course taken in high school and high school math average, Seneca entrants, 2007-2014

What role does performance in math assessment tests play?

Seneca College requires students to take assessment tests to determine whether students can directly enter college level math, or whether a foundation course is required. As with HS grades and courses, higher standardized test scores result in higher first-year math grades, higher overall college GPAs and higher graduation rates.

Does Math proficiency matter after college graduation?

Graduates with a higher first-year college math average were more likely to transfer to university, to be employed, to have a job related to their field of study, and were less likely to be overqualified, but did not earn more than others.

Do student characteristics matter?

Sociodemographic and other characteristics interacted in complex ways on college program selection, math proficiency and graduate outcomes.

Gender: Male students were more likely than female students to take university preparation courses in high school and to enter a program requiring math particularly in technology field. Even among students who took similar courses and achieved similar grades in math in high school, males were still more likely to choose a math-required program, particularly technology. Despite this, females obtained higher first-year college math averages, higher overall college GPAs, and were more likely to graduate.

Canadian citizenship: For the most part, Canadian citizens did not perform as well as international students and permanent residents. They were less likely to select a program requiring math, obtained lower scores on college math placement tests, lower college math averages in first year, lower overall college GPAs, and had lower odds of graduation. After graduation, Canadian citizens were more likely than non-Canadians to be employed, but less likely to have a job related to their college studies, and were more likely to be overqualified.

Neighbourhood income and parent’s education: Students from low income neighbourhoods and those who had a parent with a degree were more likely to enter a technology field. When controlling for parental education, students from high income neighbourhoods had higher scores on college math placement tests, higher math averages in first year, higher overall college GPAs, and higher graduation rates.

SUMMARY

This study clearly shows the long-term repercussions of weak math proficiency on college program selection, academic performance and post-graduation outcomes. Students with weak math skills are less likely to enter college programs requiring math; they obtain lower college math and lower college grades overall, and are less likely to graduate and to obtain a job related to their program of study.

URSULA MCCLOY, VICTORIA BAKER, KATHLEEN WILLIAMS & HENRY DECOCK, Seneca CRSM

December, 2017 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

Seneca College is a recognized leader in the field of student transfer and pathways, with a large number of articulation agreements and comprehensive student advising, advocacy and assessment services. Seneca established the Degree and Credit Transfer Office (DCTO) in 2001 after an investigation showed that 44% of college entrants were planning to pursue further education (36% at a university) after graduation and yet few services existed to support them in achieving their goals. Previous reviews of the DCTO have focused on students’ use of the Centre’s flagship publication, The Degree Transfer Guide. The current study aims to build on this research to understand which segments of the Seneca student population use the DCTO services and whether DCTO usage is associated with higher rates of transfer and better transfer experiences.

Part 1 of this study creates a profile of students who use the DCTO advising services and compares this group to the student population that does not use the DCTO, with variables including sociodemographic and academic backgrounds at college entry, motivations for college program selection, aspirations for university, and academic outcomes (graduation rates and grades). The sample comprises 59,942 students who entered Seneca between the summer of 2007 and the fall of 2014 and whose first program was not a degree or graduate certificate program. Visits to the DCTO were captured up until October 13, 2016.

Part 2 of the study compares the transfer rates to university of DCTO users and non-users, and captures differences in their transfer experiences, reasons for transfer, sources of information on transfer, and satisfaction with the transition experience. The sample is a subset of the Part 1 sample and comprises 13,607 Seneca graduates who had completed the Ontario Graduate Satisfaction Survey.

Younger students, females, and those with a parent with a degree were somewhat more likely to use the DCTO, whereas Canadian citizens were less likely. Additionally, DCTO users had slightly stronger high school academic backgrounds. Even when controlling for these differences, DCTO users obtained much higher grades and graduation rates than non-users, likely because they were highly motivated to obtain the grades and, often, the credential required to transfer, and possibly because they benefit from DCTO advising services as well as referrals to academic advising.

Students who used the DCTO services were more likely to have entered a three-year advanced diploma program (47% vs. 30%) and a program area with a large number of transfer agreements (such as business, at 53% vs. 35%).

The reasons for transferring to university were similar between users and non-users, with career advancement and obtaining a credential cited for almost nine in ten transfers. DCTO users are more likely to make use of a variety of information, particularly college sources such as the transfer guide and hard copy publications. Graduates satisfaction with the transition experience (83%) and their academic preparation for transfer (87%) is high for both DCTO users and non-users with little difference between the two groups.

The most significant and positive finding is the high transfer rates to further education, and specifically to university, for students who use the DCTO advising services. Overall, 44% of DCTO users transferred to university within six months of graduation compared to 10% of graduates who did not use the DCTO. This difference held true even when controlling for differences in academic performance, student aspirations and a variety of other factors. Of those who aspired to university at college entry, half of DCTO users compared to 22% of non-users transferred to university.

