Mission, Values, & Outcomes

Mission Statement: Summit Pacific College exists to educate, equip and enrich Christians for Spirit-empowered ministry in the Church and in the world.

Values: For the fulfillment of the institutional mission, Summit Pacific College stands for a number of core values:

• the academic study of the Old & New Testament Scriptures, which provide knowledge of all Bible truth and a Christian worldview;

• the need for an authentic, experiential and passionate relationship with God, made possible through faith in the atoning work of Jesus Christ;

• the person of the Holy Spirit, who fills believers and works His multi-faceted gifts in them for Spirit-empowered ministry;

• Christ’s great commission and His command to love God and neighbour. This value is evidenced as believers worship God, serving His interests through evangelism and care giving, with excellence and creativity;

• the Church as the redeemed community of faith who seek to live genuine spiritual, influential lives in society and;

• a Biblical leadership ethic and skills that emulate the servant leadership of Jesus.

These values are the driving focus of what Summit desires to be in furthering God's kingdom. Everything Summit does is based on the compelling desire to further the kingdom of God in a challenging and changing world.

Employee Culture

To achieve the mission, values, and desirable outcomes for students who attend Summit Pacific College, the staff of the college are committed to these core ideals:

• To Educate with Academic Excellence; 

• To Equip with Purpose

• To Enrich with Authenticity

Based on the mission and values, the Institutional Outcomes for students are threefold:

TO EDUCATE: developing intellectual aptitudes (formal learning)

• Grow in understanding of the Bible (core courses)

• Grow in understanding of Christian doctrine and practice

• Develop and deepen a Christian worldview

• Cultivate critical and reflective thinking processes

• Develop academic skills to facilitate life-long learning.

TO EQUIP: enhancing the application of learning (practice)

• Grow in disciplines and skills to be used for effective,

  practical ministry

• Evaluate, understand and engage the culture in which they

  live

• Understand personal leadership competencies

• Exhibit ability to lead others.

TO ENRICH: facilitating growth in Christian experience & character (spiritual growth)

• Progress in personal spiritual formation

• Exhibit holistic personal growth - including emotional,

  spiritual, social and physical

• Grow in the understanding of Christian service

• Appreciate the importance of the local church and

  participate in a growing Christian community.

Assessment Process

The College welcomes feedback from students during each academic year. Instruments and surveys are used to gather information, data, and comments which help the institution to address any matters requiring attention. Collected data is carefully considered, analyzed and used to address various aspects of college life. The results are summarized in the Institutional Assessment documentation and used for planning purposes.

Summit desires to be a student-centered community which facilitates a nurturing and positive learning environment. Assessment results help to determine the extent of student learning and development according to certain measures and benchmarks. These efforts are used to improve the quality and services that the College desires to provide for its students.

LEARNING OUTCOMES

The mission, objectives, and values of Summit Pacific College are intentional so that its activities lead to the following Institutional Outcomes for Summit graduates. In addition to collecting data from assessment instruments, the stated Learning Outcomes are measured using the following methods:

Growth in Biblical Literacy

Summit endeavors to increase each student’s understanding of the Bible and Christian Doctrine.

• Biblical literacy testing upon entry and at graduation. 

• Course grading of essays and exams for Bible and Theological knowledge.

• Preaching & Teaching assignments.

Spirit-Empowered Ministry

As a college that prepares many of its students for ministry (professional or volunteer) within the Pentecostal Assemblies of Canada (PAOC), our desire is for students to understand and practice a vibrant Pentecostal Spirituality.

• Student Council & Leadership involvement, formation and development.

• Spiritual inventory survey results.

• Church & Chapel ministry participation and experience.

• Denominational license application, exam and interview

  process.

• Internship feedback, supervisor evaluation, reports and experience.

Wholistic Learning

Together with the College’s goals for Biblical and theological literacy, graduates should reflect clear thinking and writing skills, as well as a high level of competency in their chosen program.

• Academic course achievements; Assignment Product Assessment.

• Development in writing skills (Course essay and Portfolio work).

• Reading comprehension and critical reflective thought development.

• Overall GPA attainment.

