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New to UBC Survey 2015 for

Undergraduate Transfer Students:

Okanagan Campus

N e w t o U B C O k a n a g a n U n d e r g r a d u a t e S t u d e n t S u r v e y 2 0 1 5 | 2

TABLE OF CONTENTS

Executive Summary ……………………………………………………………………………………………. .................................... 3

Introduction .................................................................................................................................................. 7

Demographics ............................................................................................................................................. 10

Experience Transferring .............................................................................................................................. 14

Choosing Where to Study ........................................................................................................................... 17

Experience with Applying and Admissions ................................................................................................. 25

UBC vs. Other Top University/College ........................................................................................................ 29

First Year Advising and Concerns……………. ................................................................................................. 32

Health and Stress ........................................................................................................................................ 35

Involvement in High School and at UBC ..................................................................................................... 37

Attending UBC ............................................................................................................................................. 39


EXECUTIVE SUMMARY

Introduction The 2015 New to UBC (Okanagan campus) Survey for undergraduate students was administered to new incoming degree students to UBC’s Okanagan campus between August 11th and September 13th, 2015. Participating students were asked about the reasons they chose UBC’s Okanagan campus for their post-secondary education, what they hope to gain from their UBC education, their experiences prior to their arrival at UBC, their expectations about their first year at UBC, and their satisfaction with UBC communications and services to date.

A random sample of 50% of new to UBC Okanagan students were invited to participate. Of the 1370 invited degree seeking, unclassified, and Access Studies undergraduate students, 571 completed the survey, yielding a response rate of 42%. Only transfer students’ responses were examined in this report. In total, there were 166 (156 domestic and 10 international) respondents who identified themselves as transfer students who came to UBC from another university or college.

Generally, the sample of transfer students was a good representation of the cohort, with a few discrepancies. Females were overrepresented in the sample (sample: 66%, cohort: 55%) of transfer students. Year 2 students were underrepresented (sample: 35%, cohort: 39%), and year 3 students were overrepresented (sample: 51%, cohort: 47%). BA-O (sample: 41%, cohort: 39%) and BEDE-O (sample: 3%, cohort: 1%) students were slightly overrepresented, while BSC-O (sample: 23%, cohort: 25%) and BSN-O (sample: 5%, cohort: 7%) students were slightly underrepresented.

Demographics Most transfer respondents attended high school in British Columbia and were born in Canada. Just over half (51%) of transfer respondents have lived in the Okanagan region for at least one year, and 49% have lived elsewhere in BC for at least one year. The majority of transfer respondents noted they would be living off-campus for the school year. Public transit was most often selected as the mode of transportation commuter students would use, followed by driving alone.

Two-thirds of respondents were female (66%), and 32% were male. Ninety two percent of respondents selected their sexual orientation to be heterosexual.

Eighty six percent of transfer respondents first learned to speak English in childhood. Nearly all respondents identified as Canadian.

Most transfer respondents’ mothers/guardians and fathers/guardians had attained a college-level certificate/diploma or higher.

Experience Transferring Thirty three percent of transfer students said that they received most of the transfer credit they expected, and 54% noted they received all of it. Respondents cited the most common reasons for not receiving all the expected transfer credit as: their original courses or program were not designed for transfer to UBC (38%), they received unassigned credit when they expected to receive specific credit (24%), and their courses transferred but they could not use all of the credits toward their degree (24%).

Seventy one percent of respondents were very satisfied or satisfied with their overall experience of transferring to UBC.

Most respondents did not experience difficulties in registering for classes attributable to how their transfer credits were processed.


The most regularly cited reasons transfer respondents did not attend UBC directly after high school included that they wanted to start at a smaller institution (36%), hadn't really considered it at the time (28%), and thought it was too expensive (27%).

When asked about involvement at their prior institution, transfer respondents were most frequently involved in volunteer work and long term academic projects.

Choosing Where to Study Forty seven percent of transfer respondents began to consider attending university before starting high school. Most respondents specifically began to consider UBC after attending a post-secondary institution (48%).

The factors transfer students most often said were very important or important in choosing where to study were: to learn more about things that interest them/to be more knowledgeable (91%); the value of the university/college degree (91%); quality of faculty (91%); and to be able to get a better job/prepare for a specific career, graduate school, or professional school (90%). Overall, respondents were asked to identify their top five reasons for choosing where to study. The university/college's overall reputation, the value of the university/college degree, and the campus location in Kelowna were most commonly cited.

Most transfer respondents utilized the UBC website for prospective students when choosing where to study, as well as the UBC Viewbook. The UBC website and current UBC students were most important in transfer student respondents’ decision of where to study.

Just under a quarter of transfer respondents participated in a UBC booth at a career fair (24%), a UBC campus tour (24%), and/or a UBC presentation (23%). The majority of transfer student respondents were very satisfied or satisfied with the recruitment activities they participated in.

UBC campus tours and UBC presentations were most influential among respondents in making the decision to attend UBC. Parents/other family members, published rankings, and teachers/tutors/school counsellors were significant other factors among transfer students in deciding where to study.

Experience with Applying and Admissions UBC was the first choice of post-secondary institution for most respondents. Forty one percent of transfer respondents received UBC's offer first. Forty three percent of transfer respondents would have probably not enrolled at UBC if they were not accepted into their first choice of program.

Most transfer student respondents only applied to UBC (65%). The most common other institutions in BC applied to by transfer respondents who applied to schools other than UBC included: Simon Fraser University (41%), the University of Victoria (39%), and Thompson Rivers University (22%).

Most transfer respondents were very satisfied or satisfied with the aspects related to applications and admissions they participated in/used –completing the application, submitting the application, finding information on how to apply, and the overall application and admissions process.

Transfer respondents were most satisfied with email communication with UBC during the applications and admissions process (30% were very satisfied). Printed materials, UBC social media, and social networking sites were infrequently used by transfer respondents.


UBC vs. Other Top University/College In comparing UBC with the university/college they would have attended if they had not accepted UBC’s offer of admission, transfer respondents most often rated UBC as much or somewhat better in terms of the university/college’s overall reputation (59%), the value of the university/college degree (56%), its location in Canada (51%), and their degree program’s reputation (50%).

First Year Advising and Concerns Eighty percent of transfer respondents stated that they had not yet been contacted by the First Year Peer Advisor. Forty four percent of transfer respondents who had been contacted by the First Year Peer Advisor felt their contact was very or somewhat beneficial. The biggest impacts of the First Year Peer Advising Program were seen for students’ satisfaction with their first year course selection, and for helping students to see a link between the courses they selected and their future career/academic goals.