The provision of outreach may be necessary for students navigating program pathways with few or no articulation agreements. Outreach is needed for those at the start of their program who are interested in transfer (as indicated in the entering student survey) and for program areas in which DCTO users are underrepresented. Since graduates often transfer to university with a career focus in mind, a focus on career opportunities associated with transfer pathways is also warranted. Emphasizing the value of the DCTO and advisement service to faculty, staff and service areas across the college also continues to be a priority.

MITCHELL STEFFLER, URSULA MCLOY & HENRY DECOCK, Seneca CRSM

January, 2018 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

It is well understood that access to university varies considerably by parental education and neighbourhood income, whereas college tends to be accessed more equitably. One option proposed to reduce this imbalance is the college to university transfer pathway. This study compares college students' university aspirations at entry, graduation rates, and transfer outcomes across socioeconomic status (SES) groups. SES groups were created by combining categories of parental education (university educated vs first generation) and neighbourhood income. The analysis combines administrative and survey data at Seneca College from 2007 to 2014, to track 36,054 college entrants from high school until six months after college graduation. Research questions include the following:

  1. How do background characteristics in the college sample differ by income and parental education and what is the role of these factors in influencing a student’s aspirations for transfer to university?
  2. What is the role of parental education and neighbourhood income in influencing transfer to university?
  3. For those who do transfer to university, do transfer information sources differ across first generation and income groups?

Of these college entrants, 44% aspire to go to university and 14% of those who graduate transfer to university within six months. Aspirations at entry and transfer after graduation vary considerably by SES group, as do academic preparation, language ability, and program of entry. Overall, 49% of college entrants with university-educated parents planned to attend university after college compared to 43% of students without university-educated parents. However, students from higher income neighbourhoods proved no more likely than their peers to aspire to transfer. Students who were low income but with university educated parents were the most likely to have plans for university.

Transfer to university was 3% points higher for college graduates who had a parent with a degree than those who did not, an affect that held when controlling for demographic factors and grades. In contrast to parents’ education, this study showed that rates of transfer did not differ by income. When combined categories of income and education were compared, graduates who were both low income, but had at least one parent with a degree, were 4% points more likely to transfer than students who were low income and did not have a university-educated parent. The graduates with the highest grades who aspired to go to university are the most likely students to transfer. Other factors such as program of study are also important in explaining transfer propensity.

Although previous research has shown that the initial decision to attend college or university is influenced by parental education and income, university transfers differ only slightly from their college peers by these socioeconomic characteristics. Within the college population, college performance and aspirations for transfer are more important than sociodemographic factors on transfer rates, indicating this pathway may be more merit- and motivation-based. As well, the preliminary finding that transfer students who are lower income or do not have a university educated parent rely less on their parents and family and rely more on college advising services for information, underscores the role institutions can play. This suggests that facilitating and encouraging college to university transfer, as well as supporting students academically to ensure they qualify, may be a vehicle to reduce the socioeconomic inequity in university attendance in Ontario.

URSULA MCCLOY, MITCHELL STEFFLER, HENRY DECOCK, Seneca CRSM

March, 2017 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

Studies on college-to-university transfer typically focus on a discrete aspect of the pathway such as who aspires to transfer, who transfers and why, or outcomes after transfer to university. In contrast, this paper focuses on the entire pathway, using the Liberal Arts Transfer (LAT) program at Seneca College as a case study.

METHOD

The analysis sample included 3,622 entrants who began the LAT program at Seneca in 2005– 2012, and 1,268 LAT students/graduates who transferred to York University’s degree program in 2002–2012. The study used a comprehensive, student-level dataset to examine the progression to graduation from LAT, propensity to transfer, and post-transfer outcomes at York. Regression models (OLS) were run to control for the independent effects of a range of sociodemographic and academic variables.

RESULTS

Progression to graduation from LAT: Higher grades in high school (particularly in university preparatory courses) and college-level English at entry were important influencers. More than three-quarters of LAT entrants had a high school average below the minimum required for university entry, and nearly half did not place in college-level English. Many of them continued to struggle academically when they entered college. Over one-half left Seneca without a Seneca credential or without transferring to York.

Propensity to transfer to York University: A Seneca GPA above 3.0 increased the likelihood of transfer to York by over 40 percentage points, the largest influence of all variables. Parental education, first language, and status in Canada differed little across pathways. Previous university, gender, age, and year of entry had little or no effect. However, aspiration for university upon entry was higher for both graduates and non-graduates who transferred to York.

Post-transfer outcomes at York: Those who graduated from LAT before transferring had more transfer credit and were stronger academically at York. Graduates of the articulated LAT stream were the most likely to graduate from York (76%), had the highest grades, took less time to complete, and were more likely to complete a four-year than a three-year degree program. High school grades, first language, and English-language placement at college entry were unrelated to academic success at York. There was a clear relationship between grades at Seneca and performance at York, irrespective of graduation or articulation status at Seneca.