Mature Biblical Discipleship & Leadership

A student should be a growing disciple of Jesus Christ, with a renewed mind, whose life and relationships reflect the nature of our Lord. A growing disciple of Christ will practice spiritual disciplines and follow both the Great Commission and Great Commandment.

Growth in spiritual disciplines.

• Mentoring relationships.

• Fostering mature relationships with others.

• Observation and practice of Biblical, ethical standards. 

• Participation in leadership, and ministry opportunities. 

• Response to ministry and global service opportunities.

Integrate, Understand and Engage Culture

Graduates will be called upon to live out their faith in cultures where the Christian faith is increasingly marginalized. They must understand the characteristics of a Christian worldview and be able to practically apply that knowledge to how they live.

• Comprehend and communicate a Christian worldview.

• Understand and appreciate diverse cultural perspectives. 

• Exhibit a growing appreciation for cultural diversity.

• Evidence an ability to address cultural issues [coursepresentations].

Institutional Assessment

In 2020 Summit Pacific College finalized a Self-Study process which is required for accreditation by the Association for Biblical Higher Education. The process is a culmination of assessment work over a ten-year period which leads to the re-affirmation of an institution’s accreditation status. The study provides reports and data which present how the college meets the standards of education that are necessary for degree granting institutions. The documentation required for this is comprised of several major reports which are informed by virtually all of the college’s documents, financial statements, handbooks and manuals.

Self-Study Documents: The ABHE requires the following documents which collectively form the self-study materials required for a team evaluation visit.

Statistical Abstract: This document is an overall summary of the institution, the programs offered, enrollment numbers, library statistics, finance information, and ministry formation data. The statistical abstract provides a four-year snapshot of information for external evaluators. 

Compliance Document: The Compliance Document is the institution’s description and evaluation of its fulfilment of the Standards for Accreditation, including the achievement of each Essential Element within each Standard. The narrative, or analysis includes 12 chapters of concise content (about 100 pages excluding detailed exhibits).

Assessment Plan: The Assessment Plan describes the process and timeline (cycle) for gathering assessment data and evidence of the achievement of goals and objectives. It represents the instruction manual for evaluating the services, governance, and educational systems of the institution. It organizes the on-going collection of data, facts, and evidence of outcomes into a systematic whole. The plan provides for the collection, organization, storage, and analysis of data to ensure that the institution knows the extent to which it is achieving its mission, goals, and objectives. The Assessment Plan defines intended outcomes, including indicators of satisfactory performance or achievement.

Planning Document: The Planning document outlines the action steps that an institution anticipates taking to deal with issues arising from assessment findings and compliance conclusions. It serves as the roadmap for change, as well as the timeline for accountability. The Planning Document lays out actions and timelines for achieving preferred changes over a five-year period. 

The institution’s vision for the future is a summary of the issues addressed in the planning document. The vision represents an institution’s aspirations, hopes, and dreams. Accordingly, it frequently deals with the “opportunities” and “threats” facing an institution. When all sources of issues are combined, a comprehensive strategic plan is developed based on a SWOT (strengths, weaknesses or limitations, opportunities, and threats) analysis conducted by Faculty and Staff members.

Current Assessment and Institutional Planning Work: 2025-26

Recently the college undertook a comprehensive review of each program at Summit for data collection and evaluation. The information gathered along with other data will inform the next strategic five-year plans for the college. The review measures the strengths, weaknesses, opportunities, and threats that face the institution in the light of the changing ethos of post-secondary education and the characteristics of todays’ student body. The resulting strategic plan will be shaped by a cooperative effort between the Operations Committee, Staff, Faculty, and Board members.

Since the college effectively implemented the goals and plans for the past 5-year cycle of activities, Summit Pacific College is preparing for another 5-year strategic institutional plan.. The plan addresses issues of mission, student learning, institutional effectiveness and integrity, governance, administration, all necessary resources, finance, enrolment, staffing and academic programs.

Statistics 

Graduation & Employment Rates

The statistics below reflect where SPC graduates were at the time of data collection. These numbers change constantly as graduates make occasional employment and educational transitions. Staff and Faculty make annual updates based on information collected from May to July each year.