Transfer respondents’ greatest concerns for their first year were being able to maintain a high enough GPA, getting the academic advising they need, and being able to balance academic and social activities. Transfer respondents were least concerned with aspects related to accessibility and safety.

Transfer respondents most often anticipated that they may require extra support in mathematics, public speaking/presentation skills, and academic writing.

Health and Stress The majority of respondents rated their health as “good” or better. When in need of health care services, the largest proportions of transfer students planned to use walk-in clinics (45%), visit their current family doctor (58%), and/or access on campus services (36%).

Anxiety, sleep difficulties and relationship difficulties/stress were the most frequently identified issues affecting academic performance for transfer respondents.

Involvement in High School and At UBC During high school, transfer respondents were most often involved in sports/athletic teams and volunteer work, with 19% and 17% indicating they were always involved, respectively.

Fifty eight percent of transfer respondents had heard of UBC’s Peer Mentor Program for new-to-UBC students. Over half of transfer student respondents (58%) said they see themselves participating in the Create New Students Orientation, while a quarter said they would likely not participate in any orientation events. About half of transfer student respondents were aware of the opportunities for recreation/fitness/athletics on UBC Okanagan’s campus, and over half of respondents valued these opportunities to a great extent.

Attending UBC Fifty four percent of transfer student respondents were able to get into all the courses they wanted for the upcoming winter session. Respondents who were unable to get into a desired class most often indicated that the classes were in the disciplines of psychology, English, and/or biology. Overall, 69% of transfer respondents were very satisfied or satisfied with their experience with UBC to date.

Forty percent of transfer student respondents noted that they need a loan which they are expected to pay back to finance their first year of education at UBC. Government student loans were cited most frequently. The average loan amount that respondents would need to finance their first year at UBC was $10,838.54.


Family/friends and government student loans were providing most of the funding for transfer respondents’ first year at UBC. About two-thirds of transfer respondents rated their level of concern to fund their first year at UBC (64%) as a 3 or less on a scale of 1 to 5, with 5 being very concerned and 1 being not at all concerned. In terms of their ability to finance their entire university, 37% of transfer respondents were very concerned, and 50% rated their concern as a 3 or less.

Very few (4%) transfer student respondents received an offer of scholarship or financial support from UBC.


INTRODUCTION

This report displays the findings of the 2015 New to UBC (Okanagan campus) Survey for undergraduate transfer students, which was administered to new incoming degree students to UBC’s Okanagan campus between August 11th and September 13th, 2015. Participating students were asked about the reasons they chose UBC’s Okanagan campus for their post-secondary education, what they hope to gain from their UBC education, their experiences prior to their arrival at UBC, their expectations about their first year at UBC, and their satisfaction with UBC communications and services to date.

The purpose of the New to UBC survey is to develop characteristics of both direct entry and transfer students at UBC’s Vancouver and Okanagan campuses. The results become a benchmark towards the progress and growth of UBC. The objectives of the New to UBC Survey are as follows: 1. To determine student expectations for their first year at UBC; 2. To identify any problems or concerns they may have coming in to UBC; and 3. To find out what would help first year students transition well to university and provide a successful first

year experience.

Methodology and Response Rate A random sample of 50% of new to UBC Okanagan students were invited to participate. To encourage participation, students were informed that, upon completing the survey, they would be entered into a draw to win a one of ten $100 visa gift cards.

Of the 1370 invited degree seeking, unclassified, and Access Studies undergraduate students, 571 completed the survey, yielding a response rate of 42%. This marks a 5% decrease in response rate from last year’s New to UBC Survey for undergraduates. Students who came to UBC with no prior post-secondary experience (direct entry students) were analyzed separately from students who had previously attended another post-secondary institution (transfer students). In this report, only the responses of transfer students are reflected.

For the purpose of calculating the proportions for the demographic information below, Access Studies students (ACEO) and unclassified students (UNCO) were counted as direct entry. No unclassified student respondents (n=5), or Access Studies respondents (n=10) identified as a transfer student on the survey question “Are you a transfer student to UBC?”

When comparing the proportion of respondents in the sample identifying as direct entry versus transfer students, 71% were classified as direct entry and 29% as transfer students based on the survey question “Are you a transfer student to UBC?” Sixty eight percent of respondents were identified as direct entry and 32% as transfer students using SISC data.

Using SISC data, the following students were classified as direct entry students: secondary school entry (SECS), unclassified students (UNCO), and Access Studies students (ACEO). University graduates (GRDU), mature applicants (MATU), college transfers (TRNC), university transfers (TRNU), both secondary and post-secondary students (SPSS), and institute of technology (TECH) students were categorized as transfer students. Students with a basis of admission of Aboriginal (ABOR) were classified as direct entry or transfer students based on their academic records.

In Table 1 below, the proportions of direct entry and transfer students for the sample and cohort, as well as the corresponding information, were calculated based on SISC data.


Table 1: Demographic information of cohort and sample Direct Entry Transfer

Cohort (n=874) 64%

Sample (n=389) 68%

Cohort (n=496) 36%

Sample (n=182) 32%

% n % n % n % n

Female 52% 457 59% 230 55% 275 66% 120

Year 1 95% 833 96% 372 13% 66 13% 23

Year 2 - - - - 39% 193 35% 63

Year 3 - - - - 47% 232 51% 92

Year 4 - - - - 1% 5 3% 5

BA-O 24% 211 22% 84 39% 191 41% 75

BASC-O 16% 136 16% 61 13% 64 13% 23

BEDE-O 0% 1 0% 1 1% 5 3% 5

BFA-O 1% 9 1% 4 1% 3 1% 2

BHK-O 9% 81 11% 43 9% 46 9% 17

BMGT-O 10% 91 10% 38 6% 29 5% 9

BSC-O 32% 278 32% 124 25% 124 23% 42

BSN-O 3% 27 5% 18 7% 34 5% 10

International 17% 146 16% 64 7% 35 6% 11

Overall, direct entry respondents were overrepresented in the sample (sample: 68%, cohort: 64%), and transfer respondents were underrepresented (sample: 32%, cohort: 36%).

