From Application and Beyond: Tracking Aspirations and Motivations - - PowerPoint PPT Presentation

From Application and Beyond: Tracking Aspirations and Motivations for Transfer of Ontario’s University and College Applicants

Ursula McCloy, Seneca College Rod Skinkle, Academica Group Inc. 2016 PCCAT Conference, Vancouver, BC June 22, 2016

Introduction: Access and transfer

It is well established that segments of the population are more or less likely to aspire to and to attend college and university:

• Immigrant youth are more likely to attend university than Canadian-

born; but varies widely by region of origin (TDSB, Sweet et al, 2010).

• Those who are Aboriginal, have a disability, are low income, first

generation students, come from rural communities, or are male are less likely to attend university.

• However, these inequities to access are primarily a university issue;

these groups are not actually “underrepresented” in colleges relative to the population.

• Would enhancing the college-to-university pathway be a vehicle to

bridge underrepresentation in university of certain groups (Kerr, McCloy, Liu, 2010)?

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College and university participation rates in Ontario: differences by group

45.5 36.3 25.7 17.8 22.1 58.4 28.6 35.2 36.4 39.4 43.5 38.7 46.2 30.1 44.6 39.3 10 20 30 40 50 60 70 All Male Parents No PSE Aboriginal Disability Immigrants Rural Family Income <$50K University College

Finnie et al, HEQCO, 2011; YITS-A cycle 4 (21y olds, 2006)

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How does transfer relate to access?

Would enhancing the college to university transfer increase access to university for certain groups?

• BC and Ontario data indicate that transfer students are more likely to be

from “underrepresented” groups than other university students (HEQCO, BCAAT)

• Students with university educated parents, and those born outside of

Canada are more likely to aspire to transfer, and to eventually transfer (CRSM, Seneca, 2016).

• University graduates who had been college transfers are more likely to be

funded by student loans, less likely to rely on family for funding, and have higher debt than direct entrants, linked in part to being lower income (BCAAT, 2005).

Transfer students more likely to be from underrepresented groups: Ontario university applicants

1% 3% 24% 3% 9% 33% 0% 5% 10% 15% 20% 25% 30% 35% Aboriginal Disability 1st Generation to Complete PSE % of Applicants

2009 College-University Transfer Applicants: Academica’s University- College Applicant Survey

College Transfers Other University Applicants

Academica Group, published in Kerr, McCloy, Liu, HEQCO, 2010

Transfer students more likely to be from underrepresented groups: BC university graduates

3.2% 1.0% 29.5% 5.6% 3.0% 16.8% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% Graduates with a Disability Aboriginal Visible minority College transfer Direct entry

Dumaresq et al, BCAAT, 2003

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Influences on Student Transfer and Transfer Outcomes: Central role of aspirations

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Research questions

How does the profile of applicants to Ontario colleges compare for those who aspire to university versus those who do not? How does the profile of applicants to Ontario universities compare for those who previously completed a college credential versus those with the “traditional” high school background?

• By understanding these profiles, it will help our understanding of who is

accessing the college- university transfer pathway, and their unique needs and experiences.

• It also will lay the ground work for a follow-up survey on transfer

aspirants and transfer applicants to further understand student pathways and experiences.

Project funded by ONCAT

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Study Design

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Methodology: Survey and administration

Source: Academica’s University and College Applicant Survey (UCAS™) for the years 2010-2015.

• The same survey is administered annually to college and university applicants

across Canada. Response rate averages ~20%.

• This analysis focussed on applicants (residing from inside or outside Canada) to

Ontario colleges and universities. 1. Applicants to Ontario Colleges N= 72,419 All Ontario colleges are represented in all years, with Ontario College Application Services (OCAS) overseeing the distribution of email invitations to applicants who opt- in to participate. 2. Applicants to Ontario’s Universities N= 78,062 Universities decide annually whether to participate, resulting in a variable university applicant pool.

The UCAS explores a range of applicant views concerning:

• Motivations for PSE; factors influencing choice, use of information sources, key

decision factors, demographics, and aspirations.

