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Royal Roads University 2
Table of Contents
Letter from the Board Chair and President ..................................................................................... 4
Institutional Overview .................................................................................................................... 6
Royal Roads University Profile .................................................................................................. 6 Program Offerings ...................................................................................................................... 7
Market Assessment and Environmental Scan ............................................................................... 10
Strategic Direction ........................................................................................................................ 12
Growth and Diversification Strategy ........................................................................................ 14 Academic Quality and Research ............................................................................................... 15 Building and Sustaining Capacity ............................................................................................. 19
Goals and Performance Measures ................................................................................................. 22
Performance Measures, Targets and Results ............................................................................ 24
Financial Health & Performance .................................................................................................. 32
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Royal Roads University 6
Institutional Overview
Royal Roads University connects students to people, ideas, and experiences
that can change their lives and the world.
Royal Roads University graduate
Royal Roads University Profile
Mandate
To offer certificate, diploma and degree programs at the undergraduate and graduate levels in
solely the applied and professional fields
To provide continuing education in response to the needs of the local community
To maintain teaching excellence and research activities that support the university’s
programs in response to the labour market needs of British Columbia
Vision
We connect people, ideas and experiences to change lives and the world.
Mission
We are leaders and partners creating an enduring prosperity. Transformation in career and life
results from our teaching and research applied to solve problems and create opportunities in the
world.
Values
Diverse by appreciating and celebrating the diversity of students, faculty and staff.
Relevant in our application to the real world.
Inspiring an unparalleled education meets an unparalleled environment, both online and on
campus.
Collaborative through our cohort learning model.
Enabling by facilitating life-changing experiences.
Committed through our personal approach to learning.
Sustainable by contributing to economic prosperity, social advancement and environmental
sustainability in all the communities to which we belong.
Inclusive by means of our flexible admissions.
Royal Roads University 7
Program Offerings
Royal Roads programs are currently organized under two faculties: the Faculty of Social and
Applied Science, and the Faculty of Management. Key areas of focus are:
1. Faculty of Social and Applied Science:
Leadership, including specialties in health leadership
Communications and culture, including education studies
Environment and sustainability
Peace and conflict management, including a specialty in disaster and emergency
management, and justice studies
Interdisciplinary studies, including a doctoral program
2. Faculty of Management:
Business and management, including a number of MBA specialties, commerce
programs, and a new focus on global management
Tourism and hospitality management
Royal Roads primary and core identity is as a graduate university, with domestic students in
blended programs. The university’s core competence, expertise and focus will continue in the
social science fields, such as leadership and management. We offer differentiated value to the
market and customers through interdisciplinary and applied programs.
Royal Roads is market responsive and operates in a business-like manner. Flexible admissions
policies and delivery models are tailored to working professionals and their employers. Royal
Roads provides education and training solutions to students that is current, applied and
immediately relevant to their real workplace environments. We contribute to economic
prosperity, social advancement, and environmental sustainability in all of the communities to
which we belong.
Programs are offered in a wide array of delivery models that provide significant choice and
convenience for people in the work force, from offshore to on campus (such as the Bachelor of
Commerce) to online and blended (both on campus and online delivery) models. Many of Royal
Roads’ programs offer accelerated learning, and are of shorter duration than traditional
universities, allowing students to apply their learning in the workplace sooner.
Royal Roads University’s current suite of programs is set out in the tables that follow.
Royal Roads University 8
Doctor of Social Sciences
MA in Conflict Analysis and Management
MA in Conflict Analysis and Management (Thai-Canadian Specialization)
MA in Disaster and Emergency Management
MA in Educational Leadership and Management
MA in Environment and Management
MA in Environmental Education and Communication
MA in Environmental Practice
MA in Human Security and Peacebuilding
MA in Intercultural and International Communication
MA in Interdisciplinary Studies
MA in Leadership
MA in Leadership (Health Specialization)
MA in Learning and Technology
MA in Professional Communication
MA in Tourism Management
MBA in Executive Management
MBA in Executive Management (Management Consulting Specialization)
MBA in Human Resources Management
Masters of Global Management
MSc in Environment and Management
MSc in Environmental Practice
Graduate Degrees
Graduate Diploma in Conflict Analysis and Management
Graduate Diploma in Disaster and Emergency Management
Graduate Diploma in Environmental Education and Communication
Graduate Certificate in Destination Development
Graduate Certificate in Environmental Education and Communication
Graduate Certificate in Executive Coaching
Graduate Certificate in Health Systems Leadership
Graduate Certificate in Hospitality Management
Graduate Certificate in Leadership and Management
Graduate Certificate in Learning and Technology
Graduate Certificate in Professional Communication Management
Graduate Certificate in Project Management