Sample Distribution of Direct Entry Students

The sample of direct entry students was generally a good representation of the cohort, with some discrepancies. Among direct entry students, females were overrepresented in the sample (sample: 68%, cohort: 64%). BA-O students were slightly underrepresented (sample: 22%, cohort: 24%), and BHK-O (sample: 11%, cohort: 9%) and BSN-O (sample: 5%, cohort: 3%) students were slightly overrepresented.

Sample Distribution of Transfer Students Generally, the sample of transfer students was a good representation of the cohort, with a few discrepancies. Females were overrepresented in the sample (sample: 66%, cohort: 55%) of transfer students. Year 2 students were underrepresented (sample: 35%, cohort: 39%), and year 3 students were overrepresented (sample: 51%, cohort: 47%). BA-O (sample: 41%, cohort: 39%) and BEDE-O (sample: 3%, cohort: 1%) students were slightly overrepresented, while BSC-O (sample: 23%, cohort: 25%) and BSN-O (sample: 5%, cohort: 7%) students were slightly underrepresented.

Notes Readers should be aware that the percentages given in this report reflect the number of respondents who selected an option in terms of the total number of students who responded to a given item. In other words, “50%” denotes 50% of students who responded to a certain item rather than 50% of all transfer students who completed this survey.


For all sections, only the responses of transfer students are reflected. Transfer students described in all the sections below were identified based on their response to the survey question “Are you a transfer student to UBC (coming from another university or college)?” In the sample, the proportion of students classified as direct entry versus transfer were similar when using data from the survey question and from SISC.

Based on the survey question “Are you a transfer student to UBC (coming from another university or college),” there were 166 (156 domestic and 10 international) respondents who identified themselves as transfer students who came to UBC from another university or college. Proportions described in all sections below are based on these numbers.

Due to the small number of international transfer student respondents, this report refers to transfer students as a whole (not separated by domestic versus international).


DEMOGRAPHICS

High School Location and Residence Over two-thirds of respondents attended a high school in British Columbia –22% attended a school in the Lower Mainland and 48% did so outside the Lower Mainland. Another 19% attended a high school in another Canadian province.

Figure 1: Location of high school

Eighty three percent of transfer student respondents were born in Canada. Most respondents who were not born in Canada moved in 2001 or earlier (29%, n=7) or in 2014 (25%, n=6). Note that only 24 respondents were not born in Canada and replied to the item “when did you move to Canada?”

Fifty one percent of transfer student respondents have lived in the Okanagan region for at least one year, 49% have lived elsewhere in BC for at least one year, and 26% have lived in another province/territory in Canada for at least one year.

Respondents were asked to specify whether they will be living on- or off-campus for this coming academic year. Only 8% of transfer respondents said they would be living on-campus. Among those living off-campus, 21% cited they would be living with parents, 20% said they would be living with their partner, 17% would be living with friends, 16% noted they would be living with people they didn’t know before coming to UBC/or still haven’t met, and 16% selected they would live alone.

The primary reasons respondents said they would be living off-campus included residence is too expensive (39%) and they applied for residence but were not offered a place (19%).

Commuting Students living off-campus were asked to select the modes by which they planned to commute to campus. Public transportation was selected by 38% respondents, and driving alone was chosen by 34%.

48%

22%

19%

11%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

In BC, outside the LowerMainland

Lower Mainland of BC In Canada, outside of BC In Canada, outside of BC


Figure 2: Modes of transportation among commuters

Gender Two-thirds of respondents were female (66%), and 32% were male.

Sexual Orientation Nearly all respondents identified as heterosexual (92%). Five percent of respondents selected bisexual, while 4% selected other.

First Language Learned and Languages Spoken The majority of respondents noted that they first learned to speak English in childhood (86%). Another 5% selected “other” languages.

Those whose first language was not English (n=25) were asked to report the age at which they learned it. Sixty four percent of respondents said they learned English before they turned six years old, 16% said 6 to 10, 12% said 11 to 15, and 8% said after turning 16.

Ethno-Racial Distribution Nearly all respondents (90%) selected that they identify their ethnicity as Canadian, and 9% selected Canadian Aboriginal.

38%

34%

13%

5% 5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Public transit Vehicle (alone) Vehicle (withothers/carpool)

Walk Bicycle


Figure 3: Ethnicity

5%

7%

9%

90%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Indigenous (other than Canadian Aboriginal)

Taiwanese

Filipino

Japanese

Middle Eastern or West Central Asian (e.g., Iranian, Israeli,Saudi Arabian)

Latin, Central or South American

Caribbean

American (i.e. USA)

Korean

Southeast Asian

South Asain - Other (e.g. Pakistani, Bangladeshi)

African

Eastern European

South Asian - Indian

Chinese (including Hong Kong, Macao)

Western European

Canadian Aboriginal

Canadian


Of the domestic respondents who noted they were Canadian Aboriginal (n=15), the only groups most identified with were First Nations (47%) and Métis (47%).

Education of Parents/Guardians About 24% of respondents reported their mother/guardian had obtained a high school level of education or less, and 32% indicated their father/guardian had done so. Over half of respondents’ mothers/guardians (57%) and fathers/guardians (54%) had attained a college-level certificate/diploma or higher.

Figure 4: Highest level of education attained by parents/guardians

24%

20% 21%

26%

10%

32%

12%

18% 18% 18%

0%

5%

10%

15%

20%

25%

30%

35%

High School or less Some college oruniversity

College-levelcertificate/diploma

Completed a universitydegree

Completed a graduate orother professional degree

Mother/guardian Father/guardian


EXPERIENCE TRANSFERRING

The majority of respondents noted that they received most (33%) or all (54%) of the transfer credit they expected. Those indicating they received none, some, or most of the transfer credit they expected were asked about the reasons for which they were unable to receive all their credits. The most frequently cited reasons were that their original courses or program were not designed for transfer to UBC (38%), they received unassigned credit when they expected to receive specific credit (24%), and their courses transferred but they could not use all of the credits toward their degree (24%).

Figure 5: Reasons transfer credits were not received

Forty percent of transfer respondents found the transfer process to be easy and manageable without help. Another 28% found it to be “OK.”

Figure 6: Transfer credit process

Seventy one percent of respondents were very satisfied or satisfied with their overall experience of transferring to UBC.