CONCLUSIONS & RECOMMENDATIONS

Under LAT’s current admission standards, entrants require only an Ontario high school diploma and Grade 12 English. More than three-quarters of LAT entrants have a high school average below 70% and nearly half do not place in college-level English at entry. Yet some rise to meet the challenge, and successfully transfer to York and graduate. Any review of admission standards will need to ensure that students with poor performance in high school or in previous postsecondary, have a viable pathway to university.

URSULA MCCLOY, MITCHELL STEFFLER, HENRY DECOCK, FIONA BAIN-GREENWOOD, Seneca CRSM

January, 2017 | Full Report | Executive Summary

This research was supported by Ontario Human Capital Research and Innovation Fund, Ministry of Colleges and University (MCU).

Young immigrants who come to Canada have not been well researched, yet they are the next generation of workers upon whom Canada will increasingly rely. This study examined the pathways of immigrant students at a large multicultural college in Toronto, and the role of English-language skills and region of birth on their academic and labour market outcomes.

The study followed the pathways of 18,466 students (non-international) who entered Seneca College between 2010 and 2014, within five years of leaving an Ontario high school. Of these, 29% were born outside of Canada, with over two-thirds originating from Asia, 14% from the Americas (outside Canada), 11% from Europe, and 6% from Africa. Of those not born in Canada, the vast majority (71%) were Canadian citizens when they entered Seneca.

Region of origin, Seneca entrants, 2010–2014

Using a longitudinal database that links a number of data sources, the study tracked the progress of individual students from the beginning of high school through to graduation from college and their eventual transition into the labour market or to further education.

The study’s overall research question was: In a large multicultural college, what is the role of immigrants’ region of origin and English-language proficiency on academic and labour market outcomes?

FINDINGS

Seneca students who were born outside of Canada are more likely than their Canadian-born peers to have highly educated parents, live in lower-income neighbourhoods, and to aspire to university.

Yet despite having attended an Ontario high school, many immigrants come to Seneca with weak English-language skills requiring support in language proficiency, with 59% being placed below college level English, compared to 36% of Canadian born students. Despite this, they obtain similar overall GPA, and graduation rates. Students from East Asia were the exception, despite entering with the lowest language proficiency, they also were the most likely to graduate.

Independent of region of birth, students who entered college with lower English-language proficiency were less likely to graduate and more likely to obtain lower grades.

Having high grades and taking university preparatory courses in high school was the largest predictor of student success in college. Lower-income students achieved lower grades, but were as likely to graduate as others; male students were less likely to graduate, and obtained lower grades.

In the labour market, graduates with lower language skills at college entry also had higher unemployment rates, and earned less. In addition, the unemployment rate six months after graduation was 25% for those born outside of Canada, versus 14% for those Canadian-born. This result also held true in the regression analysis, even when controlling for language proficiency at college entry. However, for those who are employed wages and job alignment were similar for both groups.

With the exception of immigration status, unemployment rates were not significantly affected by college GPA, first language, or any of the academic or sociodemographic factors. However, graduates with lower overall grades were less likely to be in a job related to their program of study, and more likely to be overqualified. For hourly earnings, females and those from lower-income neighbourhoods earned less. College grades did not have a significant effect on earnings.

CONCLUSION

Colleges need to be prepared to support highly diverse students with varying levels of English-language proficiency. More than 50% of Toronto’s population comprises individuals born outside of Canada, a figure that is expected to continuously increase in the coming years. Policy is urgently needed to ensure that current and future generations of immigrants, in high school and post-secondary, have the language skills, competencies, and social and financial supports required to succeed in further education and the labour market.

URSULA MCCLOY, MITCHELL STEFFLER, HENRY DECOCK, Seneca CRSM

November, 2016 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

Ontario colleges predominantly offer occupation-specific programs geared to the labour market rather than further education. Nevertheless, Early Childhood Education (ECE) is a two year diploma program that prepares graduates directly for the labour market but also historically has had a high transfer rate to university. Using the ECE program in Ontario as a case study, the interaction between the labour market and transfer to university was studied.

Several changes have occurred in the ECE profession in Ontario that have the potential to alter a student’s decision to transfer. These include the establishment of the College of Early Childhood Educators in 2008, the phase-in of full-day kindergarten (FDK) between 2010 and 2014, the reduced demand for certified teachers, and the introduction of ECE-related college degrees in 2008. Therefore, the overarching research question for this study is: How have the recent labour market and policy changes affected transfer to university for ECE graduates?

The study revealed transfer trends at both the provincial and student level, combining sociodemographic and academic data on Seneca ECE entrants from 2002 to 2014 with provincial-level data on the employment outcomes of ECE graduates from 2007 to 2014. The study ran multiple regression models to determine the independent influence of any individual factors on the propensity to transfer.