Graduate Certificate in Strategic Human Resources Management
Graduate Certificate in Sustainable Community Development
Graduate Certificate in Sustainable Tourism
Graduate Certificate in Tourism Leadership
Graduate Certificate in Values-Based Leadership
Graduate Diplomas
and Certificates
Royal Roads University 9
More information about Royal Roads University programs is available at:
http://www.royalroads.ca/all-programs
BA in Environmental Practice
BA in Interdisciplinary Studies (under development)
BA in International Hotel Management
BA in Global Tourism Management (under development)
BA in Justice Studies
BA in Professional Communication
Bachelor of Business Administration (under development)
Bachelor of Commerce in Entrepreneurial Management
BSc in Environmental Management
BSc in Environmental Practice
BSc in Environmental Science
Diploma in Interdisciplinary Studies (under development)
Diploma in Tourism and Hospitality Management (Jinhua)
Certificate in Environmental Practice
Undergraduate
Degrees
Undergraduate
Diplomas and
Certificates
Royal Roads University 10
Market Assessment and Environmental Scan
As part of the strategic business planning process, the university has completed an assessment of
its place in the global, Canadian and B.C. educational marketplace. Highlights include:
Globalization, knowledge-based economies, changing government expectations and funding,
and demographic shifts present challenges and opportunities for the labour force and for
educational institutions
Post-secondary education and lifelong learning opportunities remain a key source of
competitive advantage for societies and economies and remain in high demand worldwide
Royal Roads is relatively small, but has a strong reputation for both quality and cost
effectiveness, with a distinct opportunity to increase capability to manage a changing,
diverse, intergenerational workplace
Competition for increased international enrolments is intense as institutions mobilize in
pursuit of opportunities to attract a larger number of international students
Statistics Canada reports that within 10 years (by 2021) one in four workers will be 55 and older.
Within one generation (by 2031), the ratio of workers to retirees will decrease from six to one, to
three to one, and about one in three people in the labour force will be foreign born, if recent
immigration levels continue.
As noted by the Research Universities’ Council of British Columbia in their 2011 Strategic
Priorities:
In B.C.’s small, open economy, the ability to develop and apply new
knowledge and develop a skilled workforce is essential. This is becoming
even more critical as B.C., along with many other jurisdictions, will face
labour market shortages as a result of its aging population and changing
economy. Over one million jobs will need to be filled in B.C. over the next
decade, of which 850,000 will require a post secondary education.
Increasing the number of students pursuing an undergraduate education and
expanding graduate education opportunities will be critical to the Province’s
success in meeting labour market demand and in leveraging B.C.’s
competitiveness and productivity.
The Government of British Columbia’s most recent Labour Market Outlook 2010-2020 includes
these highlights:
Tight labour market conditions, with demand for workers exceeding supply, emerge at the
provincial level by 2016
Demand for workers in B.C. is expected to grow by an annual average rate of 1.4%, with
1,027,400 job openings over the 10-year period
Only half of these openings may be filled by B.C. high school graduates; new migrants to
B.C. are expected to fill one-third of job openings
Royal Roads University 11
Approximately 78% of job openings over the 10-year period from 2010 to 2020 are expected
to require some post-secondary education and training or a university degree
Occupations with the strongest demand outlooks include:
management
business, finance and administration
sales and service
arts, culture, recreation and sport
health
natural and applied sciences
Over the next decade, British Columbia will need advanced skills and
knowledge to drive a growing and more diverse economy. Emerging sectors
such as green technology, digital technology and digital media will flourish, as
will innovation within large existing sectors such as natural resources. With
growing trade relationships across the Asia Pacific and around the world,
British Columbia will continue to grow as a global economy.
Skills for Growth - British Columbia’s Labour Market Strategy to 2020
Additionally, the Government of British Columbia sees international education as a key driver
for prosperity and global relationships. Royal Roads will be a strong contributor to realizing
government goals and priorities such as realizing B.C. community benefits, quality outcomes and
experiences for international students and a globally oriented post-secondary education system.
The Royal Roads strategy, as set out below, will allow us to reach new markets, to serve new
students and employers, and to contribute further to the realization of the B.C. government's
goals for labour market development.
Royal Roads University 12
Strategic Direction
In January 2012, Royal Roads University articulated its strategic positioning, based on the 2011
Board of Governors re-affirmation of the strategic direction of growth and diversification for the
university. Four themes are central to this direction:
Growth in all areas including domestic enrolments, offshore enrolments, custom and contract
training and research funding
Increase in the international component, both in program content and international students
studying in Canada at Royal Roads, and in offshore delivery models
Maintenance of program and research relevance and quality
Achievement of a larger critical mass to enhance organizational sustainability, stability and
quality
The following diagram represents the goals of the university in terms of primary business
outcomes and enabling objectives related to building and sustaining capacity.
The Board has approved an international policy which will better position the university to
pursue the growth and diversity agenda. The growth agenda is critical to ensure that Royal
Roads can sustain and enhance its relevance to the changing needs of the British Columbia
labour market. These changes include dealing with inescapable demographic realities – the
workforce is projected to both grow older and experience shrinking capacity in the near future,
which will result in shortages of both labour and skills. The workforce is becoming increasingly
diverse and intergenerational. Royal Roads will respond to the globalization of the economy, and
the volatility of markets, disruptive technological change and innovative business models.