Just under two-thirds (64%) of transfer respondents did not experience difficulty registering for courses due to how their transfer credits were processed. Of those who did experience difficulties, the most frequently selected difficulties were that they could not register (or had difficulty registering) for courses because they were reserved

5%

14%

14%

19%

24%

24%

38%

0% 5% 10% 15% 20% 25% 30% 35% 40%

I received fewer transfer credits for a particular course thaninitially received (e.g., a 4 credit course only received 3 credits)

I switched programs and my credits couldn't be applied to mynew program

I didn't know or understand transfer requirements

Other

I had completed more credits than were allowed to transfer

I received unassigned credit when I expected to receivespecific credit

My courses transferred but I could not use all of the creditstoward my degree

My original courses or program were not designed for transferto UBC

17%

40%

28%

12%

Very easy (intuitive, simple)

Easy (manageable withouthelp)

OK

Difficult (time consuming,needed help)

Very difficult (frustrating,confusing)


for students with a year status different from the one they were given, and that they could not register (or had difficulty registering) for a course –even though they should have met the course requirements– due to the courses they took at another institution.

Figure 7: Difficulties registering for courses due to how transfer credits were processed

The most regularly cited reasons transfer respondents did not attend UBC directly after high school included that they wanted to start at a smaller institution (36%), hadn't really considered it at the time (28%), and thought it was too expensive (27%).

Figure 8: Reasons for not attending UBC directly after high school

5%

10%

15%

33%

35%

40%

43%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

How transfer credits could affect course registration or the time needed tograduate was unclear

The course requirements for degree programs were unclear

Other

I had to speak with someone at UBC regarding my transfer credits, and haddifficulty getting the answers I needed

I could not use (or I had difficulty using) transfer credits towards courseprerequisites or my degree program (e.g. went towards electives instead)

I could not register (or I had difficulty registering) for a course even thoughI should have met the course requirements due to the courses I took at

another institution

I could not register (or I had difficulty registering) for courses because theywere reserved for students with a year status different from the one I was

given

5%

5%

8%

12%

14%

15%

15%

17%

20%

27%

28%

36%

0% 5% 10% 15% 20% 25% 30% 35% 40%

I was in military service

My parents were not supportive of my choice

I applied but was not admitted

I took a “gap” year to work/volunteer in Canada or internationally

My parents were not supportive of my choice

My friends were going elsewhere

I worked/entered the workforce after high school

I didn't have the grades to get in

Other reasons

I was concerned about housing/living in Kelowna

I had accepted another post-secondary institution’s offer of admission

I was unable due to other commitments/extenuating circumstances

UBC was too far away at the time

I thought it was too expensive

I hadn't really considered it at the time

I wanted to start at a smaller institution


At their prior institution, respondents were most often involved in volunteer work (56% being involved sometimes or more frequently) and long term academic projects (35% said they were involved sometimes or more often).

Figure 50: Involvement at prior institution

5%

10%

12%

7%

5%

18%

10%

6%

7%

7%

9%

18%

13%

29%

13%

91%

90%

86%

85%

71%

77%

44%

65%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Long term academic projects (more than 1 month) with an educationalfocus where you had to cooperate with team members to reach a

common goal

Student Government (athletic council, etc.)

Volunteer Work (on your own and not part of class activity)

Publications (student newspaper, yearbook, etc.)

Community service (e.g., volunteering) as part of a class

International volunteering experience

Performing or visual arts programs (band, choir, theatre, dance, art, etc.)

Sports/Athletic teams (soccer, basketball, track and field, etc.)

Always involved Most times involved Sometimes involved Not involved


CHOOSING WHERE TO STUDY

Timing for Considering University Education and UBC Most respondents noted that they began to consider attending university before starting high school (47% of respondents). Another 18% of transfer respondents indicated they did so between grades 8 to 10, 18% said between grades 11 to 12, and 18% selected after grade 12. When asked when they specifically began to consider attending UBC, the majority of transfer respondents said after attending a post-secondary institution (48%).

Importance of Factors in Deciding Where to Study The most influential factors related to knowledge, success, and contribution were: to be able to get a better job/prepare for a specific career, graduate school, or professional school (69% of respondents rated as very important); to learn more about things that interest them/to be more knowledgeable (63% of respondents rated as very important); and to be able to make a positive difference in the world/their community (56% of respondents rated as very important).

Figure 9: Importance of factors in choosing where to study –knowledge, success and contribution

About half of transfer respondents found the university/college’s reputation (46%) and the value of the university/college degree (52%) to be very important when they were deciding where to study. Furthermore, 39% of respondents noted they felt that their degree program’s reputation was very important.

21%

32%

40%

45%

47%

56%

63%

69%

21%

39%

29%

32%

32%

30%

28%

21%

28%

16%

19%

18%

20%

12%

6%

6%

18%

5%

7%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

To better understand other cultures

To be able to make more money

To contribute to knowledge through my academics (e.g.research, writing)

To be able to be successful in a diverse world

To be able to contribute to a civil and sustainable society

To be able to make a positive difference in the world/mycommunity

To learn more about things that interest me/be moreknowledgeable

To be able to get a better job/prepare for a specific career,graduate school or professional school

5: Very Important 4 3 2 1: Not important at all


Figure 10: Importance of factors in choosing where to study –reputation

Transfer student respondents often found the university/college’s location in Canada to be very important (54%), as well as the quality of academic facilities (41%) and the campus’ location in Kelowna (41%). Moreover, 29% selected very important for the quality of campus life.

Figure 11: Importance of factors in choosing where to study –campus

Opportunities to learn outside the classroom were valued most by transfer respondents, with 38% of respondents rating these as very important. Also, 34% of respondents felt that undergraduate research opportunities were very important.

39%

46%

52%

37%

38%

39%

17%

11%

7%

5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My degree program's reputation

The university/college's overall reputation

The value of the university/college degree


11%

15%

17%

19%

21%

23%

29%

41%

41%

54%

14%

31%

29%

25%

29%

23%

35%

37%

30%

27%

14%

29%

30%

25%

31%

26%

25%

17%

18%

13%

16%

13%

14%

16%

10%

14%

8%

7%

44%

12%

10%

15%

9%

15%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Residence (quality of residences, housing assignment and beingable to live on campus)

Diversity of the university/college’s student body and campus community (faculty, staff, etc.)

Opportunities for student engagement (clubs, peer programs,student government, intramurals, etc.)

