Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration

Barbara Cram, Louise Watson

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    Federal and state governments in Australia are committed to improving the opportunities for vocational award holders to make a successful transition to higher education. However the outcomes of many students granted entry to university on the basis of a vocational award are generally worse than students admitted on the basis of a Year 12 qualification. With weakening domestic demand for university places, unstructured or overgenerous credit transfer may compound the difficulties faced by articulating students. This research explores the structures for admission of students to the University of Canberra (UC) on the basis of a vocational award completed at the Canberra Institute of Technology (CIT). Under a long-standing articulation agreement between the two institutions, over 170 articulation pathways have been created to enable holders of a CIT Diploma or Advanced Diploma to enter UC Degree courses, and the way in which credit is granted can vary between courses. The authors examine three models for determining the credit granted for completed TAFE awards. The management of each model and the learning outcomes of articulating students under each model are analysed and compared. From their analysis of the students’ experiences under each of the three models, the authors suggest that student transition from TAFE to university is most effective when credit transfer arrangements are characterised by high levels of collaboration at the course delivery level. The authors explore the nature of effective cross-sectoral collaboration and identify the ways in which institutions can support collaboration to enhance opportunities for articulating students. The extent to which the outcomes of this study can be generalised to other institutions is discussed.
    Original languageEnglish
    Title of host publicationVET in Context: Papers presented to the AVETRA 2008 Conference
    EditorsFrancesca Beddie, Sarah Sutcliffe
    Place of PublicationAustralia
    PublisherVET in Context, AVETRA
    Pages1-10
    Number of pages10
    ISBN (Print)9780980527506
    Publication statusPublished - 2008
    EventAVETRA 2008 - Adelaide, Australia
    Duration: 3 Apr 20085 Apr 2008

    Conference

    ConferenceAVETRA 2008
    CountryAustralia
    CityAdelaide
    Period3/04/085/04/08

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    Cite this

    Cram, B., & Watson, L. (2008). Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration. In F. Beddie, & S. Sutcliffe (Eds.), VET in Context: Papers presented to the AVETRA 2008 Conference (pp. 1-10). Australia: VET in Context, AVETRA.
    Cram, Barbara ; Watson, Louise. / Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration. VET in Context: Papers presented to the AVETRA 2008 Conference. editor / Francesca Beddie ; Sarah Sutcliffe. Australia : VET in Context, AVETRA, 2008. pp. 1-10
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    title = "Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration",
    abstract = "Federal and state governments in Australia are committed to improving the opportunities for vocational award holders to make a successful transition to higher education. However the outcomes of many students granted entry to university on the basis of a vocational award are generally worse than students admitted on the basis of a Year 12 qualification. With weakening domestic demand for university places, unstructured or overgenerous credit transfer may compound the difficulties faced by articulating students. This research explores the structures for admission of students to the University of Canberra (UC) on the basis of a vocational award completed at the Canberra Institute of Technology (CIT). Under a long-standing articulation agreement between the two institutions, over 170 articulation pathways have been created to enable holders of a CIT Diploma or Advanced Diploma to enter UC Degree courses, and the way in which credit is granted can vary between courses. The authors examine three models for determining the credit granted for completed TAFE awards. The management of each model and the learning outcomes of articulating students under each model are analysed and compared. From their analysis of the students’ experiences under each of the three models, the authors suggest that student transition from TAFE to university is most effective when credit transfer arrangements are characterised by high levels of collaboration at the course delivery level. The authors explore the nature of effective cross-sectoral collaboration and identify the ways in which institutions can support collaboration to enhance opportunities for articulating students. The extent to which the outcomes of this study can be generalised to other institutions is discussed.",
    author = "Barbara Cram and Louise Watson",
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    Cram, B & Watson, L 2008, Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration. in F Beddie & S Sutcliffe (eds), VET in Context: Papers presented to the AVETRA 2008 Conference. VET in Context, AVETRA, Australia, pp. 1-10, AVETRA 2008, Adelaide, Australia, 3/04/08.

    Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration. / Cram, Barbara; Watson, Louise.

    VET in Context: Papers presented to the AVETRA 2008 Conference. ed. / Francesca Beddie; Sarah Sutcliffe. Australia : VET in Context, AVETRA, 2008. p. 1-10.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    N2 - Federal and state governments in Australia are committed to improving the opportunities for vocational award holders to make a successful transition to higher education. However the outcomes of many students granted entry to university on the basis of a vocational award are generally worse than students admitted on the basis of a Year 12 qualification. With weakening domestic demand for university places, unstructured or overgenerous credit transfer may compound the difficulties faced by articulating students. This research explores the structures for admission of students to the University of Canberra (UC) on the basis of a vocational award completed at the Canberra Institute of Technology (CIT). Under a long-standing articulation agreement between the two institutions, over 170 articulation pathways have been created to enable holders of a CIT Diploma or Advanced Diploma to enter UC Degree courses, and the way in which credit is granted can vary between courses. The authors examine three models for determining the credit granted for completed TAFE awards. The management of each model and the learning outcomes of articulating students under each model are analysed and compared. From their analysis of the students’ experiences under each of the three models, the authors suggest that student transition from TAFE to university is most effective when credit transfer arrangements are characterised by high levels of collaboration at the course delivery level. The authors explore the nature of effective cross-sectoral collaboration and identify the ways in which institutions can support collaboration to enhance opportunities for articulating students. The extent to which the outcomes of this study can be generalised to other institutions is discussed.

    AB - Federal and state governments in Australia are committed to improving the opportunities for vocational award holders to make a successful transition to higher education. However the outcomes of many students granted entry to university on the basis of a vocational award are generally worse than students admitted on the basis of a Year 12 qualification. With weakening domestic demand for university places, unstructured or overgenerous credit transfer may compound the difficulties faced by articulating students. This research explores the structures for admission of students to the University of Canberra (UC) on the basis of a vocational award completed at the Canberra Institute of Technology (CIT). Under a long-standing articulation agreement between the two institutions, over 170 articulation pathways have been created to enable holders of a CIT Diploma or Advanced Diploma to enter UC Degree courses, and the way in which credit is granted can vary between courses. The authors examine three models for determining the credit granted for completed TAFE awards. The management of each model and the learning outcomes of articulating students under each model are analysed and compared. From their analysis of the students’ experiences under each of the three models, the authors suggest that student transition from TAFE to university is most effective when credit transfer arrangements are characterised by high levels of collaboration at the course delivery level. The authors explore the nature of effective cross-sectoral collaboration and identify the ways in which institutions can support collaboration to enhance opportunities for articulating students. The extent to which the outcomes of this study can be generalised to other institutions is discussed.

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    Cram B, Watson L. Managing Credit Transfer from TAFE to University: The Case for Cross-sectoral Collaboration. In Beddie F, Sutcliffe S, editors, VET in Context: Papers presented to the AVETRA 2008 Conference. Australia: VET in Context, AVETRA. 2008. p. 1-10