Madeleine Green, executive director of the College-in-3 Exchange, called the findings “a positive indicator.”
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As a handful of colleges debuted 90-credit degrees this fall, one of the questions most top of mind for students, institutions and accreditors alike was whether graduate schools would admit students with these unusual degrees.
Now, the College-in-3 Exchange, an organization that advocates for the creation of such programs, has compiled some evidence that they will. The nonprofit conducted a study interviewing 10 graduate school admissions leaders from a range of institution types about how they would hypothetically respond if an applicant had a bachelor’s degree with fewer than the traditional 120 credits. The study was led by Christa Lee Olson, a senior program specialist with College-in-3.
The majority of respondents said their policies currently preclude reduced-credit degrees, but several said they could see that changing in the future, especially as three-year degrees become more common. Two of the interviewees reported that their institutions had changed their policies to accommodate international three-year degrees, which are common in countries like the U.K. Some also indicated that while they don’t accept reduced-credit degrees, they have mechanisms to make exceptions for specific applicants, especially at the request of a faculty member.
It’s an important step for College-in-3. As accreditors and state higher education leaders evaluate whether to allow institutions to launch three-year programs, one of their top concerns has been whether employers and graduate schools will accept the shortened degrees. Madeleine Green, the executive director of College-in-3, said she believes this report will serve as evidence to institutions, accreditors and state leaders that graduate programs are open to considering these degrees.
“Because College-in-3 is such a young movement, and we don’t have evidence of what happens to the graduates … this is suggestive evidence,” she said. “We plan to disseminate this, share it with the states, share it with our members and use it as a positive indicator.”
The recent surge in three-year programs seems to have shifted the perspectives of some of the admissions leaders included in the report. One respondent noted that institutions near them are creating reduced-credit degrees; when asked if their institution will consider accepting these three-year degrees, “the respondent replied that the value of the bachelor’s degree is not based on the arbitrary length of the degree but rather on how the program enables a student’s learning and development,” the report noted.
Three respondents also said that their own institution was considering or in the process of developing reduced-credit programs.
But not every participant felt positively about three-year degrees; one “expressed caution” about the programs and said they’re taking their cues from accreditors, according to the study. (Many accreditors have begun accepting 90-credit degrees, although in some cases, the programs are considered pilots that will be evaluated for their efficacy in several years.)
The question of whether graduate schools would admit students with a reduced-credit degree speaks to one of the most fundamental challenges of graduate admissions, said Julie Posselt, a scholar of higher education at the University of Southern California and the author of Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping (2016, Harvard University Press): How does one translate the information on a transcript into information about a student’s knowledge and abilities?
Posselt told Inside Higher Ed she could imagine master’s programs—many of which are revenue generators for their institutions—being open to admitting students with three-year degrees. But she has doubts that doctoral programs, especially at selective institutions, would be as welcoming.
“A fundamental challenge of selection is that no two humans are created equal or have fundamentally equivalent records. All we have is the information the applicant gives us. Professors have a tendency when making decisions, and admissions decision-makers of all kinds have a tendency, to rely on the metrics they have in front of them,” she said. “Especially in the current environment and in selective programs, I think it’s unlikely to be that any three-year program is likely to generate the same perceived competence, excellence and academic preparation.”
For that to change, the degrees would not only have to become significantly more common, she said; they would have to crop up at institutions perceived as prestigious.
One of the respondents in the College-in-3 report shared a similar perspective, emphasizing “the value of engaging high-profile institutions in this conversation to elevate the status of these degrees.”
The report concludes with recommendations about how to support students in three-year programs who hope to pursue graduate education. Along with continuing to familiarize the higher education world with the idea of three-year degrees, the report’s author also encouraged programs to prepare their students to explain the structure of their degree to graduate schools. In addition, it floated the idea of creating agreements between three-year degree programs and graduate programs.
“Conventional wisdom tells us that colleges and universities are very slow to change but change they do,” the report concludes. “Although ten interviews did not provide exhaustive information, the willingness of the respondents to consider different pathways to graduate studies suggests that master’s and even doctoral degrees will not be beyond the reach of 3-year degree program graduates.”