Opportunity to continue with supports at the university/college(e.g. psychiatrist, Student Health Service, Counselling Services)

Small campus size

On-campus work opportunities

Quality of campus life (friendliness of campus, socialopportunities, quality of campus environment, size of campus…

Quality of academic facilities (e.g. library, laboratories)

The campus location in Kelowna

Location in Canada



Figure 12: Importance of factors in choosing where to study –learning opportunities

Overall, both the diversity of programs and courses and the quality of faculty seemed to be quite important when respondents were deciding where to study. Over half (58%) of respondents found quality of faculty to be very important, and diversity of programs and courses was selected as very important by 47% of respondents.

Figure 13: Importance of factors in choosing where to study –faculty and programs

Nearly half of transfer respondents rated all the factors in choosing where to attend university related to cost as very important –43% for the availability of financial awards or support, 46% for the overall cost of attending, and 46% for the cost of tuition.

Figure 14: Importance of factors in choosing where to study –cost

23%

34%

38%

35%

30%

30%

24%

22%

17%

13%

8%

9%

5%

5%

6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Opportunities to be involved in the community

Undergraduate research opportunities

Opportunities to learn outside the classroom (co-op, studyabroad, community service learning, internships, practicum)


47%

58%

38%

33%

12%

8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Diversity of programs and courses

Quality of faculty (professors, instructors, etc.)


43%

46%

46%

27%

31%

29%

20%

16%

17%

6%

5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The availability of financial awards or support from theuniversity/college

The cost of the university/college’s tuition

The overall cost of attending the university/college (includinghousing, etc.)



Among the focus areas, transfer respondents most frequently selected the university/college’s focus on well-being as very important (36%). Sustainability was the next most popular focus area for transfer students (32% rated as very important). Figure 15: Importance of factors in choosing where to study –focus

Top Five Factors in Choosing Where to Study Respondents were asked to select their top five reasons for choosing where to study from a comprehensive list of the factors discussed above.

Transfer respondents most often chose the university/college's overall reputation (54%), the value of the university/college degree (48%), the campus location in Kelowna (45%), and their degree program’s reputation (43%).

16%

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The university/college’s focus on Aboriginal engagement

The university/college’s focus on community engagement

The university/college’s focus on global citizenship

The university/college’s focus on sustainability

The university/college's focus on well-being



Figure 16: Top five factors in deciding where to study

Note: The following items were only included for international transfer respondents: the university/college's supports for international students, the possibility of immigrating permanently to Canada, ability to work while on a study permit, ability to get a study permit/visa, and the exchange rate between Canada's and their home currency. Zero international respondents selected ability to work while on a study permit, ability to get a study permit/visa, or the exchange rate between Canada's and their home currency as one of their top five factors. The percentages seen for the possibility of immigrating permanently to Canada and the university/college's supports for international students were based only upon the small number of international transfer respondents (n=10).

5%

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0% 10% 20% 30% 40% 50% 60%




Diversity of the university/college’s student body and …

Opportunity to continue with supports at the…



Residence (quality of residences, housing assignment and…


The availability of financial awards or support from the…


My friends/siblings will be attending or are already attending

The university/college's supports for international students

Possibility of immigrating permanently to Canada

Opportunities for student engagement (clubs, peer…


The overall cost of attending the university/college (including…


Opportunities to learn outside the classroom (co-op, study…


Quality of campus life (friendliness of campus, social…

Small campus size



Location in Canada


The campus location in Kelowna




Use, Satisfaction with, and Impact of UBC Communications Ninety percent of transfer respondents used the UBC website for prospective students when choosing where to study. The next most commonly used source was the UBC Viewbook for prospective students, with 42% of respondents noting they used it.

Figure 17: Use of UBC communications

Of the communications strategies, the UBC website and current UBC students were most important in transfer respondents’ decision of where to study. Thirty five percent of transfer respondents rated the UBC website as very important, while 15% cited current UBC students as very important.

Figure 18: Importance of UBC communications in decision where to study

Participation in, Satisfaction with, and Impact of UBC Recruitment Activities About a quarter of transfer respondents participated in a UBC booth at a career fair (24%), a UBC campus tour (23%), and/or a UBC presentation (23%). Barely any transfer respondents (4%) attended a summer event held on the UBC campus.

6%

34%

42%

90%

91%

87%

62%

45%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

UBC Aboriginal Brochure for prospective Aboriginal students

UBC website for prospective Aboriginal students

UBC Prospective Students on Social Media (Facebook, Twitter,UBC mobile app, etc.)

UBC Viewbook for prospective students

UBC website for prospective students (e.g. you.ubc.ca)

Did see/use Did not see/use Unsure

7%

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33%

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Alumni

UBC printed marketing materials (e.g. Viewbook)

UBC campus visit

UBC recruitment and admissions staff

Current UBC students

UBC website (you.ubc.ca)

5: Very Important 4 3 2 1: Not important at all Not applicable


Figure 19: Participation in recruitment activities

Transfer respondents who selected that they participated in any of the above activities were asked to rate their satisfaction with the activity. The majority of transfer student respondents were very satisfied or satisfied with the activities they participated in (77% for a UBC presentation (of n=34 respondents), 80% for a UBC booth at a career fair (of n=35 respondents), 93% for a UBC online information sessions (of n=15 respondents), and 88% for a UBC campus tour (of n=34 respondents)). Only 5 transfer respondents participated in a summer event on the UBC campus.

In addition to rating satisfaction, respondents were also asked to indicate the extent to which their participation in the activities impacted their decision to attend UBC. UBC campus tours and presentations were rated as most impactful by transfer respondents, with 21% selecting an impact of 5 for campus tours and 15% for presentations.

Figure 20: Impact of recruitment activities on decision to attend UBC

Note: The item “a summer event on the UBC campus” was not included as there were only 5 transfer participants in this activity. The other items were based on a low number of respondents (n=35 for a UBC online information session, n=33 for a UBC campus tour, n=33 for a UBC presentation, and n=14 for a UBC online information session).

4%

10%

23%

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24%

46%

57%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

A summer event on the UBC campus

A UBC online information session

A UBC presentation (e.g. at my school, a public venue)

A UBC campus tour

A UBC booth at a career fair

Participated

Did not participate because I was unaware of this activity

Did not participate because I was unavailable at the time of this activity

Did not participate because I was not interested in participating in this activity

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A UBC booth at a career fair

A UBC online information session

A UBC presentation (e.g. at my school, a public venue)

A UBC campus tour

5: High impact 4 3 2 1: No impact at all


Importance of Other Factors in Deciding Where to Study Parents/other family members, published rankings, and a teacher/tutor/school counsellor were the most significant other factors in deciding where to study among transfer students. Thirty five percent of respondents said their parents/other family members were very important in their decision of where to attend school. Published rankings and a teacher/tutor/school counsellor were identified as very important by 19% and 18% of transfer student respondents, respectively.

