ERIC ED540047: 2011 Admissions and Transfer Experiences of Students Continuing the Studies in British Columbia
Bibliographic record
Abstract
This report presents the results of an analysis of admissions and transfer data from the 2011 BC Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey (formerly the BC College and Institute Student Outcomes Survey). This province-wide survey contacted former students 9 to 20 months after they completed all, or a significant portion, of their programs of study. It addressed a number of issues related to their admissions and transfer experiences from BC's college, teaching-intensive university, and institute sector. This report is similar to a report released by the Council in 2008, titled "2008 Admissions and Transfer Experiences of Students Continuing their Studies in British Columbia" and the Council's 2005 and 2002 version of the same report. This current report contains updated information from the 2011 cohort and comparisons with previous surveys. With respect to admissions, this report explores the direction and magnitude of student flows between institutions in the BC public post-secondary system. It also explores the extent to which students are able to access the institutions, programs, and courses of their choice. On the transfer side, this report profiles students who expected to transfer credits between institutions and identifies where in the system the majority of students who did not realize their transfer expectations are concentrated. For the first time, the report takes an in-depth look at responses to a special series of questions that focus on respondents who were dissatisfied with their overall transfer experience. The goal is to learn more about why they were dissatisfied and how their transfer experience might have been improved. The survey results show that the admissions and transfer system in BC is working very well for students who continue their studies after having studied in the BC college, teaching-intensive university, and institute sector. Since 2002, there has been steady growth in the proportion of students continuing their studies at the same institution, as opposed to transferring to a different institution. Appended are: (1) Relevant Questions from the BC Diploma, Associate Degree, and Certificate of Student Outcomes Survey; (2) About the BC Diploma, Associate Degree, and Certificate Student Outcomes Survey Cohort; and (3) Glossary of Terms. (Contains 32 tables, 16 figures, and 11 footnotes.) [Contributing authors are Devron Gaber and Jean Karlinski.]
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.172 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".