FINDINGS

Provincially, an analysis of transfer rates for 2007 to 2014 shows a significant decline in transfer for Ontario ECE graduates from 17% in 2007 to 6% in 2014. Concurrently, hourly wages, when adjusted for inflation, have increased by 8% between 2007 and 2014 for ECE graduates, compared to a drop of 6% for non-ECE graduates. Meanwhile, labour market demand for ECE graduates in Ontario remains high with an unemployment rate (6 months after graduation) of 8% in 2014, half the rate for all Ontario college graduates.

Percentage of ECE and non-ECE Ontario graduates transferring to university, 2006–07 to 2013–14

At Seneca, from 2009–10 to 2014–15, plans for university after graduation for ECE entrants decreased from 59% to 35%, whereas plans for employment after graduation increased from 26% to 46% over the same period. An increasing number of younger students and those without previous university have been changing their intentions for transfer, deciding instead to enter the labour force after graduation.

Plans for post-graduation, Seneca’s ECE entrants, 2008–09 to 2014–15

Overall, aspirations for university after graduation and graduating since 2010, independent of demographic characteristics, were the most important influencers of transfer to university. However, ECE is progressively attracting older students with previous university experience, and these new entrants are more likely to aspire to enter the workforce after graduation than to attend university.

Those with aspirations for university, younger students, and those with higher Seneca grades were more likely to transfer. Higher college GPA increased the likelihood of transfer, but neighbourhood income, high school grades, and course selection were insignificant influencers.

The effect of the introduction of ECE related college degrees can be seen in the Seneca- York transfer data. In 2007, 27% of Seneca’s ECE graduates continued on directly to York University, dropping to 8% by 2014. In contrast, in 2007, 2% of Seneca graduates continued on in Seneca's Bachelor of Child Development degree, vs 14% who did so in 2014.

CONCLUSION

This study of Seneca ECE graduates demonstrates that the decline in transfer is largely the result of external influences such as the recent changes in the ECE regulatory and labour market environment.

Over the last few years, ECE transfer rates have declined dramatically, but labour market opportunities in ECE have increased. The decline in transfer likely indicates the improved outcomes for students rather than a decrease in the performance of ECE transfer partnerships.

URSULA MCCLOY & GERARDO INFANTE, Seneca, Conestoga, Sheridan, George Brown, Humber

March, 2023 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

Ontario Colleges have been offering bachelor’s degrees since 2002, with currently almost 4000 graduates annually.0F Associated with this expansion, colleges have been developing a variety of pathways into degree programs. However, a significant knowledge gap exists in terms of profile of students who take these pathways, the amount of advanced standing that has been provided, and whether their academic and labour market outcomes are comparable to non-transfers. This study addresses this by tracking the outcomes of degree students at five of Ontario’s largest degree granting colleges.

All students who enrolled in a degree at one of Seneca, Conestoga, Sheridan, George Brown, or Humber between fall of 2015 and winter of 2018 (n=21,036) were included. Students were then followed until winter of 2020. Within each institution, individual students were followed from high school, through other PSE (if applicable), to college degree entry and either graduation or the point they left the degree.

Over half of the degree entrants (55%) had obtained some form of postsecondary education after high school, with over a third of students having previously attended their own college, 17% having attended a university, and over 11% having attended a different college before entering their college degree.

Key findings of the study indicate that pathways into college degrees are very diverse, with the block transfer pathway serving as a pathway for diverse students. As well, in general, students transferring from other postsecondary education into a degree outperform non-transfers, and those with a block transfer (advanced standing) outperform others in terms of grades, graduation, and retention rates.

Recommendations include providing more support or bridging for students who enter non-directly from high school; encouraging academically strong diploma students to transfer into degree programs within their own colleges; enhancing and expanding other college-to-degree pathways and university-to-college degree pathways. In addition, to increase degree access, Ontario college certificate level preparatory programs could be created or enhanced.

PAULA GREEN, URSULA MCCLOY, SAHAR SHEIKH, & RICHARD SMITH, York University and Seneca

September, 2020 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

In Ontario and across Canada, student mobility has been a vital part of the academic relationship between colleges and universities. Within Ontario, Seneca College and York University has had a longstanding partnership for over forty years and is considered a leader in pathways. The current study, through a mixed methods approach, measured the student experience of those transferring within this partnership. The major research themes were:

  1. How did Seneca and York students gain information about transfer? How effective was this information in supporting their decision-making? How did students experience transfer
  2. What role did sociodemographic characteristics, academic performance and engagement influence satisfaction with the transfer experience, and the decision to transfer? How did these characteristics influence academic performance and adjustment post-transfer?

Methods

The ‘Student Experience in Transfer’ research project used a combination of surveys, focus groups and administrative data. The study population included students enrolled at York University or Seneca College in Fall 2019 who had previously attended either York or Seneca.