Figure 21: Importance of influential figures and media in deciding where to study

5%

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Social networking site

Educational agent

Aboriginal Education Coordinator (in school or community)

Independent website

Career advisor

Friends

Teacher/tutor/school counsellor

Published rankings

Parents/other family members



EXPERIENCE WITH APPLYING AND ADMISSIONS

Applying and Admission to UBC Most respondents who applied to UBC and at least one other university selected that, even though UBC was their first choice, they applied to other universities to see what they would offer (64%).

Figure 22: Top choice of university

Transfer respondents for which UBC (n=16) was not their first choice of post-secondary institution were asked where it ranked for them. Most stated that it was their second choice (94%).

When asked about their offer of admission from UBC, 41% of respondents who applied to UBC and at least one other institution selected that they received UBC's offer first. Another 38% noted that they received UBC's offer later than most, but had enough time to give it full consideration before making a decision. Figure 23: Timing of UBC’s offer of admission

The majority of transfer respondents were accepted into their first choice of program (90%). Respondents were asked if they would have enrolled in UBC had they not been accepted into their first choice of program. Forty three percent of transfer respondents would have probably not enrolled at UBC if they were not accepted into their first choice of program.

64%

31%

5%

0%10%20%30%40%50%60%70%

Even though UBC was my first choice, Iapplied to other universities to see what

they would offer

I wasn't sure which university was my toppick, so I waited until I heard back from

everyone before making a decision

I wanted to go to another university butapplied to UBC to see what it would offer

41%38%

21%

0%

10%

20%

30%

40%

50%

I received UBC's offer first I received UBC's offer later than most, buthad enough time to give it full

consideration before making a decision

I received UBC's offer at about the sametime as most of my other offers


Figure 24: Acceptance into first choice of program and enrolment

Applying to Other Post-Secondary Institutions Just under two thirds (65%) of transfer student respondents applied to only UBC. Nineteen percent applied to UBC and one other institution.

Figure 25: Number of post-secondary institutions applied to

Those who applied to post-secondary institutions other than UBC were asked about which other institutions they applied to. Forty one transfer respondents applied to at least one other institution in BC. Among those forty one respondents, Simon Fraser University (41%), the University of Victoria (39%), and Thompson Rivers University (22%) were most often applied to.

43%

29% 28%

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Probably not enrolled at UBC Still chosen to enroll at UBC Definitely not enrolled at UBC

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I only applied to UBC I applied to UBC and 1 otherinstitution

I applied to UBC and 2 or 3other institutions

I applied to UBC and 4 or moreother institutions


Figure 26: Other BC institutions applied to

Note: This graph is based on 41 respondents. No transfer respondents applied to Langara College, Vancouver Island University, Emily Carr University of Art and Design, Royal Roads University, or Trinity Western University.

Only 19 transfer respondents applied to other universities/colleges in Canada outside of BC and only 1 respondents applied to an institution outside of Canada and the US.

Students were also questioned about which university or college would they would most likely be attending this fall if they had not accepted UBC’s offer of admission. Transfer respondents indicated that they would most likely have attended Thompson Rivers University (14%), the University of Victoria (12%), Okanagan College (12%), and Simon Fraser University (11%).

Satisfaction with Admissions and Applications Experience Students were asked to rate how satisfied they were with a variety of aspects of their application and admissions experience. Most transfer respondents were very satisfied or satisfied with completing the application (77%), submitting the application (83%), finding information on how to apply (63%), and the overall application and admissions process (70%). Forty two percent of transfer student respondents did not apply for financial support.

5%

5%

5%

5%

7%

15%

22%

39%

41%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

University of Fraser Valley

Capilano University

Camosun College

Other BC institution(s) not listed

University of Northern BC

Kwantlen Polytechnic University

Vancouver Community College

Douglas College

British Columbia Institute of Technology (BCIT)

Okanagan College

Thompson Rivers University

University of Victoria

Simon Fraser University


Figure 27: Satisfaction with applications and admissions experience

Transfer respondents were most satisfied with email communication with UBC during the applications and admissions process (30% were very satisfied). Phone communication with UBC, UBC social media, printed material, and social networking sites were most infrequently used by transfer respondents. Figure 28: Satisfaction with communications during application and admissions process

4%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The opportunities to apply for UBC financial support(scholarships, bursaries, etc.)

The process of applying for UBC financial support (scholarships,bursaries, etc.)

Overall application and admissions process

Finding information on how to apply

Completing the UBC Application

Submitting the UBC Application

Very satisfied Satisfied Somewhat satisfied Somewhat dissatisfied Dissatisfied Very dissatisfied Did not use

7%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Social Networking Sites

UBC Social Media (Facebook, Twitter, UBC mobile App, etc.)

Printed material (e.g. Viewbook)

Websites for prospective students (you.ubc.ca)

Phone communication with UBC

Overall communications

Email communication with UBC

Very satisfied Satisfied Somewhat satisfied Somewhat dissatisfied Dissatisfied Very dissatisfied Did not use


UBC VS. OTHER TOP UNIVERSITY/COLLEGE

Respondents were asked to compare UBC with the university/college they would have attended if they had not accepted UBC’s offer of admission. For those who were only accepted to UBC, they were asked to compare UBC to the university/college they were most interested in other than UBC.

Reputation Half or more of transfer respondents rated UBC as much or somewhat better than the other university/college on all aspects of reputation: the value of the university/college degree (55%), their degree program’s reputation (50%), and the university/college’s overall reputation (59%). Figure 29: UBC vs. other top university/college –reputation

Campus Transfer respondents chose UBC’s location in Canada (52%), campus location (51%), and quality of campus life (47%) to be much or somewhat better than the other college/university most frequently.

Figure 30: UBC vs. other top university/college –campus

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9% 11%

11%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%




UBC much better than the other university/college UBC somewhat better than the other university/college

UBC about the same as the other university/college UBC somewhat worse than the other university/college

UBC much worse than the other university/college Don’t know/No opinion

12%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Opportunity to continue with supports at the university/college (e.g.psychiatrist, Student Health Service, Counselling Services)

Diversity of the university/college’s student body and campus community (faculty, staff, etc.)