Note: Since international students don’t typically apply through OCAS there are few in the sample. International applicants are included in the university applicant pool.

Transfer Aspirants (College Applicants)

Label College applicants who are University transfer aspirants: “Aspire for degree” College applicants who “Do not aspire for degree” Other pathways: Remainder of applicant sample (Excluded from analysis) Sample size 22,600 35,239 14,579 Description Responses to the question “What is the highest level of education you plan to attain?”, were degree or postgrad credential; did not have a degree already Responses to the question “What is the highest level of education you plan to attain?” were 1, 2, or 3 year cert/ diploma; did not have a degree already Response to the question “What is the highest level of education you plan to attain?” was “don’t know” or indicated they already had a degree (separate question)

Transfer Students (University Applicants)

Label Transfer Students: Group 1. College Graduates High School Graduates Other Pathways: Remainder of applicant sample (excluded from analysis) Sample size 2,759 68,054 7,249 Description Applicants to an Ontario university whose highest level

• f education was a

completed a college

• r trades credential

Applicants to an Ontario university whose highest level

• f education was a

high school diploma* University applicants with incomplete PSE, or university degrees

Note: Those who indicated their highest education was HS diploma, but also indicated they attended PSE in the previous year were placed in “other pathways”; includes both direct and delayed entrants from HS.

Results

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Presentation of results: Applicant profiles

• 1. Sociodemographic:
• age, gender, rural/ urban
• region of birth, ethnicity, first language
• Aboriginal identity, disability, parent’s education
• dependents
• 2. Academic:
• HS grades
• academic program of application
• selectivity of university chosen (entering averages)
• preferred program delivery (online/ hybrid)
• 3. Information sources/ motivations/ decision making
• reasons for applying to PSE
• information sources
• career and program certainty

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Previous education of college and university applicants, 2010-2015

Incomplete high school, 1% High school diploma, 88% Incomplete PSE, 4% College/ trade , 4% University/ post grad, 4%

UNIVERSITY APPLICANTS

Incomplete high school 2% High school diploma 60% Incomplete PSE 12% College/ trade 14% University/ post grad 12%

COLLEGE APPLICANTS

Note: High school graduates include delayed and direct entry 14

Applicants applying to both college and university by aspirations and pathway

3.0% 30.5% 35.2% 13.5% 0% 5% 10% 15% 20% 25% 30% 35% 40% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants who also applied to university University Applicants who also applied to college

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Sociodemographic profile

• f university aspirants and

transfer applicants

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Demographics by pathway

College Applicants University Applicants Do not aspire for degree Aspire for degree Previous college credential No previous PSE Average Age (y) 21.7 20.6 24.1 17.9 % >25 y 18.2% 13.9% 27.2% 0.3% % Female 52.8% 59.1% 57.3% 54.1% % Born in Canada 86.4% 78.9% 71.5% 67.6% % English spoken at home 86.3% 79.0% 82.0% 71.8% % International* 0.3% 0.5% 5.8% 6.1% % rural 32.2% 23.2% 20.3% 15.8% % with dependents <15 y 9.5% 7.2% 8.4% 0.7% % planning to move for school 45.4% 46.5% 55.7% 75.7%

Note: International students do not apply through OCAS generally

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Applicants with a disability by pathway

8.8% 5.9% 5.4% 2.4% 3.8% 3.9% 2.9% 1.6% 2.5% 1.8% 2.3% 1.0% 13.8% 10.6% 9.3% 4.5% 0% 2% 4% 6% 8% 10% 12% 14% 16% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants University Applicants

What type of disability/disabilities do you have? (check all that apply)

Learning disability Mental health disability Physical disability Total with a disability

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Aboriginal applicants by pathway

6.5% 5.5% 4.9% 2.0% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0% 6.0% 7.0% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants University Applicants

Are you a First Nations (status or non-status), Métis, or Inuit person? (Select all that apply)

First Nations Métis Inuit Total Aboriginal

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First generation applicants by pathway

27% 21% 23% 11% 8% 8% 7% 5% 0% 5% 10% 15% 20% 25% 30% 35% 40% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants University Applicants