During graduate “exit interviews” more than 50% typically indicate that they desire to serve in pastoral ministry positions and others transition towards their earned degree related vocations [counselling; music, global work or not for profit organizations. 

Students who desire credentials with the PAOC apply to the BCYD district. This is an extensive process that includes a written doctrinal examination with reflection on cultural views and ethical standards. Candidates are then interviewed by district leaders and college personnel in a process that may lead to ministry credentials. Typically, about one third of the graduating class applies for PAOC credentials in BC. Currently, most graduates who desire ministry placements in BCYD churches have a significant variety of opportunities to choose from. Some students defer credential applications for personal reasons (marriage, family, financial, etc.), until they are ready.

Whenever possible, program directors and faculty assist students who look for ministry and work prospects. The college keeps an updated information board for work and internship opportunities. Faculty try to remain in contact with graduates to support their progress and ministry accomplishments.

COHORTS

The information below includes students who began college at SPC in the fall semester as first-time, full-time, certificate and degree-seeking students as per the definition of "cohort".

Work Placements

Graduate placement numbers are listed below and are updated annually as program directors become aware of transitions. For the seven programs that Summit offers, the placement rates of graduates who find employment in the ministry of their education and goals within a two-year period range between 65 to 80%.

Those listed in Church Ministry are usually serving in the area of their major and are in Pastoral roles.  This includes graduates who serve as global workers or institutional chaplains. In some cases, the numbers may include couples who serve together in ministry positions.

In their graduating year, it is typical for some graduates to take whatever jobs are available until they can secure a ministry position. Therefore, some of the graduates of 2024/25 may still be in a transition phase. 

Graduates who are taking further Education are usually in seminary, but some do take studies at secular universities for diverse societal positions.

General Work reflects a variety of vocations, including marketplace ministry. Several graduates accept work opportunities until their ministry goals materialize. However, current data indicates that several graduates are using their education in business roles and for-profit institutions that also have a ministry edge.

Christian Employment refers to work related to a student’s program, but the primary activity is in a faith-based parachurch, college, school, business, non-profit institution, NGO, community or social service occupation.

Current information also indicates that recent graduates have a high level of engagement in local churches where they voluntarily serve in ministries pertaining to their program emphases—especially when their full-time employment is in secular or social service work.

Bachelor in Religion Graduates

Graduate Studies Certificates

Fall 2025 ENROLMENT

About 72% of students are from BC with the rest coming from other provinces.  Several different denominations are represented at Summit with about 20% attending from non-PAOC churches.

STUDENT MINISTRY

It is estimated that SPC students contribute more than 30,000 hours of volunteer ministry service each academic year. This service includes community work, church and parachurch ministry, internship assistance, and mission trip focused ministry support. In May 2022, fifty students and leaders travelled to Europe for service-related work in several countries. In May 2023 about 40 students and leaders served communities in several countries of Southeast Asia. In 2024, over 40 students ministered in schools and communities in several localities of Uganda, Africa. In May 2025, several teams with 50 participants went to Brazil, Columbia, or the Dominican Republic for extensive mission related ministry.

ALUMNI

As of April 2025, a total of 2415 students have graduated from SPC with diplomas or degrees. Many others have earned certificates. This was the first graduation ceremony where 2 students graduated from Summit with a Master of Arts Degree on Theology and Spiritual Leadership.

The majority of these now hold posts of responsibility as ministers, missionaries, church musicians, Christian educators, youth leaders, and similar vocations within the staffs of churches, church related institutions, charities, community and social service organizations and marketplace ministries. Typically, more than one-half of the pastors of the Pentecostal Assemblies of Canada churches in British Columbia are alumni of the college. Many Summit graduates serve in provinces throughout Canada.

Student Satisfaction

NOEL-LEVITZ STUDENT SATISFACTION INVENTORY

As part of SPC's assessment process, the college invites students to reflect on their educational experience and provide feedback on institutional services. The "Student Satisfaction Inventory" was administered in April 2024 with 85 responses. This included representation from all 4 year class levels, campus residents, commuters; both part-time & full-time students. Results were compared with other Canadian institutions similar to Summit and the following strengths rated highly.

The 2024 report can be downloaded here. 

Results from 2014-2019 are available below.

2022 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014