Residence (quality of residences, housing assignment and being able tolive on campus)

Opportunities for student engagement (clubs, peer programs, studentgovernment, intramurals, etc.)


Quality of campus life (friendliness of campus, social opportunities,quality of campus environment, size of campus etc.)

The campus location

Location in Canada





Learning Opportunities Respondents found UBC to be much or somewhat better than the other university/college in terms of undergraduate research opportunities (41%) and opportunities for learning outside the classroom (39%) fairly frequently.

Figure 31: UBC vs. other top university/college –learning opportunities

Faculty and Programs About four in ten transfer student respondents felt that UBC was much or somewhat better in its diversity of programs and courses (42%) and quality of faculty (37%).

Figure 32: UBC vs. other top university/college –faculty and programs

Cost Most respondents found UBC to be about the same as the other university/college in terms of the cost of tuition (27%) and the availability of financial awards or support (33%). Twenty three percent of transfer respondents noted they felt that the overall cost of attending was somewhat worse than the other school, while 26% cited the cost of tuition was somewhat worse.

11%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Opportunities to learn outside the classroom (co-op, study abroad,community service learning, internships, practicum)





18%

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29%

23% 11%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%







Figure 33: UBC vs. other top university/college –cost

Focus Most often, domestic respondents felt that UBC’s focus on sustainability and on community engagement were much or somewhat better than that of the other school. Specifically, 30% selected much or somewhat better for sustainability, and 28% did so for community engagement.

Figure 34: UBC vs. other top university/college –focus of university/college

5%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The availability of financial awards or support from theuniversity/college


The overall cost of attending the university/college (includinghousing, etc.)




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FIRST YEAR ADVISING AND CONCERNS

First Year Peer Advisor Eighty percent of transfer respondents stated that they had not yet been contacted by the First Year Peer Advisor. Those who had been contacted (n=36) were asked to rate the extent to which their contact had been beneficial, as well as their satisfaction. Forty four percent of transfer respondents found their contact with the First Year Peer Advisor to be very or somewhat beneficial, while 42% selected neutral. Nearly half (48%) of transfer respondents were very satisfied or satisfied with their interactions. The largest impact of the First Year Peer Advising Program was on students’ satisfaction with their first year course selection, with 50% of transfer respondents strongly agreeing or agreeing they were satisfied. Further, 49% of respondents strongly agreed or agreed that the First Year Peer Advisor helped them to see a link between the courses they selected and their future career/academic goals.

Figure 35: Impact of the First Year Peer Advising Program

Note: The above graph is based only on 36 respondents.

Concerns in First Year Transfer respondents’ top three concerns for their first year at UBC were: being able to maintain a high enough GPA (68% selecting very concerned or concerned), getting the academic advising they need (54% chose very concerned or concerned), and being able to balance academic and social activities (52% picked very concerned or concerned). The largest proportion of respondents chose not concerned or a little concerned to reflect their level of concern for the physical accessibility of the buildings (78%); the physical accessibility of the campus (71%); the reception areas, exam rooms and offices being adequate and accessible (63%); their personal safety in and around the city of Kelowna (63%); and being away from family and friends/homesick (63%). These mark the items transfer respondents were least concerned about.

11%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I feel supported in the course selection process

I see a link between the courses I have selected and my futuregoals (academic/career)

I am satisfied with my first year course selection

Strongly agree Agree Neutral Disagree Strongly disagree Not applicable


Figure 36: First year concerns

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The physical accessibility of buildings

The physical accessibility of the campus

The reception areas, exam rooms and offices are adequate andaccessible

My personal safety in and around the city of Kelowna

Being away from family and friends; being 'homesick'

Having timely access to health care services

The availability of academic accommodations (e.g., extended timeon examinations, assistance with note taking, alternative texts,…

If UBC's Okanagan campus is the right choice for me

Getting along with my roommate(s), housemate(s), or familymembers

My personal safety in and around campus

Getting the personal counseling I might need

Being able to cope with expectations of parents and family

Being overwhelmed with all the things I'm expected to do in myfirst semester

The accessibility of UBC's Okanagan Campus

Being able to make friends

Getting into my first choice of major

Being able to maintain good health

Getting all the academic accommodations that I need

Getting career and professional advising I need

Being able to balance academic and social activities

Getting the academic advising I need

Being able to maintain a high enough GPA

Very Concerned Concerned Somewhat Concerned A little concerned Not concerned


Anticipated Academic Support Needs Students were asked about the subjects for which they felt they might need academic support. Transfer respondents most often anticipated that they may require extra support in mathematics (35%), public speaking/presentation skills (27%), and academic writing (25%). A further 30% of transfer respondents indicated they do not feel they will need additional academic support during their first year at UBC.

Figure 37: Academic support needs

6%

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21%

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35%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Teamwork skills

Other subject

Leadership skills

Second/Additional Language (other than English)

Computer skills

English

Study skills (note-taking, time management, etc.)

Academic writing

Public speaking/presentation skills

I do not feel I need additional academic support during myfirst year at UBC

Mathematics


HEALTH AND STRESS General Health The majority of respondents rated their health as good, very good, or excellent. In particular, 14% of transfer respondents rated their health as excellent, 41% of respondents selected very good, and 36% of respondents chose good.

Health Care Most transfer student respondents planned to visit their current family doctor (58%), use walk-in clinics (45%), and/or access on campus services (36%) when in need of health care services.

Figure 38: Expected access to health care services

Health and Other Issues Affecting Academic Performance Among transfer respondents, anxiety was the most common issue experienced. In particular, 24% of transfer respondents said anxiety caused them to receive a lower grade on an exam or important project. As well, 7% of transfer respondents received an "incomplete" or dropped a course, and 6% experienced a significant disruption in their studies due to anxiety. Sleep difficulties and relationship difficulties/stress were also indicated fairly often.

58%

45%

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15%11%

0%

10%

20%

30%

40%

50%

60%

70%

I will continue to visitmy current family

doctor

I will visit walk-inclinics

I will access on-campus health

services

I will visit theemergency room at a

hospital

I will find a newfamily doctor in oraround Kelowna

Other


Figure 39: Issues affecting academic performance

Disabilities and Medical Conditions Sixty eight percent of transfer respondents indicated that they do not have a disability or medical condition. Mental health issues (13%) and chronic health issues (8%) were the most commonly cited disabilities and medical conditions by transfer respondents.