Results

Seneca to York transfers

  • Students who had a parent with a university degree were both more likely to be satisfied with the transfer process, as well as the decision to transfer to York than those whose parents did not have a degree.
  • Students who indicated they received fewer credits than expected had lower satisfaction with the transfer process and the decision to transfer to York. As well, satisfaction with the transfer process was lower for students who found out later about their credit than those who found out earlier.
  • Transfer students who interacted with faculty at the receiving institution were more likely to be satisfied with the transfer process and their decision to transfer to York. Interacting with faculty and receiving academic advising resulted in higher GPA at York for transfer students.

York to Seneca transfers

  • Transfers who received advanced standing (received at least five transfer credits or enrolled in graduate certificates or accelerated diplomas) at Seneca were less satisfied with their decision to transfer than other transfer students.
  • Students who interacted with faculty post-transfer had higher levels of satisfaction with the transfer process and the decision to transfer. They also obtained higher grades.

The qualitative results showed that several structural challenges emerged as creating difficulties for transfer students. These included adjusting to the new campus environment, differences in class sizes and to new student service practices that affected student access and supports. Issues with the accessibility services offered at both institutions (e.g. low awareness, long waiting periods) and frustration with institutional financial aid processes and practices were commonly raised.

Students reported turning to informal networks such as other students for information. To address this, some student suggestions included separate orientations for transfer students, more one-on-one advising and improving the quality and accessibility of the information about transfer on institutional websites. Another option is to train peer mentors, who have been through the transfer process, to support incoming transfer students. Overall, respondents observed that the inter-institutional relationship between York and Seneca helped to facilitate the ease of transfer and the credit transfer process.

Transfer students are an important constituent in the postsecondary environment. They are a sizable proportion of the enrolment at university and college campuses across Ontario, and institutions must have an effective infrastructure to support them.

URSULA MCCLOY, KATHLEEN WILLIAMS, STEPHEN CHILDS, KEVIN DU MANOIR, Seneca, York University & Toronto Metropolitan University

December, 2019 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

PURPOSE

Seneca College has had long-standing partnerships with its neighbouring universities, Ryerson and York, with a particular emphasis on transfer between Faculties of Business. This study, using administrative databases, tracked the mobility patterns of Seneca’s business students who transferred between Seneca, York or Ryerson, in either direction, during the years 2012 to 2017.

KEY FINDINGS

Of the 24,610 students enrolled in a Seneca business program between 2012 and 2017, approximately 11% attended either York or Ryerson between 2006-07 and 2017-18. Only 32% of students entering a Seneca business program from York or Ryerson had graduated pre-transfer, whereas 78% of Seneca business students who transferred to York or Ryerson had graduated pre-transfer. University graduates entering Seneca primarily enrolled in graduate certificate programs (87%), whereas those who did not complete their university degree entered a range of credentials at Seneca, with 18% choosing a college degree. Of Seneca students continuing on to York or Ryerson, an overwhelming share entered business or related programs (82% at York, 95% at Ryerson), whereas university students entering Seneca came from various university programs.

Two years after transfer, 23% of those who transferred from York or Ryerson to a Seneca business program had withdrawn, whereas 49% had graduated. For the reverse direction, 26% of those who transferred from Seneca to York or Ryerson had withdrawn within two years, and 27% had graduated. Overall, combining graduates and non-graduates, 43% of students who transferred from college to university obtained a grade average of B or above at their receiving institution. Among students who transferred from university to college, 56% obtained a grade average of B or above at Seneca. Students who graduated before transferring performed better after transfer, with the effect far more pronounced for the university-to- Seneca pathways.

Results showed that key drivers of student success (GPA and retention) post-transfer include a student’s GPA prior to transfer and math assessment scores at Seneca entry, regardless of pathway (university to college or college to university). For Seneca students transferring to York or Ryerson, two-year graduation rates post- transfer are strongly related to the transfer pathways available at the receiving university.

Overall, the results suggest there are two populations of students taking the university-to-Seneca business pathway: 1) those who did poorly in university and did not graduate and are seeking a second chance at a post-secondary credential and 2) successful university graduates who choose one-year graduate certificates with specialized training to prepare them for the labour market. However, Seneca business students taking the college to university pathway are primarily academically strong students who are continuing in business by laddering their Seneca diploma to a university degree. Ultimately, the study findings can be used both to inform existing transfer agreements and to help support transfer students.

HENRY DECOCK & KATHERINE JANZEN, Seneca and York University

December, 2016 | Full Report 

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

This qualitative research on the decision-making and transfer experiences of students who moved between Seneca College and York University (in both directions) affirms what previous studies have shown: Students recognize the perceived value of having a combination of college and university education.

However, the use of focus groups comprised of Seneca and York students elicited a more nuanced understanding than is typically possible with the results from open-ended surveys. The student discussions revealed that multiple factors influence their decision to transfer, the transfer experience itself, and their perceptions of the structural changes required to improve the transfer process.

