SAAF Forum on Non-Degree Credentials

BCIT Policy, Guidelines, and Practices For Non-Degree Credentials

Presented by: Barry Hogan Dean, Academic Planning and Quality Assurance

SAAF Forum on Non-Degree Credentials

BCIT Policy, Guidelines, and Practices for non-degree credentials:

• BCIT Programming Scope • BCIT Programming Policy • BCIT Programming Procedure • Benefits of a Provincial Framework for non-

degrees • Issues for Further Discussion • Questions and Discussion

BCIT Programming Scope

• > 300 programs • Range from Apprenticeships to Master’s degrees • ~30 degrees and growing, but … • Diplomas and Certificates are core programming • “Non-Degree credentials” are vital to BCIT

Policy Statement As authorized by the BC College and Institute Act, BCIT offers a wide variety of programs.

This policy reflects the Institute’s intent to balance the need to be responsive to those involved in program development and change, while meeting stakeholders’ expectations for quality programming.

BCIT sets standards and criteria regarding how it awards credentials, in order to: Ensure high quality programming Ensure BCIT’s credentials meet the needs of its diverse stakeholders Ensure BCIT’s credentials are recognized and well regarded Ensure BCIT’s credentials are consistent and of appropriate rigour

http://www.bcit.ca/files/pdf/policies/5401.pdf

Policy

Program Development and Change

Policy No.: 5401 Category: Education Approving Body: Board of Governors Executive Division: Education Department Responsible: Education Council Current Approved Date: 2011 MMM DD

Credential Type Credits (minimum)

Entrance Requirements (minimum)1

Equivalent Duration (terms)2

Rigour/level of study3

Approval

Industry Partnership Certificate

15 Policy 5003 Admissions

variable variable VP Education, Research & International

Associate Certificate

21 Policy 5003 Admissions

One First year post-secondary

Education Council

Certificate 45 High School or equivalent

Two First year post-secondary

Education Council

Diploma 110 High School or equivalent

Four First and second year post-secondary or higher

Education Council

Advanced Certificate

24 Diploma or degree or equivalent

One or more

Third year post-secondary or higher

Education Council

Advanced Diploma 45 Diploma or degree or equivalent

Two or more

Third year post-secondary or higher

Education Council

Bachelor’s Degrees (Business Administration, Engineering, Science, Science in Nursing, Technology)

Diploma equivalent + 60 upper level credits

High school Degree completion programs require diploma or degree or equivalent.

Eight Degree completion programs are four terms.

First through fourth year post-secondary. Degree completion programs are at third and fourth year post-secondary.

Education Council

Graduate Certificate

15 Bachelor’s degree One or more

Graduate level Education Council

Master’s Degree 30 Bachelor’s degree Two or more

Graduate level Education Council

Procedure

Table of Contents Objectives Table of Contents Who Does This Procedure Apply To? Procedure 1: Development of New Programs

A. Introduction B. Program Development Process C. Notes on Specific Program Types & Offerings

Figures: Development Approval Process Flow Charts Procedure 2: Program and Credential Changes

A. Program Changes B. Credential Changes – Effects on Graduating Students

Figures: Change Approval Process Flow Charts Credential Standards

Credential Standards – Diploma Credential Standards – Bachelor Degree Credential Standards – Master’s Degree

Forms Associated With This Procedure Amendment History

http://www.bcit.ca/files/pdf/policies/5401_pr1.pdf

Program Development and Change Processes Procedure No.: 5401-PR1 Policy Reference: 5401 Category: Education Department Responsible: Education Council Current Approved Date: 2013 June 5

Karen to insert cert/dip detailed flowchart (p.15/33

BCIT Diploma Credential Standards

• Follows same format as CMEC and DQAB Degree level standards:

Depth and Breadth of Knowledge Knowledge of Methodologies and Research Application of Knowledge Communication Skills Awareness of Limits of Knowledge Professional Capacity/ Autonomy

Benefits of a Provincial Framework for non-degrees

• Consistency (length, credits, rigour, quality, purpose)

• Transparency • Comprehension • Comparability (between credentials and

institutions) • Equitable and fair • Recognition /transfer/acceptance

Issues for Further Discussion

• How reach agreement on non-degree standards (length, credits, rigour, etc. vary considerably)?

• Credit or non-credit (how differentiate)? • Institutional compliance or sector oversight? • Flexibility to evolve? • How /when phase in? • Should this be a sector priority?

Questions and Discussion