Spotlight News

  • Bigger, Better!

    Bigger, Better! is bigger and better than ever!

    The site has undergone considerable expansion and improvement this year, including a major redesign to make it more accessible, adaptive, and response for users.

    What's new?

    • Pan-Canadian & international transfer agreements
    • Adult Basic Education (ABE) transfer search
    • Website redesign for accessibility & adaptivity UX improvements
    • English as an Additional Language (EAL) transfer search (coming soon)

    We invite you to check it out!

    For further details regarding the changes, see this one-page overview.

  • CFP: Micro-Credentials Research

    CFP: Micro-Credentials Research

    CALL FOR PROPOSALS: Micro-Credentials Research

    *DEADLINE: November 21, 2021*

    BCCAT is supporting research for BC's Micro-Credential Framework. In conjunction with BCcampus and the Ministry of Advanced Education and Skills Training, six research projects will survey existing processes in other jurisdictions supporting micro-credential stacking, laddering and transferability; transcription and recognition; quality assurance; prior learning assessment and competencies; and micro-credential registries. The findings will inform recommendations for BC's Micro-Credential Framework in these areas.

    The Call for Proposals regarding these projects is now posted at Submissions must be received by November 21, 2021. Please consider submitting a proposal, or sharing this opportunity with others.
  • 2021 BCCAT Transfer Awards - Congratulations Zena Mitchell!

    2021 BCCAT Transfer Awards - Congratulations Zena Mitchell!

    Congratulations Zena Mitchell!

    We are thrilled to announce that Zena Mitchell (Associate VP, Enrolment Services and Registrar at Kwantlen Polytechnic University) has been selected as the winner of the 2021 Leadership Award.

    This award recognizes individuals who have demonstrated exemplary leadership resulting in a significant and positive impact on advancing the theory and practice of transfer and articulation within the BC Transfer System. Zena is being recognized for her exemplary leadership on advancing learner mobility at Kwantlen and across the province as a whole.

    Read more about Zena and her award...

  • CFP: Contemporary Issues in Student Mobility

    CFP: Contemporary Issues in Student Mobility

    CALL FOR PROPOSALS: Contemporary Issues in Student Mobility

    *DEADLINE: November 15, 2021*

    Join us in our quest to deepen our understanding on credit transfer and student mobility.

    We are inviting faculty, staff, and graduate students from member institutions of the BC Transfer System to submit project proposals for research contracts.

    Click here for further details, including examples of previous Contemporary Issues projects.

  • Join the BCCAT Team!

    Join the BCCAT Team!

    Join the BCCAT Team!

    VACANCY: Director, Research & Admissions


    *APPLICATION DEADLINE: November 26, 2021*

    BCCAT is seeking an experienced post-secondary leader for the role of Director, Research and Admissions. The position requires broad knowledge of BC’s post-secondary system and the BC Transfer System. In addition to providing leadership across BC, the Director collaborates with jurisdictions across Canada and beyond to share and evaluate successful practices. This is an ongoing, full-time position that reports to the Executive Director and assumes responsibility for managing many aspects of the Council’s operations and initiatives.

    Click on the links above for further details.

    General inquiries and applications containing an expression of interest and a detailed curriculum vitae should be directed to Adina Dropol, Office Coordinator, at Please note that only shortlisted candidates will be contacted for follow up.

  • REPORT: Pathways Partnerships with Indigenous Post-Secondary Institutions

    REPORT: Pathways Partnerships with Indigenous Post-Secondary Institutions


    Prepared for BCCAT by:
    Jennifer Anaquod, Anaquod Educational Consulting
    Jason La Rochelle, Heather Simpson, Dawn Ursuliak, Justice Institute of BC

    Download/View:   REPORT

    The goal of this study was to explore current practices that help support and enhance Indigenous students’ experiences in post-secondary education. Through the use of Indigenous ways of knowing and storytelling, those supporting students at IAHLA and public post-secondary institutions gathered to weave together their stories of success, struggle, and perseverance in their journey to advance Indigenous education and improve the experiences of Indigenous students in post-secondary education.

    These stories showed a wealth of positive policies and practices that support both pathway partnerships and Indigenous students, as well as areas of needed improvement. As with all Indigenous education, the research highlighted the importance of relationships, transparency, commitment, and compassion to create stronger transfer credit pathways.

    The report includes a literature review of the students’ needs, an overview of the themes in the interviews with a variety of stakeholders and Elders who support Indigenous students accessing transfer credit pathways, as well as recommendations and suggestions of future studies.

    Related research: Indigenous Educational Pathways: Access, Mobility, and Persistence in the BC Post-Secondary System (2018).

  • REPORT: Exploring Students' Motivations for Credit Accumulation

    REPORT: Exploring Students' Motivations for Credit Accumulation


    Prepared for BCCAT by Academica Group

    Published September 2021

    Download/View:    REPORT    

    Building on earlier quantitative BCCAT research assessing number of credits required for graduation (2010, 2020), this study sought to use a qualitative analysis to explore the reasons why students collect more credits than required for their credential(s) and their general feelings towards accumulation of excess credit.

    The results of the literature review showed that students in the United States, Canada, and BC completed more credits than was required for their degree programs. The numbers of excess credits accumulated varied by program, transfer status, and, in some studies, demographic factors. Reasons for accumulating excess credits fell broadly into two categories: individual-level motivations (e.g., curiosity about other subjects, timing of choosing a major, and skills development) and systemic issues (e.g., transfer inefficiencies, advising support, and course scheduling).

