Chapter 1 - A closer look at student outcomes

Table of Contents

Programs and credentials included in the analysis

Programs omitted from analysis

Note that in our analysis of college outcomes, we removed any graduates of Bachelor of Nursing and Bachelor of Science in Nursing programs (MTCU code 81400). This is because these are collaborative programs, the degree is conferred by universities, and they are reflected in the university data collected through the OUGS.

In our analysis of university outcomes, we removed all graduates of dentistry, law, medicine, optometry, and veterinary medicine programs because the vast majority of these programs are second entry programs that are highly selective in terms of who they admit into the program.5

Credentials included in our analysis

We consider these credentials, from the Ontario Qualifications Framework (OQF):

  • Certificate III (hereafter referred to as “certificate”)
  • Diploma II (hereafter referred to as “diploma”)
  • Advanced diploma
  • Post-diploma certificate (hereafter referred to as “graduate certificate”)
  • Bachelor’s degree offered by colleges
  • Bachelor’s degree offered by universities (either 3-year or 4-year degrees)6

Credentials in the OQF are ordered according to the level of knowledge and skills associated with each credential. As one moves from left to right on the OQF (from certificate to degrees), the level of knowledge and skills expected as a result of attaining the credential increases. This should not be confused with the duration of the individual credentials, since some credentials, such as the graduate certificate, are relatively short in duration (typically one year), but involve specialized and/or advanced skill development. Box 3 provides brief descriptions of each credential we consider, drawn from the OQF. In our analysis, we consider outcomes associated with college credentials separately from outcomes associated with university credentials. We then present case studies in selected fields of study that make relevant comparisons between college and university credential outcomes.

Box 3 - Description of credentials included in the analysis of student needs7

College credentials

Certificate - Found on column five of the OQF, certificate programs require the completion of two semesters or 600-700 equivalent instructional hours (typically one year of study), and provide preparation for entry-level employment or further postsecondary study. The level of skill and knowledge associated with a certificate "allows graduates to perform in a defined range of varied activities within a prescribed range of functions involving known routines and procedures." Within the certificate category, we see a crucial distinction between (a) programs preparing students for immediate, post-graduation labour market entry and (b) programs providing preparatory learning for further, post-graduation training. Note that preparatory certificate programs were excluded from our analysis, since they are specifically designed to prepare students for further study rather than for entry into employment, and thus are not labour market focused programs.

Diploma - Found on column seven of the OQF, diploma programs require the completion of four semesters or 1200-1400 instructional hours (typically two years of study), and provide preparation for entry-level employment and more specialized education at an advanced level. They provide a level of skill to "allow the graduates to work within a broad range of technical and/or administrative requirements, coordination and evaluation, and engage students in learning in disciplines outside their main field of study."

Advanced diploma - Found on column eight of the OQF, advanced diploma programs require the completion of six semesters or 1800-2100 equivalent instructional hours (typically three years of study), and provide preparation for entry-level employment and more specialized education at an advanced level. The level of skill and knowledge associated with the advanced diploma enables "graduates to work within a broad range of technical and/or management functions in a broad range of occupational areas. Graduates understand both the required conceptual frameworks as well as applications related to the specific occupational area."

Graduate certificate - Found on column nine of the OQF, graduate certificate programs require the completion of two semesters or 600-700 equivalent instructional hours (typically one year of study), following the completion of an advanced diploma or degree, or equivalent. The post-diploma certificate prepares graduates for either employment in a specialized field or future post-secondary study. These programs aim to "either deepen knowledge or skills already gained through a diploma or advanced diploma program or provide graduates of baccalaureate programs with specific knowledge and skills related to an applied occupational area."

Bachelor's degree - Found on column 11 of the OQF, Bachelor's degree programs provided by colleges require the completion of eight semesters or more (typically four years of study). These programs prepare students for "entry into graduate study in the field, second-entry professional degree programs or, depending upon content, employment in a particular field of practice or employment in a variety of fields." The level of knowledge and skill associated with the Bachelor's is one of "conceptual sophistication, specialized knowledge, and intellectual autonomy."

University credentials

Bachelor's degree - Found on column 10 of the OQF, Bachelor's degree programs provided by universities require the completion of six to eight semesters (typically three or four years of study). These programs prepare students for "some second-entry professional degree programs, employment in a variety of fields, or advanced entry into an honours or specialist program of study in the field." University Bachelor's degree programs "provide some broad knowledge and conceptual sophistication, including specialized knowledge in at least one discipline or field." Note that we do not distinguish between three-year and four-year degrees in our analysis. This was not possible to do given the nature of the OUGS data. However, since there are so few three-year degree programs, we do not expect that distinguishing between three- and four-year degrees would have a significant effect on the results.

Honours degree - Found on column 11 of the OQF, Honours degree programs require the completion of eight or more semesters (typically four years of study). These programs prepare students for "entry into graduate study in the field, second-entry professional degree programs or, depending upon content, employment in a particular field of practice or employment in a variety of fields." The level of knowledge and skill associated with the Bachelor's is one of "conceptual sophistication, specialized knowledge, and intellectual autonomy." Note that we do not distinguish between the Bachelor's degree and the Honours degree in our analysis. This is for two reasons. First, it was not possible to make this distinction given the nature of the OUGS data. Second, the use of the term "Honours" in a program name is inconsistently applied across programs/institutions, which makes it impossible to distinguish between Honours programs and non-honours degree programs by simply looking at the program names.

Outline of this chapter

The remainder of this chapter is organized as follows:

  • Section I – Alignment with student needs: Evidence from the college sector – This chapter presents the graduation, labour market and satisfaction outcomes for the college sector.
  • Section II – Alignment with student needs: Evidence from the university sector – This chapter presents graduation and labour market outcomes for the university sector.
  • Section III – Alignment with student needs: Analysis of the college and university sector – This chapter draws some relevant comparisons between university and college credential outcomes in two fields of study (Business and Engineering).

5 In response to direction from the Ministry, we include Education programs because many of these programs can be taken concurrently with other undergraduate studies, and thus it could be argued that Education programs are not a true second entry program.

6 Note that we do not distinguish between ordinary and honours university degrees since it was not possible to make this distinction given the nature of the OUGS data. Moreover, the use of the term “Honours” in a program name is inconsistently applied across programs/institutions, which makes it impossible to distinguish between Honours programs and non-honours.

7 We note that greater detail on the knowledge and skills associated with college credentials is found in the College Framework for Programs of Instruction.