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Articulation |
Table of Contents
How to Articulate Handbook - Block Transfer Agreements
What is Block Transfer?
Block transfer is the process whereby a block of credits7 is granted to students who have successfully completed a certificate, diploma or cluster of courses that is recognized as having an academic wholeness or integrity, and that can be related meaningfully to a degree program or other credential.
Block transfer has been used for many years in the BC post-secondary system to facilitate the credit transfer of completed credentials, such as certificates and diplomas. Although most block transfer agreements deal with the transfer of professional and applied programs, there are also block transfer agreements in place for associate degrees. There are currently several hundred block transfer agreements documented in the BC Transfer Guide.
Block transfer agreements represent the most efficient mechanism for arranging transfer credit for graduates of many diploma programs. These programs may be delivered at a standard consistent with degree studies, but the individual courses within the program may lack equivalents at the receiving institution, and may not be readily transferable on a course-to-course basis.
For example, graduates of a two year college forestry diploma program, designed as a terminal, employment-oriented credential, may receive little or no credit towards a forestry degree on a course-to-course basis. However, under bilateral block transfer agreements, students from some diploma programs who have successfully completed the credential are eligible for either one or two years of credit towards a forestry degree at some institutions. The content of first and second year courses at the sending and receiving institutions is sufficiently different that it precludes the establishment of equivalencies and hence the granting of credit for individual courses. Nevertheless, an assessment of the entire diploma curriculum will establish whether graduates are likely to possess the prerequisite knowledge, skills and abilities necessary for success in upper division degree courses.
In the example above, and in typical block transfer agreements, the transfer agreement refers to a specific program at the receiving institution. For example, a social work diploma program may receive block transfer towards a social work degree. The credits earned in this way may not be applicable to a different degree, unless they are transferable on a course-to-course basis.
Each block transfer agreement involves a unique program at the sending and the receiving institution. The educational content of those programs and the institutional context dictates the nature of each block transfer agreement. Depending on the desired outcomes, negotiating parties may want to explore several models.
Models of Block Transfer
The following list attempts to describe some of the models of block transfer currently in use in BC. Note that in the BC Transfer Guide the term "individual assessment" is often used in the "conditions" column. This denotes that there are underlying terms and conditions to the agreement that are normally recorded in the agreement document, but for which there is not enough space in the BC Transfer Guide. (See Individual Assessment in the Assessing an Articulation Request: Best Practice section.)
The 2 + 2 Model
The receiving institution grants two full years towards a four year degree program, with no additional requirements. Students should be able to graduate in a total of four years. Two variants occur:
a) The receiving institution accepts a two year diploma for entry, provided that the diploma contains specified courses, or that specified standards or additional prerequisites (e.g. grade 12 Math) have been met; or,
b) The receiving institution accepts a two year diploma for entry into a two year degree completion program. Royal Roads University uses this model exclusively for some degrees. In those instances, the diploma is considered among criteria for admission, since RRU does not offer first and second year courses.
Program |
Receiving Institution |
Program |
Credit |
Conditions |
|---|---|---|---|---|
| College of New Caledonia: Dental Hygiene | University of British Columbia | B.D.Sc. | 2 years | Graduate dental hygiene program. Individual assessment req'd. |
| Douglas College: Hotel & Restaurant Management Dip | Capilano University | B.Tourism Management | Up to 60 credits | Minimum GPA 3.0 |
The Bridging Model
The receiving institution grants two full years towards the degree. However, because it judges students' background to be deficient in some areas, it specifies courses that must be taken before proceeding or as soon as possible. There are two variants:
a) The courses are taken in the first semester of third year. Students should be able to graduate in a total of four years; or
b) The courses are taken in a summer semester or over an additional semester. Students should be able to graduate in a total of four and a half years.
The 2 + 3 (or more) Model
The receiving institution grants one year of credit for completion of a two-year diploma. Students can finish the degree in an additional three years after the diploma, or a total of five years. In some cases, receiving institutions grant only a few credits for the completed diploma and in these cases it make take students up to six years to finish a degree.