Parents highest level of education

High school or less Some post-secondary education

Excludes those who answered “Don’t know” or N/A

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Visible Minority group by pathway (selected groups)

8.6% 11.1% 9.6% 6.6% 3.9% 5.3% 5.7% 16.3% 4.3% 7.8% 8.1% 15.3%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18%

Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants University Applicants

People in Canada come from many different ethnic, cultural and racial groups. Of the list provided below, which of these group(s) do you identify with most? (Select all that apply)

Black Chinese South Asian

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Academic profile of university aspirants and transfer applicants

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Reported high school grades by pathway

32.2% 26.8% 26.9% 6.2% 50.2% 51.1% 47.6% 36.9% 17.6% 22.0% 25.5% 56.9% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants (no previous university degrees) University Applicants <75% 75-85% >85%

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Program of application by aspirations and pathway

College Applicants University Applicants Do not aspire for degree Aspire for degree Previous college credential No previous PSE

Social Science, Humanities & Related 37.9% 38.0% 37.0% 30.1% Health & Health Related 21.7% 31.6% 25.6% 15.6% Natural/ Applied Sciences & Technology 27.1% 15.9% 20.8% 31.2% Business 8.4% 11.0% 11.8% 17.4% Preparatory/ Skills Development 0.6% 0.4% 0.1% 0.1% Other/ Undeclared 4.3% 3.2% 4.7% 5.6%

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Preferred program delivery and course load, university applicants

82% 5% 8% 4% 66% 5% 26% 3% 84% 5% 2% 8% 78% 2% 15% 5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Full-time Part-time Condensed/accelerated No preference In-class/on-campus Online/distance Hybrid/blended No preference Preferred program course load Preferred type of program delivery

Previous college credential No previous PSE

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Information sources, motivations, decision making

UNIVERSITY ASPIRANTS AND TRANSFER APPLICANTS

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Please select your main reasons for applying to postsecondary education (selected responses):

20.9% 22.9% 37.4% 19.8% 60.6% 68.7% 72.3% 79.3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants University Applicants To advance in my current career For personal and intellectual growth

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Program certainty by aspirations and pathway

48.3% 51.1% 51.6% 38.3% 43.6% 44.2% 44.8% 30.6% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% Do not aspire for degree Aspire for degree Previous college credential No previous PSE College Applicants University Applicants % very certain academic program is the path to a satisfying career % very certain academic program is right for them

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Information sources: key findings

College applicants who aspire to a degree versus those who do not, differ little on sources of information used. However, university applicants with a college credential are:

• More likely to use professor consultations; less likely to use recruitment

activities related to high school (these results related to recent schooling)

• Less likely to use institutional specific materials except course calendar and

website

• Rely on personal contact rather than broader institutional contact, i.e. rely on

email, phone calls, regular mail, informal visits, professors, and friends

• May be indicative of requiring specific information related to their individual

case, i.e credits transferred

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Information sources used by university applicants

No previous PSE Previous college credential % pt. difference Institution website 90.9% 89.9% 1.0% Viewbook 87.1% 58.5% 28.6% Education-related webportals 83.3% 63.7% 19.6% Brochures 76.6% 53.4% 23.2% Current students/graduates 72.7% 61.2% 11.5% Emails after application 69.9% 63.4% 6.5% HS presentations/visits 67.0% 24.5% 42.4% Friends 66.0% 56.3% 9.7% Parents/ family members 64.8% 41.5% 23.3% Guidance counsellor 53.4% 20.5% 32.9% Teacher 53.1% 18.2% 34.9% Mail received after application 52.1% 45.7% 6.4% University/college fair 51.2% 21.7% 29.5% Maclean's ranking 48.9% 25.7% 23.2% Open house 44.4% 22.4% 22.0% Formal tour 44.2% 20.2% 24.1% Calendar 42.9% 47.7%

• 4.8%

Informal/unofficial visit 38.5% 34.0% 4.5% Facebook 35.1% 24.0% 11.1% Phone calls after application 33.2% 32.3% 0.9% Talking to a professor 29.1% 39.1%

• 10.0%

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When considering postsecondary options, w hich

• f the following was the single most important

consideration?