METHOD

Six focus groups were created, comprised of graduates and early leavers randomly selected from a database of students transferring between Seneca and York. Separate focus group discussions were conducted for Seneca students attending York and York students attending Seneca.

RESULTS

Students transfer because they want to improve their economic prospects and recognize the perceived value of having both a university and college education, i.e., theoretical knowledge and practical skills. Participants affirmed the important role of formal transfer agreements and specific scholarships, but cited the need for structural improvements to make the experience of transfer easier.

Orientation sessions are considered to be a motivating factor because they help prospective transfers to understand what they will likely experience as an incoming student. However, a significant barrier remains, namely identifying a college/university staff member who can answer questions about transfer. Access to a staff person dedicated to the needs of transfer students was cited as a solution.

Participants emphasized that the eligibility criteria for transfer is too restrictive. They noted that high school and college performance is not the ideal or sole measure of student ability, that a student’s family circumstances at the time, or poor academic fit, can mask true capacity. Intangible measures, such as being highly motivated to pursue a chosen career, can strongly influence academic success.

Parental pressure to attend university, whether real or perceived, is a factor in transfer. Parents reportedly value a university education more so than a college one, manifesting in students’ initial choice of destination, or as a rationale for transfer.

Feelings of confidence play a critical role in supporting transfer decisions, particularly among students who transfer from college to university. For those who did not succeed at their previous institution, college success builds confidence in their academic ability, especially if the initial program was perceived to have been a poor fit. Encouragement and recognition by faculty serve to increase student confidence. Increased confidence ultimately results in efforts to pursue other educational opportunities.

RICHARD SMITH, SYLVIA LIN, ROBINDRA SIDHU, HENRY DECOCK & URSULA MCCLOY, Seneca and York University

May, 2016 | Full Report | Executive Summary

This research was supported by Higher Education Quality Council of Ontario (HEQCO).

Study examines 12 years of student transfer between Seneca College and York University

Students with strong grades have the most success after transferring between college and university, according to a new study from the Higher Education Quality Council of Ontario (HEQCO). Looking at more than 14,000 students who transferred between Seneca College and York University from 2000 to 2012, the study also found that transfer students who are younger and/or female are more likely to persist to graduation after transferring from college to university. Younger students are also more likely to complete their education faster after transferring from university to college, but gender was not a significant factor.

Project Description

Transfer Pathways in Postsecondary Education: York University and Seneca College as a Case Study followed 9,330 students who transferred from Seneca to York and 5,413 who transferred from York to Seneca over the 12-year period. The study examined the effects of student demographics, program details and academic factors on credential attainment and time to completion. Demographic factors included gender, language spoken, immigration status, age, neighbourhood income and parental education. Program details examined were admission basis, program of entry, program length, relatedness of pre- and post-transfer program and transfer credits granted. Academic factors included course type and final marks in grade 12 English, credential attainment at the sending institution and cumulative GPA at both institutions. For students transferring from Seneca to York, aspirations for university at point of entry to college were also examined.

Findings

For those moving from college to university, the amount of transfer credits awarded was a significant factor for both graduation rate and time to completion. Although the average amount of transfer credit provided by York was 26.5 credits (equivalent to almost one full year of study), transfers who went on to graduate with a degree were provided, on average, 30 credits at transfer, compared to 21 credits for those who did not. Transfer credits may also be tied to the impact of program choice on success after transfer. College students who selected university programs that matched their previous program graduated faster than other students. The authors argue this is likely due to the ability of students to use their transfer credits for electives and program requirements.

Immigration status was an area that showed differences based on the direction of the transfer. Permanent residents and visa students were more likely to graduate compared to Canadian citizens when transferring from college to university. However, visa students who transferred from university to college were less likely to graduate than Canadian citizens.

The type of credential had an impact for both types of transfer. For college to university transfers, students enrolled in a four-year honours degree program completed faster than the standard program length compared to those enrolled in a three-year degree program. This may be attributed to the increased flexibility in the way in which four-year students can allocate transfer credits. This same pattern exists in university to college transfers. Students pursuing a certificate or graduate certificate completed their program faster than the standard program length, compared to those in diploma programs.

CLAIRE HENDERSON & URSULA MCCLOY, Academica Group, Seneca

October, 2019 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

PURPOSE

Disparities in access to higher education among demographic groups within Ontario manifest largely at the university level but not at the college level, according to existing literature and data. Based on these findings, it has been suggested that enhancing the college-to-university pathway may be a vehicle to reduce inequities in university access. To this end, this study examined the profiles and pathways of college-to-university students in order to enhance our understanding of who is accessing this transfer pathway, and their unique needs and experiences, with an aim to improving this pathway and thereby enhancing access and equity across the full spectrum of post-secondary institutions.

