Ontario’s Graduate Certificate Programs: An Exploration into Colleges’ Perspectives and Students’ Decision-making Processes

This mixed methods study explored the nature and role of one of the credentials offered by the Colleges of Applied Arts and Technology (CAATs) – graduate certificates – in school to work transition of Ontarians and it explored students’ decision-making processes when enrolling in these programs. The role of education in human capital theory underpins specific ways qualifications can be used for economic progress; however, in liberal market economies where an education logic dominates, such a role is not clearly defined. The conceptual frameworks that grounded my study included Iannelli and Raffe’s (2007) concept of transition systems, differentiation (cited in Parsons Platt, 1973, Rhoades, 1983), Perna’s (2006) model of student choice, and Reverse Transfer (cited in Clark, 1960; Hossler et. al, 2012). These were used to analyze data from: 335 program websites; statistical data from the Ontario government and Colleges Ontario documents; and, interviews with six institutional leaders, five program coordinators from five selected CAATs (out of 24), four third-party professionals and 17 students. The quantitative data included all graduate certificates offered by 22 English language Ontario CAATs in fall 2017. The conclusions drawn from this study suggest that graduate certificate programs are the only post-diploma credential offered by the CAATs where degrees are one of the key entry requirements. Due to the government’s policies and market pressures, these programs are relatively homogenous which contributes to isomorphism in Ontario CAATs. These programs produce highly positive labour-market outcomes and this study’s participants considered these program curricula to be closely linked with the job market. However, the system-wide data show that more than half of the graduates get jobs outside their fields of study. Participants perceived the level of these programs to be higher than baccalaureate programs and students enrolled in these programs to gain applied skills which were not offered by their previous education. This study contributes to the existing literature on role of qualifications in liberal market economies and may inform policy, improve program design and delivery, and help increase the understanding of role of these credentials in Ontario’s transition and higher education systems.Ph.D