    Interviews with nearly 50 UBC baccalaureate students (transfer and non-transfer) revealed that around 70% of interviewees anticipated graduating with credits in excess of their program requirements. Around 80% of transfer students anticipated graduating with excess credits, while 42% of all transfer interviewees reported completing coursework at UBC that duplicated coursework from their previous institution(s).

    Switching programs within UBC (i.e., program transfer, or “swirling”) was less prominent as the cause of excess credits. The reasons for excess credits included prerequisites and courses offered only once per academic year; this was particularly true in science and engineering programs. A significant majority (80%) of interviewees both transfer and non-transfer who had taken courses outside of their program requirements anticipated that competencies they learned in these courses would help them in their planned career.

    Students’ feelings towards excess credits were complicated - close to half of interviewees considered them a waste of time or money, while 39% stated that they could be useful or beneficial. Several less-expected motivations for accumulating excess credits included wanting to increase GPA, a desire to comply with certifications requiring different courses from the program requirements (i.e., CPA), and excess credits earned due to transferring International Baccalaureate high-school credits.

  • Find Your Path: info for students

    Find Your Path: info for students


    BCCAT provides a range of "Find Your Path" resources to support transfer pathway planning for students. They outline basic info about and the BC Transfer System. We invite students, parents, advisors, recruiters, and others to view/download/print these materials for your information - or to inform others within your circle. 

    The viewbook gives a more comprehensive overview of BC's post-secondary transfer system, including the benefits and logistics of transfer, and guidance for students on how to use to map out their own transfer pathways. In addition, it references as the place to go to search, plan, and apply for programs available at institutions across the province.

    For more information about student transfer and BC's remarkable post-secondary transfer network, we recommend:

    • The BC Transfer System: a short, animated video; and
    •  "Transfer Stories": a video series of short stories told by students and others about their own experiences and reflections about transfer in BC.
  • BCCAT 2020-21 Annual Review

    BCCAT 2020-21 Annual Review

    BCCAT 2020-21 Annual Review

    Connections: Supporting educational pathways as a collaborative community

    DOWNLOAD/VIEW: Annual Review (full report)     Infographic Summary

    In 2020, BC’s post-secondary community faced remarkable challenges due to the COVID-19 pandemic. BCCAT’s top priority has been to ensure that learners and post-secondary institutions continue to benefit from BC’s network of flexible learning pathways during this critical time and going forward. Key activities include the following:

    • collaborating with partners to ensure learners continue to benefit from transfer pathways during the pandemic;

    • enhancing technologies to optimize credit transfer processes and make credit transfer pathways more intuitive and accessible to learners;

    • conducting research examining the impacts of the pandemic on post-secondary learners and institutions to guide post-pandemic policy and practice in the post-secondary system;

    • facilitating discussion and enquiry into issues of importance to the post-secondary community—such as micro-credentials and online course delivery—to help guide development of policy and practice; and

    • supporting communication with the public and across the system to address emergent critical issues and developments in support of learner access and mobility.

    This Annual Review takes a look at the ways BCCAT has worked to strengthen collaboration and connections vital to enabling learner access and mobility. 

    Related items:

    Publications Overview

    Letter to the Ministry

  • REPORT: Data Governance Policy Models

    REPORT: Data Governance Policy Models


    Prepared for BCCAT by Plaid Consulting

    Published March 2021

    Download/View:    REPORT    INFOGRAPHIC (4-pages)

    This report focuses on data governance at post-secondary institutions and related organizations. Data governance is defined as the formal execution and enforcement of authority over the management of data and data-related assets (Seiner, 2014).

    An overview of data governance at higher education institutions provides detail on elements of data governance, e.g., defined roles and responsibilities of those involved in data governance at a post-secondary institution. The analysis of the goals and motivations of data governance programs revealed that one of the primary motivators for pursuing data governance was from a risk management perspective. Institutions aimed to ensure that institutional reporting is based on consistent, reliable, and trustworthy data. Organizations and institutions with data governance programs were more likely to have clearly defined data governance goals and motivations, e.g., British Columbia First Nations’ Data Governance Initiative aims to empower First Nations citizens through collective data ownership within Indigenous nations.

    The report discusses options for the implementation of data governance frameworks at four levels – from strategic to operational level. For some institutions, a data governance framework can incorporate all the elements of data governance. For others, implementation can start with a pilot project and use existing expertise and committee structures can help to build momentum towards larger data governance initiatives. Data governance is described as an iterative process, and it was common to see initiatives move through more than one structure before implementation.

    The scan of maturity models in the context of Canadian higher education uncovered that data governance is most often practiced informally. Those with formal data governance programs have either implemented their programs recently or are still in the development process. One of the most common themes identified was the need for a shift toward a data-driven culture within the institution or organization. Unlike organizations that work with student data, organizations that use health data are more likely to have developed formal data governance programs.

    An overview of data access and privacy legislation in the context of higher education identifies relevant legislation from British Columbia, such as Freedom of Information and Protection of Privacy Act (BC FIPPA), Private Information Protection Act (PIPA), Personal Health Information Access and Protection of Privacy Act (BC E-Health), and Higher Education Acts. Applicability of Canadian national legislation, legislation at nine other Canadian provinces or territories, several American states, and Europe’s General Data Protection Regulation (GDPR) was also discussed.

    The report concludes with key considerations, insights, and recommendations for higher education organizations and institutions in relation to the data governance programs.