Strengthen and diversify revenue base
through strategic growth,
both domestically and internationally
Provide high quality, cost effective education and
applied research programs that contribute to
economic prosperity, social advancement, and
environmental sustainability by responding to the
needs of students and their employers
Become a financially sustainable,
high-performance organization
Create a high-performance work culture
Invest in technology and campus infrastructure, and be
recognized as a leader for its sustainable stewardship of
RRU’s historic lands
Be supported by and engaged with the
public
RRU Strategic Direction
Primary Outcomes
Building & Sustaining Capacity
Human Resources Campus Infrastructure & Technology Network of Engagement
Royal Roads University 13
To realize the university’s targets and to be sustainable and competitive, Royal Roads will build
on its strength as well as diversify and expand its markets (domestic and international) and
program offerings, according to the strategic direction and Board-approved policy.
Royal Roads University will significantly increase the number of Canadian students enrolling in
domestic programs delivered face-to-face on campus, particularly at the graduate level. It is
critical to clearly understand the future needs of the domestic labour market in order to develop
new programs and attract more enrolments from Canadian and international students, as
discussed below.
To achieve the 2015 growth targets and position for continued future growth, and to remain
relevant and strategically aligned with the needs of the B.C. labour market in a changing global
economy, the university will enhance its international dimensions and increase international
targets. This will change the mix of students to include more international and more
undergraduate students beyond the current 3-year business plan. The university’s
internationalization strategy, supplemented by the partnership established with Study Group and
other strategic international partners, will facilitate these outcomes as recently directed by the
Royal Roads University Board:
Internationalizing programs and cohorts will produce more globally competent leaders
Enrolling more demographically diverse cohorts will assist leaders in preparing to manage
increasingly intergenerational workplaces
To support growth, the university’s business model and program mix will change, but Royal
Roads’ core identity will remain primarily focused on being a graduate university, with domestic
students in blended programs. The university will invest in a number of strategic areas including
marketing, programs, people, infrastructure, IT, and make changes/improvements to structure,
policy, process, student services and culture.
Royal Roads will manage growth and change within the university’s financial framework, and
with due regard for affordability and sustainability.
The university will continue to be business-model focused for all programs and initiatives, and as
the university matures, it will leverage current programs and processes, to continuously develop
new versions, and look for new opportunities that successfully build on existing platforms and
therefore be able to explore lower cost options that are based on volume and/or lower
margins. Royal Roads will look for new educationally linked opportunities to support the
university’s mandate that offer other potential, related sources of revenues.
Where possible, the university will develop long-term strategic alliances and partnerships, to
complement educational delivery and expertise. Royal Roads will also seek out the most cost-
effective models for support services such as homestay, accommodation, food services and
maintenance.
Royal Roads University 14
Growth and Diversification Strategy
Royal Roads will pursue its objectives and realize its growth agenda by:
strengthening, clarifying and promoting its brand and distinctive value proposition
repositioning program offerings to ensure they are relevant to market demand, including
launching new programs, redesigning or repurposing existing programs and/or staying
programs that are not in sufficient demand
pursuing increased domestic enrolments in domestic programs, the core of Royal Roads’
business
implementing a plan to increase the number of international students studying on campus at
Royal Roads
reforming and expanding the offshore delivery model, shifting to new business channels
including an accreditation approach
creating strategic partnerships, domestically and internationally
increasing business in non-credit, contract and customized training solutions
The centre of gravity at Royal Roads has always been, and will remain, the provision of first-
class graduate education to highly motivated students. New programs have been launched, such
as the Master's in Global Management (MGM) for students without the full work experience
required by established programs such as the MBA. Within the framework of Royal Roads’
academic strengths the university will continue to innovate strategically to serve these people
effectively, efficiently, and with academic programming of the highest quality.
Brand and Market Positioning
Royal Roads unique model offers, and the brand promises, distinctive value to employers and
employees, and the Province of B.C.:
A prestigious institution with a proud history and a dynamic alumni network in leadership
and management positions across B.C. and Canada, and in Asia
Market-responsive programs
A focus on peer-based team learning, a focus on the workplace as the context for learning
and for the application of knowledge
Full-time and associate faculty with real-life experience and real-world examples thus
creating a real-world connection for the students – learning beyond the textbook; Royal
Roads has some 40 core faculty and over 100 active associate professors with distinguished
academic and professional careers
Flexible admissions policies that recognize workplace experience and accomplishments, as
well as traditional academic entry standards
Convenient delivery models combining online and on-campus learning experiences
An interdisciplinary approach that enables people to manage across issues and functions
Royal Roads University 15
Competency and skills building as well as enhancing knowledge
Applied research into workplace and marketplace issues
Highly personalized, high quality, transformative experience
Royal Roads will contribute to economic prosperity, social advancement, and environmental
sustainability in all of the communities to which the university belongs, and will help address
pressing problems in private, public, and third-sector workplaces in B.C., Canada and the world.
