Exploring University-to-College Transfer in Ontario - A Qualitative Study of Non-Linear Post-Secondary Mobility

Oct 15, 2026

This qualitative study examines experiences of Ontario students who transferred from university to college without completing their university program. Interview data from 20 participants inform motivations for transferring, the decision-making process, and reflections on outcomes. Transfer reasons cluster around academic struggles, mental/physical health or special education needs, and future prospects, while college motivations emphasize subject interest, learning environment, location, and prospects. Findings show RAT-like cost-benefit reasoning shaped by habitus, with generally positive reflections alongside concerns about personal failure and others’ reactions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Study focus and background

Abstract

Research aims and framework

Decision-making themes and findings

Keywords

Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility Reana Maier McMaster University Karen Robson McMaster University Abstract In this study, we explored experiences of Ontario students who engaged in a university-to-college (UTC) transfer. Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program but left before completing it and subsequently pursued a college program. We focused on motivations for transfer, the decision-making process, and participants’ reflections on their decision to transfer. Framing the transfer decision within a model of educational decision-making that draws on Rational Action Theory (RAT) and Bourdieu’s habitus, we argue that motivations for leaving university were distinct from, though related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, from mild to severe, coping with university. Motivations for pursuing college were more practical, relating to subject interest, college learning environment, location, and future prospects. Both decision processes showed evidence of rational cost-benefit analysis characteristic of RAT, but within a framework of habitus-influenced ideas about success and identity. While most participants reflected positively on their decision to transfer, there were some negative reflections related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education, again showing the influence of habitus. We conclude with policy recommendations. Keywords: post-secondary education, post-secondary transfer, Ontario, education policy Résumé Dans cette étude, nous explorons les expériences d’étudiants en Ontario qui sont passés d’une université à un collège. Les données proviennent d’entretiens qualitatifs avec 20 participants qui ont commencé leur éducation postsecondaire dans un programme universitaire mais ne l’ont pas terminé, et qui ont ensuite poursuivi un cursus au collège. Nous nous sommesconcentrés sur les raisons du transfert, le processus de prise de décision, et les réflexions des participants quant à leurdécision. En considérant la décision du transfert selon un modèle de prise de décision éducative qui s’appuie sur la théoriede l’action rationnelle (RAT) et l’habitus de Bourdieu, nous soutenons que les raisons de quitter l’université sont distinctes mais semblables aux raisons de poursuivre une éducation au collège. Les raisons de quitter l’université sont groupées autour de trois thèmes : les difficultés scolaires, les difficultés mentales/physiques ou besoins spéciaux, et les possibilités futures. Ces raisons sont très interconnectées et se caractérisent par une difficulté, moyenne ou sévère, à gérer une formation universitaire. Les raisons de poursuivre une formation au collège sont plus pragmatiques, et concernent l’intérêt à l’égard du sujet d’études, l’environnement d’apprentissage, le lieu, et les occasions futures. Dans les deux cas, le processus de décision démontre une analyse rationnelle du coût et des avantages de chaque option, ce qui est caractéristique de la RAT, mais cela dans le cadre de certaines conceptions du succès et de l’identité influencées par l’habitus. Tandis que la plupart des participants ont une opinion positive de leur décision, certains ont des réflexions négatives provenant d’un sentiment d’échec personnel et/ou des réactions négatives d’autres personnes, en particulier leurs parents. Les réflexions négatives personnelles etexternes sont liées aux attentes culture

FAQs

What is the document’s research focus regarding Ontario students?

It explores the experiences of Ontario students who transferred from university to college (UTC) without completing their university program.

How was the study data collected?

Data were gathered through qualitative interviews with 20 participants who started in a university program and later pursued a college program.

What themes explain why participants left university?

Reasons cluster around academic struggles, difficulties related to mental/physical health or special education needs, and future prospects.

Oct 15, 2026

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