METHOD

The study had two phases. In phase one, Academica Group’s University and College Applicant Study (UCAS™) database was used in order to compare college applicants who aspired to a degree to those who did not, and to compare university applicants who had a previous college credential to those who had no previous post-secondary experience. The results were based on a sample of over 125,000 Ontario college and university applicants who participated in the UCAS™ between 2010 and 2015. This included 70,813 survey respondents who had applied to Ontario universities, and 57,839 survey respondents who had applied to Ontario colleges.

In the second phase, an online survey instrument was designed to track the pathways of applicants following their application to post-secondary education. In addition to demographic questions, the survey asked about students’ decision-making process, application outcomes, motivations, post-secondary goals, use of support resources, and the transfer experience. Of the 3,007 respondents who completed the survey, 1,985 fit the pathways of interest and were eligible to be included in the analysis.

KEY FINDINGS

By constructing a set of data-based profiles for students within each of the pathways, the study arrived on several key findings about these students. These findings showed that, relative to university students without previous PSE, college-to university-transfer students were:

  • More likely to be from groups traditionally underrepresented in university. As such, they were more likely to be a first-generation student, to report a disability, to be low-income, to identify as Indigenous and to be from rural communities.
  • More likely to have identified as White/Caucasian, or Black, and less likely to indicate they were Chinese or South Asian.
  • More likely to be certain that their program was right for them and would lead to satisfying career.
  • More likely to participate in classroom discussion and engage in student–faculty interactions.

College-to-university students were thus shown to be highly engaged in their learning and academically confident; however, the results also suggest that more work needs to be done to support both the admissions process and the university transition experience. College-to-university transfer students are relying less on traditional university channels for information, and are instead relying more on interpersonal contact for their individual circumstances. Similarly, university orientation programming is often geared toward direct-entry students, and transfer students are much less likely to participate. Orientation was a key area where transfer students felt their university needed to improve, especially with respect to supporting students’ adjustment to the academic expectations of university.

While college-to-university transfer students tended to be highly academically engaged, engagement outside of the classroom was found to be a challenge. This is likely related in part to age differences, as college-to-university transfer students tend to have more outside responsibilities such as dependent children, as well as less financial support. Developing flexible ways to enrich the non-academic experience of college-to-university transfer students should be a priority.

CONCLUSION

Overall, this study builds on the findings of previous research suggesting that increasing the number of students using the college-to-university transfer pathway should enhance the diversity in the university student population, and at the same time increase numbers of academically engaged students. Both of these factors would likely enrich the university environment overall

KATHLEEN WILLIAMS & URSULA MCCLOY, Seneca CRSM

March, 2019 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

It is well understood that students with a disability are somewhat less likely to attend postsecondary, and if they do attend, are far more likely to choose college than university. With Ontario’s recent increase in the number of transfer opportunities between colleges and universities, determining whether students with a disability are taking advantage of college to university pathways is of great interest. This study compared the transfer rates and the transfer experience of Ontario college graduates who did and did not report a disability. This study included all Ontario college graduates from certificate or diploma programs during 2014-2016. The data used was from the Graduate Satisfaction Survey, administered six months after graduation.

FINDINGS

Of the over 100,000 respondents, 11% reported having a disability, and 9% indicated they used disability services. Whereas college graduates who reported a disability were slightly less likely to report having transferred to university, (5.9% vs 6.3%) they were much more likely to continue on in a college program (25% versus 19%).

Transfer rate to university, Ontario college graduates, 2014-2016

Graduates with a disability are more likely to transfer between college community service programs and university social sciences programs, and are less likely to transfer between business, engineering and related programs.

Of those who transfer to university, information sources used to aid transfer and reasons for transfer did not differ by reported disability status. However, transfer students reporting a disability are somewhat less likely to be satisfied with the transition experience (76.7% vs 80.8%) and slightly less likely to be satisfied with their academic preparation compared to those who did not report a disability (82.6% vs 85.2%).

CONCLUSION

In general, although differences in transfer rates and satisfaction with transfer is lower for graduates reporting a disability, the differences are marginal. This almost equal utilization of the college to university pathway by college graduates with and without a disability is likely an indication that it could be a way to increase access to university for students with a disability.

RECOMMENDATIONS

  1. Future college to university pathways could be developed with special considerations for students with disabilities.
  2. Increased coordination of services and support across academic advising, disability services, and transfer advising both within and between colleges and universities.
  3. Increase laddering from shorter to longer credentials, which are more likely to be eligible for transfer pathways to university.
  4. Colleges who offer bachelor degrees could also focus on laddering programs into their degrees for college students who report a disability (both internal and external).

URSULA MCCLOY, MITCHELL STEFFLER & HENRY DECOCK, Seneca CRSM

December, 2017 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

The ability of Ontario college students to transfer to the university sector in the province has been an ongoing issue for many years, with slow and steady progress toward a more seamless postsecondary education system. Although previous research has identified segments of the population that are less likely to enter university directly, less is known about transfer to university from within the college student population. The current study tracks college-touniversity transfer in Ontario over time and analyzes the changing patterns, the factors associated with those changes, and graduates’ satisfaction with the transfer experience.