Surveys of alumni indicate that students choose Royal Roads for the flexibility of entrance
requirements and/or convenience of delivery. Alumni testify that they get much more than they
expected -a profound, challenging, life-altering educational experience that positions them for
future personal and professional success. In 2012, Royal Roads is launching a brand that reflects
the alumni expectation and experience, and its profound value.
Academic Quality and Research
Programs and Models
In structure, programming, delivery, responsiveness, and impact, Royal Roads is a university for
the future. Through delivery of the highest quality of educational experience, students are
offered the opportunity to experience and effect transformative change in themselves, their
workplaces, and their communities.
Royal Roads is, and will continue to be, a special-purpose university according to its legislative
mandate (programs and research in the applied and professional fields, serving labour market
needs). Domestic academic programs are the core of Royal Roads University’s mandate,
operations, and revenue base but over the next few years Royal Roads will diversify its program
offerings to achieve a more balanced student population and program mix. Royal Roads will
remain primarily a graduate university (master’s level and above), primarily blended (a mix of
residential and online programs) and primarily domestic students.
The current mix will change to include more undergraduate programming, more international
students and more on-campus programming. This is a significant transition but will result in a
more robust institution and graduates that are well prepared to operate in a rich multi-cultural
global context.
At present Royal Roads offers more than 30 certificate, diploma, and degree programs. Some of
Royal Roads’ programs are stand-alone. Many, however, are characterized by degrees of
articulation, in that they share course resources and “ladder” into other programs. The team-
based, interdisciplinary, blended delivery model produces university graduates at a very high
level of educational quality, in less time, with less disruption of careers and family lives, and at a
substantially lower per-student cost than conventional universities’ delivery model.
Royal Roads University 16
Quality
As a public institution, Royal Roads will meet government targets and performance measures.
As summarized in this document, the university continues to meet or exceed performance
measures set out by the Ministry of Advanced Education.
Student satisfaction > 90%
Student assessment of skill development > 85%
Student assessment of usefulness of knowledge and skills in performing job > 90%
Royal Roads University will also aim to maintain or improve on National Survey of Student
Engagement (NSSE) and other surveys scores related to quality and relevance of its programs.
Additionally, the university will aim to maintain student attrition at less than 5%.
Faculty
A large part of Royal Roads’ academic reputation rests on the work of core and associate faculty,
and on the richness of experience, both academic and professional, that they bring to the
university’s students. Together with the intense group learning experience generated through
Royal Roads’ distinctive model of team-based blended education, core and associate faculty
expertise provides a solid foundation for quality and relevance of academic programs.
Royal Roads is fortunate to have outstanding faculty members who, in addition to being highly
regarded teachers and mentors, are known for success in national research funding competitions.
They also carry out contract research with organizations, businesses, communities, First Nations,
educational units, and others. These faculty members mentor students as part of their degree
requirements at the graduate level, an applied research project in the form of a major paper,
thesis, organizational leadership project or organizational management project. When students
have completed an applied research project relevant to their workplace under the supervision of
skilled faculty researchers, they have not only had their academic programs measurably enriched,
but are more valuable to their employers. The research realm, ranging from peer-reviewed
research to contract research, establishes and enhances the critical link between the research
endeavour, the learning provided to students, and continuous pedagogical innovation for the
university. Royal Roads’ capacity to respond to changing conditions and opportunities is
limited by the capacity of the university’s faculty. Royal Roads will invest in its faculty capacity
by:
Increasing the number of core faculty positions
Improving professional development opportunities for academic leaders
Keeping faculty current in the integration of technology, teaching skills, innovative pedagogy
and their own scholarly work
Assisting faculty in the transition to a richer intercultural and international campus and
building connection with the external community
Royal Roads University 17
Curricular and Pedagogical Renewal
Royal Roads academic operations are now tightly connected with marketing and business
development, ensuring close day-to-day coordination between market intelligence and
educational offerings. This will ensure that programs are moved expeditiously through the
academic approval process in order to launch new and renewed offerings in a nimble and flexible
manner while enhancing the academic quality that has become a hallmark of the university’s
offerings and a major source of alumni loyalty.
The amount of time required to respond to new markets with new programs will be reduced
dramatically. Maximizing teaching resources across faculties and schools, Royal Roads will take
an integrated approach to academic program renewal. Instructional designers will be brought
into the course development process at an earlier stage than previously, thereby providing faculty
with immediate assistance as they work to ensure offerings stay current. Further efficiencies will
be realized through collaboration to develop learning materials with other post-secondary
institutions where appropriate.
Learning Technology and Practice
Recognizing the central underpinning role of instructional technology in Royal Roads’ core
business, the university will ensure that students are provided with intellectually rich and up-to-
date materials, and we will deliver these effectively, dependably, and securely. IT services, the
Centre for Teaching and Educational Technologies (CTET), and the library will collaborate in
the evaluation and renewal of educational technologies. Evaluations will focus on pedagogical
effectiveness, cost effectiveness, robustness, and suitability to individual program markets.
