Abstract:

Introduction:
Ontario students desire both technical and theoretical skills, as well as multiple credentials, to meet the demands of the job market. However, students often face challenges in moving between institutions, e.g., from college to university, as the current design of Ontario’s postsecondary system does not facilitate this sort of transfer. Instead, colleges and universities function as separate and unique entities, focused mainly on either practical skills or critical thinking. Thus, assessing potential transfer credit is a complex process. Furthermore, “transfer shock” is associated with a new environment, different expectations, and decreased grade point average, and can influence students’ success in pursuing further education.

While the issue is often addressed by creating academic “transfer pathways” between institutions, the need remains for an improved approach that accounts for both academic and psychosocial factors. The present paper summarizes two studies in which transfer pathways from college to university were developed, and the foundation for a novel approach to transfer was established.

Method:
Both studies used inductive content analysis along with triangulation to validate interpretations of the data. First, the project team at the Lakehead School of Kinesiology completed a preliminary review of related college programs to identify college and university courses with potential shared content. Next, that information was used to create online surveys comparing courses and requesting feedback from content experts: institutional faculty and staff. Survey responses were analyzed to determine shared content across courses as well as discrepancies among participant responses. Finally, survey analysis results were discussed in consultation with content experts.

Results:
The preliminary review, survey data, and consultations resulted in eleven transfer pathways. The process also highlighted two key concepts representing common barriers to student transfer. First, while universities and colleges sometimes present similarly-focused courses, the breadth and depth of information is not often equivalent. A solution could be providing students the opportunity to augment previous learning through completion of a “bridging” course to enhance prior knowledge and align it with university expectations and outcomes.
Second, transfer students typically complete courses at varied year levels and so do not belong to any “cohort.” Also, university resources and supports tend to target high school graduates, not transfer students. Therefore, a “transfer” course was proposed to provide unique resources and supports as well as create a student cohort to foster peer interaction and support.

Discussion:
The Ontario postsecondary system and related psychosocial factors present a challenge to students seeking multiple certifications and experiences. Results from transfer pathway projects have identified potential for new approaches, e.g., a course to address differences in how colleges and universities approach similar topics, and a course designed explicitly for transfer students.
The proposed courses will be implemented into the new pathways and evaluated based on how well they prepare students for academic success and to what degree they address common transfer challenges. Future research will create a transfer model that can be applied and modified according to institution, discipline, and contextual/cultural/ geographical considerations.

Keywords:

Student transfer, transfer pathways, Ontario universities, education.