Transfer credit is an increasing popular method for postsecondary students to gain training and credentials, a reflection of the exploratory nature of postsecondary education today. A study by Shaienks, Gluszynski and Bayard (2008) of Canadian postsecondary students showed two-thirds had participated in multiple programs. The National Graduates Survey of the Class of 2005, conducted by Statistics Canada, showed that 45% of college graduates had previous postsecondary activity before entering the program from which they graduated (Statistics Canada, 2008). Statistics from the Alberta Council on Admissions and Transfer (ACAT), and the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) also showed a growing trend of transfer credit (ACAT, 2012; PCCAT, 2012). More students are enrolled in postsecondary studies than ever before (Hango & de Broucker, 2007), but the path taken is often more circuitous than for past generations.

Transfer credit is popular with students, but is seen with less favour by faculty, where attitudes continue to pose barriers. Renaud (2000) surveyed Ontario colleges and universities regarding the reasons behind transfer arrangements, or the lack thereof. She found the most-often mentioned barriers were attitudinal: elitism, debates on curriculum quality and faculty credentials, history, lack of understanding of the other type of institution, and a lack of willingness to try something new.

While attitudes may be slow to change, governmental agencies are trying to make transfer credit happen. The Council of Ministers of Education, Canada (CMEC) issued a statement in 2009 on credit transfer in Canada, setting out principles and encouraging co-operation. The statement was endorsed by all provinces, and progress has continued towards the goal of “facilitating mobility between institutions” (CMEC, 2009, p. 1).

How do students fare when they do move into upper years in another institution with transfer credit granted? The limited number of studies conducted within the Canadian postsecondary system showed that an initial drop in marks upon transfer was common, but not insurmountable, and in some cases, was undetectable by the time of graduation. Stewart and Martinello (2012) looked at students attending university in Ontario, comparing graduation and persistence between community college transfer students, other-university transfer students, and non-transfer students, and found no significant difference. “Universities that implement policies to facilitate transfer from college to university will be recruiting a student group that is prepared to succeed with university-level coursework” (Stewart & Martinello, 2012, p. 39).

Lambert-Maberly (2010) reviewed the success of British Columbia college transfer students by comparing their grades in university against those of direct entrants. While student grades showed an initial transfer shock  or drop in marks similar to that identified in American college studies (Melguizo, Kienzl & Alfonzo, 2011), the Canadian study showed transfer students ultimately achieved the same averages. “Transfer college students are just as successful at university as are direct entrants, and have the grades to prove it”(Lambert-Maberly, 2010, p. 7).

In another British Columbia-based study, Andres (2001) surveyed students transferring from a two-year college to university Most of those who transferred (85%) planned early on in their postsecondary studies to transfer to university. Barriers to planning a transfer included:  timing; difficulty in accessing resources; and experiences with advisors/counsellors. Barriers faced at the time of transfer included loss of credits or difficulty gaining admission, however, 70% described the process as straightforward and a similar percentage were able to transfer most or all of their credits. The most significant after-transfer issue identified was a drop in grade point average, with associated stress and anxiety. Community college was considered solid preparation for university by 40% of students surveyed, and only a few felt the choice to transfer was an incorrect decision.

Townsend (2007) asked the question in the American community college context of why students chose a two-year college rather than proceeding directly to four-year programs, and found reasons including: feelings of comfort in a smaller institution; the ability to achieve a certification level in a shorter time, followed by further study if necessary or possible; college faculty’s focus on teaching and close relationships with students; lower cost; and geographic ease. She concluded: “Students who start at the community college are typically making a rational choice, and perhaps even the best choice in light of who they are at the time of entry” (Townsend, 2007, p. 135).

From this perspective, the choice to begin postsecondary studies at a more easily accessible college is a rational choice for Canadian students, as well, especially those who are facing barriers of access, responsibility, or lack of family support. Once some postsecondary education is achieved, using that education toward further studies, through transfer credit, is also a rational choice for those students. Furthermore, transfer credit is a rational societal choice, as suggested in the CMEC (2009) statement regarding efficiencies for students, institutions, and society.

Given these trends and pressures, postsecondary institutions have two choices: to co-operate with each other and embrace transfer credit arrangements, or to remain in relative isolation from one another and let students find their own paths. Choosing college first is a reasonable choice for many students. As providers of service to students, transfer credit is also a rational and efficient choice for postsecondary institutions to embrace.

 

Author Bio

Barb Gustafson is a PhD candidate at the University of Saskatchewan in Educational Administration. Her research subject is effective teaching in vocational postsecondary institutions, focused on trades training. She is employed at the Saskatchewan Institute of Applied Science and Technology (SIAST) as a Recognition of Prior Learning Facilitator, assisting with development of prior learning assessment tools, and in creating student pathways through transfer credit agreements.

The GSEP Corner publishes articles written by students who are part of the CERIC Graduate Student Engagement Program (GSEP). (French-language articles are found on OrientAction.) CERIC encourages the engagement of Canada’s full-time graduate students whose academic focus is in career development and/or related fields through the GSEP. For more information on GSEP, visit the CERIC website at ceric.ca/grad_program.

 

References

Alberta Council on Admissions and Transfer. (2012). Transfer patterns report, 2011. Retrieved from: http://acat.gov.ab.ca

Andres, L. (2001). Transfer from community college to university: perspectives and experiences of British Columbia students. The Canadian Journal of Higher Education, 31(1), 35-74.

Council of Education Ministers, Canada. (2009). CMEC ministerial statement on credit transfer in Canada.

Hango, D. & de Broucker, P. (2007). Postsecondary enrolment trends to 2031: Three scenarios. Ottawa, Canada: Statistics Canada.

Lambert-Maberly, A. (2010). Profile of BC college transfer students 2003/4 to 2007/8. Retrieved from www.bccat.bc.ca

Melguizo, T., Kienzl, G.S. & Alfonso, M. (2011). Comparing the educational attainment of community college transfer students and four-year college rising juniors using propensity score matching methods. The Journal of Higher Education, 82(3), 265-291.

Pan-Canadian Consortium on Admissions and Transfer. (2012). Student mobility in Canada across Canadian jurisdictions, 2007/08 to 2009/10. Retrieved from www.ontransfer.ca

Renard, D. (2000). An examination of the barriers to articulation agreements between colleges and universities in Ontario, (Doctoral dissertation). University of Toronto, Toronto, Canada.

Shaienks, D., Gluszynski, T. & Bayard, J. (2008). Postsecondary education – participation and dropping out: Differences across university, college and other types of postsecondary institutions. Ottawa, Canada: Statistics Canada.

Statistics Canada. (2008). National graduates survey. Retrieved from www.statcan.gc.ca

Stewart, J. & Martinello, F. (2012) Are transfer students different? Canadian Journal of Higher Education, 42(1), 25-42.

Townsend, B.K. (2007). Interpreting the influence of community college attendance upon baccalaureate attainment. Community College Review, 35(2), 128-136.