The Learning and Innovation Centre (LIC), the university’s first major capital investment on the
campus which opened in May 2011, features the best in learning technology. Initiatives will
include programs encouraging faculty to reflect on their own teaching facilitation methods with a
view to continuous improvement and collaboration with colleagues engaged in similar projects.
CTET will launch courses aimed specifically at improving the ability of faculty to engage in
innovative pedagogy. And, as new technologies emerge, their value will be assessed as they are
offered to faculty to explore new ways of connecting with, and staying connected to, students.
After careful examination of benefits and costs, technologies will be adopted to assist Royal
Roads in remaining a leader in this area.
External Reviews & Advisory Councils
To achieve the strategic five-year goals of growth and cost effectiveness, Royal Roads will
continually examine its program offerings, and make changes to them. As the surrounding
market shifts, Royal Roads will consider renewing some programs, winding down others, and
introducing new ones in response to demand. Royal Roads will also look for opportunities for
further integration and synergies across programs and degrees.
A central part of the academic quality assurance process is the university’s commitment to
continuous quality improvement, and the protocol for academic program reviews, as described
Royal Roads University 18
above. Carrying out program reviews, in accordance with this protocol, and acting upon them, is
crucial to maintain the university’s “exempt” status with the provincial Degree Quality
Assurance Board. Quality assurance for offshore programs is as important as that for domestic
programs.
One of the central questions asked of external review teams engaged in the examination of
academic programs is this: in light of the university’s strategic emphases, current and projected
market, and business model, should the program under review be continued, revised, or ended?
External reviews, together with input from advisory councils, play an important role in ensuring
that curricula remain relevant and current, and that they meet the needs of the labour market.
Over the next three years, the majority of the university’s degree and certificate programs will
undergo external reviews; over the next five years, all of them will have undergone review. The
results of these reviews will inform academic and business planning.
Royal Roads’ applied and professional programs are rooted in academic excellence and best
practices. To assist the university in ensuring they are current and closely aligned with the needs
of the marketplace, advisory councils comprising senior academics, practitioners, and other
individuals who are active, knowledgeable and influential in related fields have been appointed.
These committees provide guidance on strategic, industry, and operational issues related to
programs and academic quality. They are also called upon to assist with marketing Royal Roads
and its programs and building strategic alliances with government, business and industry, all in
support of Royal Roads’ strategic objectives.
Research
In B.C.’s small, open economy, the ability to develop and apply new knowledge
and develop a skilled workforce is essential.
The Research Universities’ Council of British Columbia, 2011.
Royal Roads was established “to maintain teaching excellence and research activities that
support the university's programs in response to the labour market needs of British Columbia”
(The Royal Roads University Act, 1995). Research, anchored in the labour market, ensures an
education that is immediately applicable to the complex challenges of today’s workplaces and
communities.
Research at Royal Roads addresses critical issues of our time. Engagement with stakeholders,
organizations, and communities is a defining feature. Faculty and student research, regardless of
which of the schools or degree program they originate from, falls into one or more overarching
theme areas:
Sustainable communities, livelihoods, and the environment
Innovative learning
Thriving organizations
In a competitive post-secondary marketplace, a portion of the Royal Roads reputation derives
from research successes. Universities with excellent research profiles are widely regarded as
more prestigious – and therefore more attractive to students and donors – than institutions with
poor track records or little visibility in the research domain. Simply put, in the academic
Royal Roads University 19
economy, degrees from prestigious schools have a higher value. This is particularly true at the
graduate level, and in professional graduate programs such as the MBA.
It is also important that applied research remains an activity that satisfies key stakeholders –
students, potential students, employers, policymakers, and the broader public. In particular,
research must serve to improve the quality of teaching at Royal Roads.
The university’s business model requires that research activities not create pressure on core
financial resources. Meeting these highly challenging research goals demands careful planning to
ensure activities are closely aligned with research themes, and that they contribute measurably to
degree programs or to advancing the university’s educational model and market competitiveness
with new and more effective pedagogical tools.
Royal Roads has two Canada Research Chairs:
Sustainable Community Development – Dr. Ann Dale
Innovative Learning and Public Ethnography – Dr. Phillip Vannini
In addition, the university has submitted a nomination for a Tier 2 Canada Research Chair which
will focus on innovative learning and technology, and a Tier 1 nomination is in
development. News of the success of the Tier 2 nomination is anticipated in the fall of 2012.
Additionally, Royal Roads has four institutes/centres that have a research component:
1. Centre for Health Leadership and Research
2. Institute for Values-Based Leadership
3. Centre for Livelihoods and Ecology
4. Eric C. Douglass Centre for Entrepreneurial Studies
Building and Sustaining Capacity
Strategic Human Resources
Current uncertainties in the external environment affect the university’s strategic approach to
human resources management: cost pressures, labour market conditions, the challenges posed by
the public-sector compensation framework, and the implications of related employee and labour
relations. Combine these factors with the imperative to articulate an integrated strategic human
resources plan and develop an appropriate staff and faculty complement, organized and aligned
to meet the objectives set out in the strategic direction.
