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Performance Reporting — Continued Performance Measures and Results
Performance Measure 1: Number of degrees, diplomas and certificates awarded in the public system
Context for measure selectionThe number of students who successfully complete their program of study at a British Columbia public institution reflects on the capacity of the public post-secondary education system to meet student demand for quality education, and ensure sufficient number of graduates. All students who are successful in meeting the requirements of their education program at a public post-secondary institution are entitled to receive a formal qualification, whether that is a degree, diploma, or certificate (including certificates of apprenticeship, qualification and Red Seal Certification). The number of credentials awarded in a given year is an understandable and recognizable indication of the performance of the post-secondary system. This is a measure of the number of credentials, apprenticeship certificates and certifications awarded (issued) by public post-secondary institutions, and the Industry Training Apprenticeship Commission (ITAC) in the 2001/02 academic year. Results of measurement
Context for results of measurementThe number of credentials awarded by post-secondary institutions will depend upon the number of students who complete and who apply for graduation from their education programs. Factors that may impact this include: historical and current institution capacity (based on physical capacity and the level of funding [resources] available); factors that directly affect students' participation in and completion of their education program (personal, social and economic); and post-secondary institution business practices and enrolment management policies and procedures. As a result, while government has increased total student spaces to the public post-secondary system in British Columbia over the last few years, this increase may not directly result in an equivalent increase in the number of credentials awarded. It is expected that by building capacity now through increased student spaces and efficiencies in education delivery, institutions will be able to facilitate an increase in the number of students who complete their programs over the next few years. To compensate for some of the effects on student program completion identified above, baseline and annual achievement data are calculated using a three-year average (i.e., the total for 2001/02 is an average of 1999/00, 2000/01 and 2001/02). The following table shows the number and type of credentials awarded by public institutions in British Columbia for the 2001/02 academic year. These numbers form the baseline data from which future performance will be measured.
Performance Measure 2: Mandate, roles and responsibilities of the system reviewed
Context for measure selectionThe post-secondary system is facing a changing social and economic context, and student demand continues to grow. There is a need to make the most of our significant investment in the post-secondary education system. Clarification of the overall organization of the system, and each institution's role in it, will support system integration and help to promote a more efficient system. The review of mandates, roles and responsibilities takes place in the context of recent changes to the post-secondary system, including increased institutional autonomy and more formalized accountability mechanisms. There is an opportunity to review the existing public system, including its legislative framework, to determine how it may be updated and further strengthened. Results of measurement
Context for results of measurementThe performance target for 2002/03 was chosen as an estimate of the time involved in seeking input from institutions and other post-secondary partners. This target was somewhat ambitious, however, given the number of other Ministry consultations and major policy/legislative work underway at the time. While a formal consultation process was not completed by the end of 2002/03, many individuals, institutions and organizations have been examining the challenges facing British Columbia's public post-secondary system, and reflecting on the mandates of institutions within the system. This issue was raised at meetings with post-secondary partners and a number of reports and recommendations have been received. As a result, a working paper is being prepared and will be shared with system partners. The paper is intended to encourage further discussion that will generate ideas, insight and advice on how best to respond to the challenges facing the system. Performance Measure 3: Number of credit transfer agreements
Context for measure selectionThe number of transfer agreements in place in the public post-secondary system provides an indication of the number of opportunities for students to receive credit for course work completed at one post-secondary institution when pursuing further education at another post-secondary institution. This helps decrease education costs for students and allows them to complete their program faster by eliminating the need to repeat educational course work. The British Columbia Council on Admissions and Transfer (BCCAT) is the publicly funded agency responsible for supporting effective articulation, transfer, and admission arrangements among British Columbia's post-secondary institutions. As part of its role, BCCAT compiles information on the number of transfer agreements negotiated among the institutions. This is a measure of the number of active course transfer agreements registered with BCCAT between April 1, 2002, and March 31, 2003. Results of measurement
Context for results of measurementThe number of course to course transfer agreements registered with BCCAT in 2002/03 increased by 6.1 per cent from 2001/02. This represents the third consecutive year of increases in the number of course to course agreements registered with BCCAT.
It is anticipated that the implementation of the Degree Authorization Act in 2003/04 will facilitate an increase in the number of transfer agreements negotiated between the British Columbia public and the private and out-of-province post-secondary sector.
Performance Measure 4: Enactment of enabling legislation
Context for measure selectionLegislation was required to provide a readily accessible process for private institutions to grant degrees in BC, and to expand the mandate for public colleges to offer applied baccalaureate degrees, and the public university colleges and institutes to offer applied masters degrees. This strategy will provide more options for students to pursue degrees in a wider variety of institutions. In the past, institutions could only offer degrees in British Columbia by obtaining authority through an act of the legislature. Under the new Degree Authorization Act, the Ministry will establish a quality assessment process to enable private and out-of-province institutions to obtain ministerial consent to grant degrees in British Columbia. Related amendments to the College and Institute Act and the Institute of Technology Act authorize the public colleges, university colleges, and institutes to grant applied degrees. The new legislation provides a more efficient and accountable method of expanding degree-granting options for students. Results of measurement
Context for results of measurementThe Degree Authorization Act was passed in May 2002. The processes for quality assessment and criteria as specified in the Degree Authorization Act are currently under development. Performance Measure 5: Number of new FTEs enrolled in online learning
Context for measure selectionOnline learning programs provide increased access, flexibility and choice for students pursing post-secondary education. The strategy to expand online learning opportunities enables students to access online courses/programs that are offered from any institution, thereby enhancing the selection of courses/programs available. This measure is an indicator of the number of students accessing educational opportunities online. Programs that are considered to be online for this measure are those that are offered wholly online or by distance, and which lead to an online or distance program credential, and are available to any qualified student within the province. Results of measurement
Context for results of measurementAchievement of performance on this measure is in part dependent upon those factors that may impact student enrolment in these programs (i.e., level of student demand, institution enrolment management policies and procedures, student retention issues, etc.). For online learning, where part-time or single course enrolments are common, FTEs will typically represent a larger number of individual enrolments and students taught. The post-secondary system delivered a total of 402 student spaces for online learning programs in 2002/03, an increase of 145 over 2001/02, and 15 more new spaces than targeted for 2002/03.
