We also reviewed recent credential-related proposals, based on an analysis of the 2013 draft strategic mandate agreement (SMA) submissions, as well as other proposals put forth by Colleges Ontario and the Council of Ontario Universities. To initiate the development of the SMAs, the government asked colleges and universities to submit drafts to gain a better understanding of key priorities and innovation activities at institutions.
The purpose of our review was to develop our understanding of where Ontario institutions see opportunities/future directions to enhance the existing credential mix. Note that proposals included in SMA submissions are considered preliminary in nature and would require deeper analysis to determine their feasibility and desirability.
Analyses of credential proposals in SMA draft submissions and final SMAs, as well as other proposals put forth by Colleges Ontario and Council of Ontario Universities, suggest that institutions are focused on the following four key themes:
These themes are consistent with the trends we have observed in other jurisdictions, such as the shift towards an emphasis on educational quality and outcomes, expansion of credential offerings and mandates, and a desire to improve student transitions between school and work. The SMA process itself is exemplary of the trend towards a focus on institutional differentiation and maximizing system effectiveness through system coordination.
Innovation in credential offerings
Proposals to expand degree offerings were a common theme among the college draft SMAs; several universities also proposed new applied programs for consideration in their draft submissions, including a number of professional masters programs tightly aligned to current labour market needs and aimed at mid-career professionals. Proposals also included 2+2 and 3+2 models to accelerate diploma to bachelor's and bachelor's to master's pathways, and new forms of applied credentials at the master's level.
College-university collaborations
Most colleges and universities proposed or highlighted existing collaborations with other institutions, including an expansion of 2+2 models to ladder two-year diplomas into four-year degrees, as well as commitments to expand collaborative programming in various areas.
Facilitating transitions between school and work
Many colleges proposed sectoral strategies for engaging with employers from particular industries, or entrepreneurship programs targeted to specific industries. Nearly all universities mentioned experiential or work-integrated learning as an existing strength; a smaller number made specific commitments to increase these opportunities for students. Several universities mentioned the development of co-curricular records or other strategies for communicating the skills acquired by graduates.
Improving educational quality and outcomes
Colleges emphasized initiatives they are taking to support student success, frequently including in their submissions the establishment of centres for academic and employment success, including coaching for at-risk students and the co-location of support services. A small number of colleges made specific commitments to measure labour market outcomes in the context of program review standards and student outcomes.
Universities frequently mentioned efforts to increase technologically enhanced learning. For example, several universities committed to develop a significant number of online courses each year for the next three years while others emphasized initiatives that would define and measure learning outcomes.
Colleges Ontario proposal for 3-year College degrees in Applied areas of study
Independent of the SMA process, Colleges Ontario has proposed “Government [should] authorize colleges to award three-year degrees in areas of study in demand by students, industry, communities and the economy” (Colleges Ontario, 2012). CO's rationale is that students in many advanced diploma programs are already meeting degree-level outcomes, and so should receive recognition of this through the appropriate credential. As previously mentioned, 16 of Ontario's 24 public colleges expressed support for this proposal in their draft SMA submissions. Key features of this proposal include:
COU proposal for University Graduate Diplomas
Some universities are already offering new graduate diplomas, which are not reflected on the OQF. The Council of Ontario Universities is proposing the inclusion of three levels of Graduate Diploma (I, II and III). The proposed elements of these graduate diplomas include the following:
Focus: These graduate diplomas would be either profession or discipline oriented credentials that could be pursued independently by baccalaureate graduates, or as a laddered component of a master's or doctoral program.
Purpose: The purpose of these diplomas would be to prepare students for employment requiring sound judgment, personal responsibility and individual initiative, in complex and unpredictable professional environments.
Admissions requirements: The Ontario Council on Graduate Studies (OCGS) has proposed that the diploma be situated between the Master's degree and PhD on the OQF, suggesting that applicants would need a Master's degree to be admitted. However, the admission requirements proposed by OCGS were stated to be either an Honours baccalaureate or another undergraduate degree (with possible bridging requirement).
Duration: Between one and four semesters.
We were advised by the Ontario Universities Council on Quality Assurance that, in response to a request from the Ministry of Training, Colleges and Universities, they have developed language to be incorporated into the OQF for each of the three levels of Graduate Diploma.
Student views
A growing literature indicates that students are concerned about their transition to employment and lack reliable labour market information and career guidance. Three broad concerns were identified:
College and University perspectives
There is a growing consensus among postsecondary commentators that government, institutions and employers will need to adapt and collaborate to improve the efficiency of the labour market (e.g., see: Canadian Chamber of Commerce, 2014; Maclean's, 2013; Globe and Mail 2012a, 2012b, 2014; HEQCO, 2013). Among stakeholders we consulted, there was mixed sentiment related to existence and severity of system gaps.
Some stakeholders, specifically the Council of Ontario Universities, emphasized how well the system is working, and that postsecondary education is already providing the skills that graduates and employers need. Colleges Ontario identified significant gaps such as a lack of efficient educational pathways and the need to accelerate transitions between credentials, and from school to work. They also noted a gap in degree-level applied education, which they attribute to regulatory factors inhibiting colleges from expanding degree-level programming. Other gaps identified focused on more specific areas including: colleges' lack of authority to offer three-year degrees (which colleges argued has negative implications for student equity and labour market outcomes); lack of formal recognition on the OQF of university graduate diplomas (which some student groups argued may compromise consistency in programming and quality across institutions); and a need to better support students in articulating their skills and knowledge to employers.
Recent trends related to labour market focused credentials in Ontario
Analyses of credential proposals in SMA draft submissions and final Strategic Mandate Agreements (SMAs), as well as other proposals put forth by Colleges Ontario and Council of Ontario Universities, suggest that institutions are focused on the following three key themes:
As we will see in Chapter 4, these themes are consistent with the trends we have observed in other jurisdictions, such as the shift towards an emphasis on educational quality and outcomes, expansion of credential offerings and mandates, and an increasingly close relationship between PSE and the world of work. The SMA process itself is exemplary of the trend towards a focus on institutional differentiation and maximizing system efficiency through system design.