In order to address human resources opportunities and challenges, the university will concentrate
on an integration of strategic goals and staff values, beliefs and behaviours, as well as strategic
human resources investments focused clearly on the leadership and management of change.
Reflecting on the university’s vision, mission and values statements, the workforce is aligned to
meet Royal Roads’ strategic objectives through a commitment to service, sustainability,
integrity, excellence, and employee satisfaction.
Royal Roads University 20
Actions will guide the development of the overall integrated human resources strategy and
specific enabling initiatives, by setting out the strategic principles and thrusts in the following
areas:
Effective and affordable organizational structures
Leadership and management development
Recruiting and Retention
Compensation and Incentives
Performance Management and Professional Development
Staff Engagement and Alignment
Technology
The strategic use of technology is another means to distinguish Royal Roads in a highly
competitive marketplace. Technology is also an important asset in marketing the university’s
programs, attracting and retaining prospective students, providing enhanced and flexible learning
experiences, and keeping in touch with alumni.
Technology is changing at a rapid pace. Mobile computing and the use of social media dominate
the landscape right now but no-one would have predicted the consumer game changer that the
Apple iPad constituted and so, a flexible approach to technological innovation is being
considered. Cloud computing is becoming increasingly mainstream and users are becoming used
to accessing these services. The role of modern academic libraries is changing rapidly as more
information resources are delivered online. Increasing globalization continues to affect the way
we work, collaborate and communicate, with advances in technology providing opportunities to
enhance delivery models and curriculum in response to evolving student expectations.
Royal Roads is responding to the opportunities and challenges in this environment. A number of
strategies and initiatives will be implemented as Royal Roads endeavors to attract and retain
students and alumni by ensuring that individuals stay connected, and broaden the reach of
learning support services. The creation of learning environments that promote active and
collaborative learning, critical thinking, and knowledge creation continue to be explored as we
facilitate the development of current literacy among students and faculty.
Within the context of a challenging and constantly changing technology environment, Royal
Roads will manage the overall cost of its enterprise IT solutions carefully. Royal Roads will be
strategic as it invests scarce resources in mission critical infrastructure and applications.
Campus Plan, Infrastructure and Sustainability
Aligned with Royal Roads’ growth strategy, in order to realize the university’s long-term vision
for the campus, significant investments in infrastructure are planned. The completion of the
Learning and Innovation Centre has been an important first step in this regard. The university
will conclude the competitive process to find a suitable business partner to assist in developing
new residences and other infrastructure and services for anticipated growth in on-campus
students.
Royal Roads University 21
The Uplands Village Concept
Royal Roads has a preliminary vision for this new residence as part of the Uplands Village concept. The university’s long-term vision is for a vibrant Uplands Village complex to be developed at the top of the campus, with a view to integrating the natural beauty of the property with the growing, local communities of Colwood and the West Shore.
Sustainability
The Campus Plan and the development and management of infrastructure will reflect Royal Roads’ value around sustainability. The Learning and Innovation Centre, and the proposed Uplands Village will meet LEED Gold standards. The university also has an obligation to maintain the campus which is a formally recognized national historic site to an acceptable standard as it upholds its obligations and reputation as responsible stewards of historic properties.
The university’s Sustainability Plan outlines a series of aggressive sustainability goals. These goals will be reviewed to ascertain what is achievable and affordable, while still meeting government’s minimum objectives such as reducing expected GHG emissions in 2020 by 50% from 2007 levels.
Community Relations and Advancement Royal Roads has a large and diverse set of shareholders and stakeholders, including: The Government of British Columbia
The Department of National Defence
University Staff
Full-time and Associate Faculty
Students
Alumni
Aboriginal Peoples
The Western Communities
Friends and Fellows
The university will continue to manage its relationships with these individuals and groups both to maximize their contribution to the success of the institution, and to ensure that their expectations are met.
Royal Roads University 22
Goals and Performance Measures
Performance is measured and outcomes are reported in the context of the Ministry of Advanced
Education results-based accountability framework for the provincial post-secondary system.
Within this context, the framework serves to benefit students by ensuring they receive quality
education and educational opportunities relevant to their needs and the needs of the labour
market, as well as all B.C. residents by ensuring the public post-secondary system's ongoing
contribution to social and economic development. A series of performance measures are tied to
five key strategic objectives – capacity, access, quality, relevance, and efficiency. For the
2011/12 fiscal year, RRU met or exceeded Ministry targets in each of these five key strategic
areas.
For the purposes of aligning the university’s goals for the current three-year planning period with
the MAVED accountability framework, RRU has mapped its strategic goals to provincial
objectives and measures in the following table.