This report describes provincial trends in college transfer to university using data from the Ontario College Graduate Satisfaction Survey (GSS) for the years 2007 to 2015. The study tracked the volume of graduates moving between college and university, and their characteristics and experience of transfer. Of the 694,379 graduates, 444,451 participated in the GSS, for an average response rate of 64%.

TRANSFER RATES

  • The overall percentage of college graduates furthering their education has been fairly stable at approximately 26%. However, the percentage transferring to university has decreased, declining from 8% of graduates in 2007 to 5.5% of graduates in 2015. When graduate certificate and college degree programs are excluded from the analysis, the transfer rate declines from 8.3% of graduates in 2007 to 6.3% of graduates in 2015. Factors that may have contributed to this trend include: the increased number of students, particularly international students, entering college with a previous degree; the increase in pathway options to a degree, such as college degree programs and access programs in university; increased student spaces in universities due to shrinking demographics; and greater awareness of the career options for graduates with a college credential (non-degree).
  • Major shifts in regional transfer rates occurred over time. In 2007, Metro Toronto and the surrounding Central Region had much higher transfer rates compared to the rest of the province. By 2015, their rate were similar to those of other provincial regions.
  • When the amount of transfer is weighted to enrolment, the Northern universities are receiving a much larger share of transfer students compared to other Ontario universities.
  • Ontario college graduates who are less likely to transfer to university are female, older, international, originally from neighbourhoods that are low-income or where English is the first language, and graduate from a college campus beyond a commuting distance to university. Graduates who report a disability are slightly less likely to transfer, and Aboriginal students are equally as likely to transfer.
  • Graduates of advanced diploma and community service and preparatory/upgrading programs are more likely to transfer. Transfer largely occurs within related fields of study.

TRANSFER EXPERIENCE

  • Overall, satisfaction with the university transfer experience has remained stable since 2007.
  • Graduates who transfer for academic or program related reasons are more satisfied with their transition experience versus those who transfer to advance their careers or employment outlook.
  • Transfer credit that either meets or exceeds expectations significantly influences satisfaction with the transition experience.

CONCLUSION

The study of transfer rates, the transfer experience, and trends over time is a complex endeavor, particularly in the context of shifting demographics, a dynamic postsecondary environment, and changing labour market demand. Further research should focus on the role of college-touniversity transfer for groups traditionally underrepresented in university and on the effectiveness of current transfer agreements to support students.

HENRY DECOCK, URSULA MCCLOY, & MITCHELL STEFFLER, Seneca CRSM

March, 2017 | Full Report | Executive Summary

This research was supported by Ontario Council on Articulation and Transfer (ONCAT).

Since 2009, the Ontario College system has experienced a dramatic growth in international students dramatically exceeding that of ministry-funded students at the system level; 246.0% and 11.4% respectively. Despite this growth, international students at Ontario colleges have not been the subject of studies especially as they compare to the domestic student population. Enrolment continues to grow unabated, yet colleges are struggling to understand the demographic characteristics of international students, aside from their country of origin, let alone their outcomes post-graduation.

Utilizing two provincially mandated surveys, Student Satisfaction and Graduate Satisfaction, this report answers two questions:

  1. How do international and domestic students differ in Ontario colleges?
  2. How does college-to-university transfer differ for international and domestic students in Ontario?

Part One includes is an analysis of the demographic characteristics of age, gender, and first language learned along with the academic characteristics of previous education, program of choice, and related skill development. Then, because of the large percentage of international students entering college with previous university, the same analysis is conducted for this sub-group. Based on the Student Satisfaction survey from 2011 to 2014 international students are older, male and are most likely to be enrolled in business. International students are significantly more likely to come with a university degree and compared to their domestic counterpart are likely to enroll in graduate certificates, are younger, and are seeking support for writing and speaking skills.

Part Two examines transfer’s various components including the rate, timing of decision, sources of information, destination program and satisfaction with the experience. Based on the Graduate Satisfaction Survey from 2007 to 2015 the transfer rates for international graduates are lower than that of their peers and are declining over time. International graduates are more likely to make their decision about transfer after completing their program; report getting more transfer information from the college; and have higher levels of satisfaction with their transfer experience and academic preparation.

The growth of international students at Ontario Colleges of Applied Arts and Technology is an important trend to both individual colleges and the system. Because international students are rapidly becoming a singularly large portion of the college population, with different characteristics than their domestic peers, policy makers need to be receptive and responsive to their needs. With half of international students having completed a university degree the extent to which this reality affects pedagogy needs to be examined further. The transfer rate is dropping which suggests international students are primarily using college as a second credential and not as an automatic stepping stone to university. Finally, those students who are transferring to university are more likely to use college resources for information about transfer which should prompt institutions to examine their services in this area.