Performance Measure 6: Student outcomes — critical thinking, communications, problem solving
Context for measure selectionThe Ministry of Advanced Education partners with post-secondary institutions and key system organizations to undertake annual surveys of former students of public post-secondary education institutions in British Columbia. The provincial student outcomes surveys provide information on student interaction with and through the post-secondary education system as well as student transitions after completion or near completion of their program. Outcomes information describes students' assessment of their education experience and the tangible impact this experience has had on their subsequent lives. As a result, outcomes data allow for an assessment of the quality of the post-secondary education system, its effectiveness in providing students with the knowledge and skills to contribute to the economic and social growth of society, and its ability to respond to the needs of students and society's expectations. One of the expected outcomes of post-secondary education is that participants will acquire the generic skills and knowledge necessary to become actively involved in society, to participate in the labour market, and participate in the social, cultural, and political side of life. This is a measure of the percentage of graduates and former students who indicated that their education helped them to develop their critical thinking, communications, and problem solving skills. Results of measurement
Context for results of measurementThe factors that may impact performance on this measure are similar to those that impact program completion by all students (e.g., capacity issues, enrolment management issues, student retention issues). Additional risks include all those inherent in using statistical surveying techniques (response bias, sampling error, etc.). The Ministry actively participates with qualified staff at British Columbia public institutions in the administration and design of student outcomes survey projects in British Columbia and is confident that the long history of undertaking these surveys, and the technical expertise of all participants, allows for a high level of confidence in the survey results. Performance Measure 7: Student outcomes — usefulness of education in performing job
Context for measure selectionOne of the functions of post-secondary education is to prepare participants for employment. The degree to which post-secondary programs focus on those skills and knowledge expected in specific occupations will differ according to the kind of program taken. For example, baccalaureate programs are more likely to provide more generalized knowledge and skills than vocational or apprenticeship programs. It is expected that all participants in post-secondary education will acquire sufficient skills and knowledge to be able to perform the kind of tasks necessary to maintain gainful employment in the British Columbia economy. This is a measure of the percentage of university graduates and college and institute former students who indicated the knowledge and skills they acquired through their education was useful in performing the tasks associated with their job. Results of measurement
Context for results of measurementThe factors that may impact performance on this measure are similar to those that impact program completion by all students (e.g., capacity issues, enrolment management issues, student retention issues). Additional risks include those inherent in using statistical surveying techniques (response bias, sampling error, etc.).
Performance Measure 8: Tuition policy
Context for measure selectionPublic post-secondary institutions in British Columbia were experiencing increased student demand, and decreased ability to provide sufficient education course and program delivery to meet that demand. At the same time, students were faced with challenges in accessing the courses they required. In 2001/02, the Ministry consulted with educators, students and administrators regarding the hidden costs of the tuition fee freeze. The objective was to develop a policy on tuition that would balance the financial cost of acquiring and delivering education with the ultimate benefit of high quality education program delivery and well-educated individuals. Results of measurement
Context for results of measurementThe Government of British Columbia announced a new tuition fee policy in February 2002. The policy returned autonomy for setting tuition fees to public post-secondary institutions in British Columbia. Legislation repealing the Access to Education Act, which froze tuition fees at public post-secondary institutions, was passed retroactive to March 31, 2002. Although institutions have the autonomy to set tuition fees, government requires that institutions report to an independent committee of the legislature to describe how additional tuition fee revenues have been reinvested to benefit students. A number of institutions have already committed to using a portion of their increased tuition revenue to provide financial aid to students in need. Performance Measure 9: Establishment of results based block funding
Context for measure selectionWhile the Ministry is responsible for leadership and direction, establishing policy and accountability, and providing funding to the post-secondary system, institutions are responsible for education delivery. The Ministry recognizes each institution requires the ability to respond to the needs of their students, communities and other stakeholders in accordance with their institutional mandates. Therefore, it is important that institutions are funded in a manner that allows them autonomy and flexibility while at the same time ensuring that institutions are accountable for results and the effective use of public funds. Prior to 2002/03, most of the operating funds provided to public universities were provided in the form of a "block operating grant." Conversely, operating funds to public colleges, university colleges, and institutes were provided on the basis of each institution's education program profile (i.e., specific funding amounts provided for specific education programs). The perception was that these funding processes were focused on inputs rather than results, and that the process for providing operating funds to the college, university college, and institute sector was too complicated, and unduly limited institutional autonomy and flexibility. The intent was to establish a single, straightforward method for providing operating funds to the public institutions. Results of measurement
Context for results of measurementIn 2002/03, funding was provided to colleges, university colleges and institutes as block operating grants. Funding previously targeted to specific initiatives (e.g., prior learning assessment, Aboriginal coordinator positions, co-op education programs, etc.) has also been included in the block operating grants. The Ministry will regularly re-examine its funding formulae and related methodologies to ensure they achieve their intended purpose and are in keeping with best practice.
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