Program: |
Receiving Institution: |
Program: |
Credit: |
Conditions: |
|---|---|---|---|---|
| College of New Caledonia: Forest Resources Technology Diploma |
University of British Columbia |
Forest Resources Management or Forest Operations Program only | 1 year exemption |
Must have been awarded diploma and must have 65% overall average. |
Other Models
The upside-down model: Students take some lower division general education courses in third and fourth year.
The 60 credit guarantee model: The receiving institution guarantees students two years credit for a completed diploma, but also establishes equivalencies for as many courses as possible. Courses that have no equivalents are granted elective credit "within the block." This is the model used for the BC Associate Degree.
Bilateral, multilateral models: Although most block transfer agreements consist of bilateral agreements between one sending and one receiving institution, some are governed through consortia, where a group of receiving institutions will collaborate to agree on transfer criteria. In another model (the "admissions model") a receiving institution accepts certain diplomas from any sending institution.
Eclectic models: Institutions or programs focused on student-centred and flexible admission policies may try to be as open as possible to maximizing transfer credit, and may grant blocks of credit for previous degrees, diplomas or certificates, workplace or prior learning, or non-traditional accreditation. Students can often receive three years (or even more) of credit, and finish their degree by completing the minimum residency requirements of the institution.
Assessing the "Block" to be Transferred
In preparing for a block transfer agreement, the sending institution submits all relevant documentation to the receiving institution for evaluation. The receiving institution assesses all the material it has received, and makes a determination as to the appropriate transfer arrangements.
The purpose of assessing the complete curriculum, in a block transfer agreement, is to establish whether graduates possess the knowledge, skills and abilities to be successful in further studies.
Some assessment variations:
- Transfer is based on informed assumptions about the content of the diploma, and no real assessment of programs at individual institutions is attempted. For example, some institutions accept applications from graduates of any Business Management diploma program from a BC institution and award block transfer of two years towards a business degree completion program.
- Transfer is based on an in-depth assessment of individual courses within the diploma. The receiving institution is satisfied that the courses are substantially comparable to its own lower division requirements or offerings.
- Transfer is based on an in-depth assessment of the entire diploma. The receiving institution is satisfied that while individual courses do not match its own courses exactly, similar curriculum content is covered in the program.
- Transfer is based on a holistic assessment of the diploma or its outcomes. The receiving institution is satisfied that, while the content of the diploma may be quite different from its own lower level curriculum, graduates are likely to have the knowledge and abilities to be successful at the third year level.
In each of the above cases, where deficiencies are identified, receiving institutions may stipulate how and when students must acquire the missing content.
The Role of Advising
Some advisors express concern about block transfer agreements, citing the unrealistic expectations such an agreement may create for students. For example, students who receive block transfer credit for a completed associate degree may assume that they can finish a degree in a further two years or 60 credits of study. However, given that general degree requirements must be fulfilled, as well as all requirements for major or minors, students may still have more than two years of study ahead.
It is vital that the exact terms of all block transfer agreements are clear and transparent for students and advisors so that they understand before transfer exactly what the agreements entail for them. Parties to any block transfer agreement should take time to go over its provisions carefully with anyone who will be in a position to advise students. It is also crucial to ensure that any promotional material clearly states all provisions and requirements. In some unfortunate cases, block transfer agreements have earned the reputation of being "good news/bad news" agreements. The good news is that students understand that they will receive two years of credit for their diploma. The bad news is that they find out upon transfer that few of those credits can be applied towards their degree, with the effect that it may take them extra time to complete their degree.
With careful planning, and the assistance of an experienced advisor, however, a block transfer agreement can be a tremendous asset to the transfer student.
Concluding a Block Transfer Agreement
Block transfer agreements are negotiated between institutions, with exact details being worked out between departments.
Once concluded, the details are recorded on the Block Transfer Agreement Form (Appendix E), and returned to BCCAT by the registrar's office of the receiving institution.
Parties to a block transfer agreement will find it helpful to consult the "Checklist for Negotiating a Non-Standard Articulation Agreement" in Appendix D of this handbook.
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