Royal Roads University 23
Figure 1
Demand-driven growth in
high-quality, effective
education and research that
contribute to economic
prosperity, social
advancement, and
environmental sustainability
The university of choice for
relevant applied and
professional education
providing continuous
opportunities to learn and
transform lives and careers
A university with strong
partnerships, responsive to
our alumni and the
communities we serve
CAPACITY
QUALITY
CAPACITY
ACCESSIBILITY
MAVED ObjectivesRRU Goals Performance Measures
Total Student Spaces
Credentials Awarded
Student Assessment of Skill
Development
Number and Percent of
Students who are Aboriginal
Student Satisfaction with
Education
Student Assessment of the
Quality of Instruction
Student Assessment of the
Usefulness of Knowledge and
Skills in Performing Job
Unemployment Rate
Sponsored Research Funding
RELEVANCE
Become a financially
sustainable, high-
performance organization
A workplace of choice
supporting professional and
personal success
A leader for sustainable
leadership of our historic
lands
EFFICIENCY
Greenhouse Gas Emissions
RELEVANCEContinuing Education
Headcount
Financial health ratios
No deficits
Aboriginal Student Spaces
(FTEs)
Royal Roads University 24
Performance Measures, Targets and Results
The university’s capacity to meet or exceed performance targets is reflected in the following
tables. The data summarizes represents the results from the 2011/12 fiscal year and summarizes
targets up to fiscal year 2014/15, for the performance measures identified in Figure 1 above.
Capacity: Is the post-secondary system of sufficient size to meet the needs of the province?
Subject to Board approval of the draft 3-year business plan
Ministry Objective CAPACITY
Performance Measure
Total Student Spaces
2010/11 Actual 2,126
2011/12 Target 1,980
2011/12 Actual 2,330
Performance Assessment Target Exceeded
MAVED RRU % of Ministry
Target
2012/13 Target 1,980 2,652 134%
2013/14 Target 1,980 2,959 * 149%
2014/15 Target TBD 3,278 * TBD
Royal Roads University 25
Ministry Objective CAPACITY
Performance Measure
Credentials Awarded
2010/11 Actual 1,079
2011/12 Target 1,095
2011/12 Actual 1,083
Performance Assessment Substantially Achieved
2012/13 Target 1,124
2013/14 Target TBD
2014/15 Target TBD
Ministry Objective CAPACITY
Performance Measure
Sponsored Research Funding ($000)
Federal sources
Provincial Sources Other sources
--------- $1,215 --------- $237 ---------- $513
(Data from CAUBO one fiscal year earlier)
2010/11 Actual $1,565
2011/12 RRU Target ≥ previous year
2011/12 Actual $1,965
Performance Assessment Target Exceeded
MAVED
2012/13 RRU Target ≥ previous year
2013/14 RRU Target ≥ previous year
2014/15 RRU Target ≥ previous year
Royal Roads University 26
Accessibility: Do all citizens have equitable and affordable access to public post-secondary
education?
Ministry Objective ACCESSIBILITY
Performance Measure
Number of Students Who Are Aboriginal
Percent of Students Who Are Aboriginal
2010/11 Actual 125 3.8%
2011/12 Target ≥ previous year ≥ previous year
2011/12 Actual 138 4.2%
Performance Assessment
Target Exceeded Target Exceeded
2012/13 Target 138 4.2%
2013/14 Target ≥ previous year ≥ previous year
2014/15 Target ≥ previous year ≥ previous year
Ministry Objective ACCESSIBILITY
Performance Measure
Aboriginal Student Spaces (FTEs)
2010/11 Actual 61
2011/12 Target N/A
2011/12 Actual 71
Performance Assessment Not Assessed
Future targets under development
Royal Roads University 27
Quality: Is the public post-secondary system of sufficient quality to meet the needs of students,
employers, and citizens?
Ministry Objective QUALITY
Written Communication
Oral Communication Reading and Comprehension
Group Collaboration Critical Analysis
Problem Resolution Learn on Your Own
83.8% ± 3.4% 85.2% ± 3.3% 83.1% ± 3.5% 92.4% ± 2.5% 88.6% ± 2.9% 83.7% ± 3.4% 93.9% ± 2.3%
Performance Measure Student assessment of skill development
2010/11 Actual 87.7% ± 3.0%
2010/11 Target ≥ 85%
2011/12 Actual 87.2% ± 3.1%
Performance Assessment
Target Achieved
2012/13 Target
≥ 85% 2013/14 Target
2014/15 Target
Royal Roads University 28
Ministry Objective QUALITY
Performance Measure
Student Satisfaction with Education
2010/11 Actual 96.0% ± 1.8%
2011/12 Target ≥ 90 %
2011/12 Actual 93.0% ± 2.3%
Performance Assessment Target Achieved
2012/13 Target
≥ 90 % 2013/14 Target
2014/15 Target
Ministry Objective QUALITY
Performance Measure
Student Assessment of the Quality of Instruction
2010/11 Actual 93.9% ± 2.2%
2011/12 Target ≥ 90 %
2011/12 Actual 92.5% ± 2.4%
Performance Assessment Target Achieved
2012/13 Target
≥ 90 % 2013/14 Target
2014/15 Target
Royal Roads University 29
Relevance: Is the public post-secondary system relevant and responsive to the needs of the
province by providing the appropriate scope and breadth of post-secondary education?