College Applicants University Applicants

Do not aspire for degree Aspire for degree Previous college credential No previous PSE Strong reputation in my specific program of interest 32.9% 36.3% 36.1% 37.6% Strong overall academic reputation 7.9% 11.3% 15.8% 21.1% Institutions were close to home 21.5% 17.1% 17.8% 7.0% Strong reputation for graduates having good careers 19.3% 17.7% 12.4% 15.6% Financial reasons 6.1% 5.3% 5.1% 3.5% Strong reputation for campus experience 2.6% 2.8% 1.7% 6.7% Strong reputation for teaching 2.7% 3.2% 2.1% 2.5% Where my friends are going 1.3% 1.0% 1.0% 0.6% None of the above 5.7% 5.4% 8.1% 5.2%

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Finances: Percentage coverage of total first year costs by funding source

College Applicants University Applicants Do not aspire for degree Aspire for degree Previous college credential No previous PSE Personal (savings, employment earnings etc.) 31% 27% 30% 16% Parents/family 26% 28% 23% 49% Government student grants/loans 25% 25% 24% 17% Financial aid (scholarship) from university/college 10% 11% 11% 10% Other (scholarships, bursaries, etc.) 5% 6% 6% 6% Private loans 3% 3% 6% 2%

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The Changing Face of HE

Pathways

Costs

• Tuition +
• Debt

Choice

• Competition
• 1000s

programs

Outcome Certainty

• Credentialism
• Employment

Types

Student knowledge

• f:
• Interests
• Skills
• Career
• ptions

Conclusions

• Diversity - College and university applicants continue to vary greatly in

sociodemographic, academic and motivational factors. Some are related to age and maturity, however many are not.

• College students aspiring to transfer and those who graduate and continue on

to university, appear to be a hybrid of both college and university population.

• Increasing transfer for students should reduce inequities in university

participation; however there is still inequities in aspirations of college students, reproducing that seen in college-university divide.

• College transfers are more certain in their program selection, and are more

likely to attend for career based reasons.

• Communication - The traditional channels of recruitment and

information provision, HS, viewbooks, etc. do not work as well for

• transfers. Rather they seem to rely on interpersonal contact for their

individual circumstances, transfer credit etc.

• Data Driven – UCAS-like research can help universities in particular reach
• ut to college transfers, to see how they are accessing info, etc.

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It’s less about U and more about Fit

Student Education and Career Goal Development is more important Prominent, Accurate, and Complete, program information is more important Student support services more important than ever:

• Incoming assessment | Ongoing | Outgoing

A new kind of Academic Support & Advising Student mobility is more important than ever – more incoming and

• utgoing articulation agreements and pathways

Next Steps- Phase 2

Both groups (college applicants who aspire to a degree, and university applicants who are transferring from college), will be studied in a follow- up survey and their pathways and experiences compared. Three subgroups: 1. Follow-up of college applicants who aspired to university: what differed between those who eventually transferred and those who did not? 2. Comparison of first year university experience of college transfers and direct entrants (eg. orientation experience, academic preparation, student services, student engagement). 3. Transfer students: What was their transfer to university experience like? (satisfaction with experience, amount of transfer credit, when did they find out how much credit, etc.)

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Thank you!

Contact: Ursula McCloy ursula.mccloy@senecacollege.ca Rod Skinkle rod@academicagroup.com Web: http://www.senecacollege.ca/mobilityresearch/

http://academica.ca/

Percentage of Ontario university students (NSSE) with previous college

6% 8% 5% 7% 6% 8% 4% 7% 4% 6% 4% 9% 0% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 1st year Seniors 1st year Seniors 1st year Seniors 2006 2008 2011

Community coll. (voc/tech courses not at university level) Community coll. (university credit/transfer courses)

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Informing the Future of Higher Education

Source: Carleton NSSE Frequency tables http://oirp.carleton.ca/surveys/html/surveys.htm