Among those who identified that they had a disability or ongoing medical condition, the majority (85% (n=29)) had not requested an accommodation for their disability or condition.

7%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Visual disability

Hearing disability

Mobility

Learning disability

Psychological disability (other than those specifically listed inthis question set)

Mental health concerns (other than those specifically listed inthis question set)

Physical health concerns (illness or injury)

Attention deficit disorder/attention deficit hyperactivitydisorder (ADD/ADHD)

Chronic health issue

Internet use/computer Games

Depression

Work-related stress

Financial stress

Relationship difficulties/stress

Sleep difficulties

Anxiety

Significant disruption of my studies

Received an "incomplete" or dropped a course

Received a lower grade on an exam or important project

I have experienced this issue but my academics have not been affected

This did not happen to me/ not applicable


INVOLVEMENT IN HIGH SCHOOL AND AT UBC

High School Involvement During high school, transfer respondents were most often involved in sports/athletic teams, with 19% indicating they were always involved. Furthermore, 17% of transfer student respondents were always involved in volunteer work during high school. Publications was the activity least participated in by transfer respondents (77% of respondents were not involved).

Figure 40: Involvement in high school activities

Peer Mentor Program Most respondents had heard of UBC’s Peer Mentor Program for new-to-UBC students (58%). Of those that had heard of the program, 66% of transfer respondents were planning to reply to their Peer Mentor’s email to ask questions about the campus and city.

7%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Publications (student newspaper, yearbook, etc.)

International volunteering experience

Student Government (athletic council, etc.)

Long term academic projects (more than 1 month) with aneducational focus where you had to cooperate with team

members to reach a common goal

Performing or visual arts programs (band, choir, theatre, dance,art, etc.)

Community service (e.g., volunteering) as part of a class

Volunteer Work (on your own and not part of class activity)

Sports/Athletic teams (soccer, basketball, track and field, etc.)

Always involved Most times involved Sometimes involved Not involved


Orientations Respondents were asked which orientation events they see themselves participating in. Fifty eight percent of transfer student respondents said they see themselves participating in the Create New Students Orientation. A quarter of respondents did not see themselves partaking in any events.

Figure 41: Orientation events

Recreation Just over half of transfer student respondents were aware of the opportunities for recreation/fitness/athletics on UBC Okanagan’s campus (51% of respondents said they were aware). Over half of respondents (56%) said they valued such opportunities to a great extent, while 39% of transfer respondents did so to some extent.

58%

25%

14% 13%10%

5% 5%

0%

10%

20%

30%

40%

50%

60%

70%

Create NewStudents

Orientation

None Kick Start Various eventsduring SPARK

extendedorientation

Jumpstart AboriginalStudent

Orientation

InternationalStudent

InformationSession

DisabilityResource

Centreorientation


ATTENDING UBC

Selecting a Major and Graduation The majority of transfer respondents (85%) knew what their program specialization/major would be.

Eighty four percent of transfer respondents intended to graduate from UBC’s Okanagan campus. Those who did not intend to graduate or were uncertain they would graduate from UBC Okanagan (n=26) were asked if they had plans to transfer to another university or college. Forty two percent of respondents planned to transfer to another university or college. The University of British Columbia’s Vancouver campus was most frequently cited as the university respondents planned to transfer to.

Average Grades Just over half (53%) of transfer respondents anticipated to obtain an A-/A/A+ grade range. Nearly all respondents (99%) were confident to some extent (completely, very, or slightly confident) in their ability to achieve this overall average.

Course Registration Fifty four percent of transfer student respondents were able to get into all the courses they wanted for the upcoming winter session (September 2015 to April 2016).

Among students who were unable to get into at least one class (n=74), 59% of transfer respondents stated it was a required course.

The most commonly selected response for why student respondents were unable to get into a desired course was that all the sections were full (66%), while the next most commonly reported reasons were that they registered in a wait-list but didn't get into the course (18%), the available sections would not fit into their timetable (17%), and they didn’t have the prerequisite (17%).

Overall, the most frequently indicated disciplines of courses by respondents unable to get into at least one class (n=74) were psychology (46%, n=34), biology (19%, n=14), and English (18%, n=13). The specific course numbers for psychology and biology were varied, while the course number 112 was the most frequently indicated for English (i.e. ENGL 112). Note that the course and number were reported separately, but were combined for analyses.

Overall Satisfaction with UBC Experience Respondents were asked how satisfied they were with their overall experience with UBC to date. The majority of transfer respondents stated that they were very satisfied or satisfied (69%).

Financing Education Forty percent of transfer student respondents said that they require a loan that they are expected to pay back to finance their first year at UBC. Most transfer respondents indicated a government student loan as the source of their loan (75%).


Figure 42: Major source of loan

Overall, the average loan amount that transfer respondents said they would need to finance their first year at UBC was $10,838.54. The range was $1,500 to $27,000, while the median amount was $10,500.

Among transfer respondents, the majority of funding for their first year of education at UBC was coming from family/friends, government student loans, and personal savings with 27%, 31%, and 24% of respondents selecting that these sources would finance 51% or more, respectively.

Figure 43: Funding sources for upcoming school year

About two-thirds of transfer respondents rated their level of concern to fund their first year at UBC (64%) as a 3 or less on a scale of 1 to 5, with 5 being very concerned and 1 being not at all concerned. Thirty seven percent of transfer respondents selected that they were very concerned with their ability to finance their entire university education, while 50% rated their concern as a 3 or less.

75%

11% 11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Government studentloan

Bank loan Parents/Family/Friends Credit cards Other

13%

15%

16%

7%

10%

16%

11%

5%

17%

6%

15%

7%

12%

18%

5%

46%

27%

38%

5%

23%

93%

74%

82%

26%

60%

24%

57%

39%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Spouse/partner

Credit cards

Bank loans

Employment

Scholarships/Bursaries/Grants

Personal savings

Government student loans

Family/friends

76-100% 51-75% 26-50% 1-25% 0%


Figure 45: Level of concern for financing first year and entire university education

Only 4% of transfer respondents stated that they received an offer of scholarship or financial support from UBC (n=6).

19% 18%21% 20%

23%

37%

13%

18%

22%

10%

0%

5%

10%

15%

20%

25%

30%

35%

40%

5 Very concerned 4 3 2 1 Not at all concerned

Financing first year Financing entire university education

new to ubc survey 2015 for undergraduate transfer students ...€¦ · transfer credit as: their...

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