Ministry Objective RELEVANCE
Performance Measure
Student Assessment of Usefulness of Knowledge and Skills in Performing Job
2010/11 Actual 90.8% ± 2.8%
2011/12 Target ≥ 90 %
2011/12 Actual 89.4% ± 3.3%
Performance Assessment Target Achieved
2012/13 Target
≥ 90 % 2013/14 Target
2014/15 Target
Ministry Objective RELEVANCE
Performance Measure
Unemployment Rate
2010/11 Actual 3.6% ± 1.7%
2011/12 Target ≤ 13.4 %
2011/12 Actual 9.4% ± 2.8%
Performance Assessment Target Exceeded
2012/13 Target
Maintain unemployment rate of former RRU students below rate for persons with high school credentials or less
2013/14 Target
2014/15 Target
Royal Roads University 30
Efficiency: Are we meeting greenhouse gas emission reduction targets?
1 Continuing Education Headcount includes free access to the public events. 2 Data extracted from SmartTool dataset 3 RRU baseline modified in 2011 with the commissioning and operationalization of the new Learning & Innovation
Centre (academic building)
Ministry Objective RELEVANCE
Performance Measure
Continuing Education Headcount
1
Continuing Education Paid Enrolments
2010/11 Actual 2,857 2,379
2011/12 RRU Target 3,600 3,200
2011/12 Actual 4,932 4,225
Performance Assessment Target Exceeded Target Exceeded
2012/13 RRU Target 4,932 4,225
2013/14 RRU Target TBD TBD
2014/15 RRU Target TBD TBD
Ministry Objective EFFICIENCY
Performance Measure
Greenhouse Gas Emissions
2
2010 Actual 1,460 metric tonnes
2011 RRU Target ≤ previous year
2011 Actual 1,550 metric tonnes3
Performance Assessment Substantially Achieved
2012 RRU Target
Maintain or reduce emissions 2013 RRU Target
2014 RRU Target
Royal Roads University 31
Affirmation of Royal Roads University’s Unique Value Proposition
As previously noted, Royal Roads faculty and programs are relevant and high quality – a
significant cadre of core and associate faculty bring timely, real-world experience to the
university’s programs. The university has distinct comparative and competitive advantages as
evidenced by the NSSE survey where Royal Roads leads the field in the categories of active
collaborative learning and academic rigor.
Ahead of 67 Canadian institutions, Royal Roads University has been ranked first among
Canadian public universities in the areas of “level of academic challenge” and “active and
collaborative learning”, based on 2011 NSSE results.
In the 2011 survey, students were asked to evaluate their entire educational experience. Results
reported that 84% rated their Royal Roads experience as either excellent or good, which
represents an increase over the last survey, and places Royal Roads twelfth overall in the pool of
institutions.
Royal Roads University 32
Financial Health & Performance
In 2004/05, the Ministry created a tool to monitor the financial health of post-secondary
educational institutions on an ongoing basis. The tool includes three ratios plus a composite
score:
The primary reserve ratio provides a measure of the university’s liquidity and margin against
adversity.
The equity ratio measures the university’s capital resources and ability to borrow.
The net income ratio measures the university’s ability to operate within its means.
The composition score is determined by converting each of the three ratios into a strength index
and then take the weighted average of the three. The composite score rating scale follows:
Composite Score Range Rating
2.5 to 3.0 Excellent
1.5 to 2.4 Good
1.0 to 1.4 Fair
-1.0 to 0.9 Poor
Royal Roads University has built and consistently maintained a strong financial position
representing a continued focus on fiscal responsibility. This focus is aligned with the
university’s strategic objectives as well as the Ministry’s efficiency objectives.
Subject to Board approval of the draft 3-year business plan
Ministry Objective EFFICIENCY
Performance Measure
Financial Health Ratios
Primary Reserve Ratio
Equity Ratio
Net Income Ratio
Composite Score
Rating
2010/11 Actual 0.270 0.317 0.003 2.09 Good
2011/12 RRU Target 0.342 0.371 0.043 2.64 Excellent
2011/12 Actual 0.391 0.356 0.062 2.78 Excellent
Performance Assessment
Target Achieved
2012/13 RRU Target 0.362 0.381 0.050 2.76 Excellent
2013/14 RRU Target * 0.240 0.381 0.022 2.31 Good
2014/15 RRU Target * 0.199 0.401 0.023 2.27 Good
Royal Roads University 33
Royal Roads University considers financial performance and reporting an integral element to the
overall management of the university.
The audited financial statements for the fiscal year ending March 31, 2012 (as well as prior
years) are available on the university’s website at: http://www.royalroads.ca/university/plans-
and-reports
Upon completion of the margin analysis integral to the 3-year business plan currently under
development, up-to-date financial projections for the 2012/13 to 2014/15 period will be
confirmed.
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