ACADEMIC COUNCIL AGENDA MEETING OF WEDNESDAY 15 SEPTEMBER 2010 3:00 PM HC 315

By No. Item Lead Page

3:00 1. Call to order and approval of agenda Chase 1

2. Approval of minutes: 22 July 2010 Chase 2 - 4

3. Chair’s remarks Chase 5 - 12

3:15 4. Standing committee reports

I. Admissions Grundy

II. Awards Campden

III. Curriculum New Programs

i. Graduate Certificate in Sustainability: Specialization in Ecology and Business

Revised Programs i. Graduate Certificate in Professional Communication

Management (one-time change)

Hamilton

Wilkin

MacLeod

13

14 – 33

34

3:45 5. Motion - academic probation Grundy 35 - 36

6. Motions (2) - conferment of degrees Grundy 37 - 39

7. Advisory Councils - revised terms of reference Chase 40 - 42

8. CGPSS survey Chase 10 - 12

4:00 9. Study Group Grundy

10. Overhead/Indirect costs policy Bernard 43 - 44

11. Revised integrity and misconduct policy Bernard 45 - 58

12. Graduate research policy: committee membership & budget Krusekopf

13. Announcements and communications All

5:00 14. Adjournment

Strategic Direction

1. High-quality, cost-effective education and applied research that contribute to economic prosperity, social advancement, and environmental sustainability by responding to the needs of working professionals and their employers

1.1 Well-targeted academic programs that are high quality and innovative, and that develop the talent, skills and capacity of our students

• Meet or exceed government targets for all students • High satisfaction with learning experience as measured by indices that include

alumni and employer surveys • Credential completion rates 95% or better

1.2 Educational programs that are cost-effective • Gross margin of 50% and a net margin after full cost allocation of 15% over academic programs as a whole

1.3 Innovative applied research that contributes to our mission and is self-sustaining

• Overall research enterprise is at least cost neutral

• Contract research generates overall client satisfaction of at least 80%. • Gross research funding of $2M per year to grow to $3M per year by 2015

1.4 A diverse learning community reflective of our world today

• Student body reflects the diversity of our local community

• Enrolment of First Nations students exceeds Ministry targets

2. The university of choice for working professionals in British Columbia and beyond

2.1 Total enrolment meets annual targets • 35% increase over five years • 80% of students at the graduate level; 20% in undergraduate programs by 2015 • Domestic student enrolments exceed annual Ministry targets

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ACADEMIC COUNCIL

MINUTES

MEETING OF THURSDAY 22 JULY 2010 3:00 PM IN HC 315

PRESENT ELECTED MEMBERS: Niels Agger-Gupta, Shannon Brown, Connie Carter, Steven Glover, Kevin

Rapanos, Erich Schellhammer, Bernard Schissel, Marilyn Taylor

EX OFFICIO MEMBERS (VOTING): Mary Bernard, Thomas Chase (Chair), Steve Grundy, matt heinz (for Jim Bayer), Pedro Márquez

EX OFFICIO MEMBERS (NON-VOTING): Lynn Gregg, Rosemary Tulett (recording)

GUESTS Kenneth Christie, Zoë MacLeod, Cyndi McLeod, Phillip Vannini (phone), Jennifer Walinga (phone)

REGRETS Jim Bayer, Allan Cahoon, Rosie Croft, Doug Hamilton, Ingrid Kajzer-Mitchell, Will Low, Charles Krusekopf, Angella Wilson, Michael Young

_________________________________________________________________________________ 1. Call to order and approval of the agenda – M/S Márquez/Taylor CARRIED

2. Approval of the minutes of 19 May 2010 M/S Taylor/Schissel CARRIED

3. International student support & update from Vice-President (MRBD) McLeod

a) Mr Thevi Pather - new Director, International Programs and Global Advancement b) Ms Catherine Riggins - new Director, Branding, Marketing and Recruitment c) RRU’s goals include increasing the number of international students by 50% over the next 5 years, and

developing a globally-minded campus d) Workshops will be set up to discuss how best to provide support systems for international students e) RRU is preparing to host two major groups from China: school principals (for 6 months) and English

teachers (for 2 months) f) Website traffic is significantly up, as are enquiries; brand strategy is under development; agreements are

being arranged with a number of other high-level strategic partners worldwide; 23 international delegations have been hosted on campus the past 9 months, leading to significant MOUs

4. Chair’s remarks Chase a) The results of the Canadian Graduate and Professional Student Survey 2010 indicate that RRU

consistently exceeds the national average in a number of key areas b) RRU is in the process of joining the Research Universities’ Council of BC as an associate member c) The Deputy Minister of Advanced Education and Labour Market Development together with the

Assistant Deputy Minister recently visited Royal Roads for productive meetings

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d) All involved in the work of program development and renewal were thanked 5. Standing Committee Reports

I) Admissions Committee - no report Grundy

II) Awards Committee – no report Campden

III) Curriculum Committee heinz

New Programs i. Graduate Certificate in Values-Based Leadership - M/S heinz/Márquez CARRIED M. Taylor introduced the new proposal and responded to discussion issues

ii. Graduate Diploma in Disaster and Emergency Management – M/S Schissel/Carter CARRIED m. heinz introduced the new proposal on behalf of Dr Jean Slick and responded to discussion

issues A friendly amendment to revise the title, if appropriate, was agreed on. [Note: m. heinz

subsequently reviewed other postgraduate diploma titles to ensure consistency in naming practice, and the title has been revised as stated above]

iii. Graduate Certificate in Leadership and Management – M/S Brown/Agger-Gupta CARRIED Z. MacLeod provided a rationale for the new program and responded to discussion issues

Revised Programs i. MA in Intercultural and International Communication – M/S Márquez/Carter CARRIED P. Vannini introduced (by phone) the revised proposal and responded to discussion issues

ii. MA in Professional Communication - M/S heinz/Brown CARRIED J. Walinga introduced (by phone) the revised proposal and responded to discussion issues

iii. MA in Human Security and Peacebuilding – heinz/Schissel CARRIED K. Christie provided a rationale for the revised proposal and responded to discussion issues

iv. Graduate Certificate in Executive Coaching – heinz/Taylor CARRIED Z. MacLeod provided a rationale for the revisions in credit allocation and responded to

discussion issues [Note: it was subsequently determined that AC approval is not necessary for this in addition

to CC approval]

6. Motion to waive application fee for RRU alumni Grundy M/S Schellhammer/Agger-Gupta CARRIED Motion to recommend to the Board of Governors that the application fee be waived for RRU alumni

who have graduated from an undergraduate, graduate, certificate or diploma credit program within the previous five years

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7. Motion to amend full-time status definition Grundy M/S Márquez/Agger-Gupta CARRIED Motion with friendly amendment [“…full-time course load…”] as follows: That the academic

regulations be amended with respect to the definition of normal course load and full-time student status as follows: At RRU, a normal full course load is 30 credits per year at the undergraduate level and 15 credits per year at the graduate level. A student enrolled in at least 60% of a normal full-time course load is considered full-time.

8. Motion to approve revised graduate research policy Grundy

M/S Márquez/Carter CARRIED The attached revised graduate research policy was updated to clarify expectations and to streamline

the process by clearly differentiating between a short paper or practicum, a research paper, a major project, a thesis, and a dissertation.

9. Motion to approve ex officio status in AC of Associate Deans Chase/Grundy

M/S Schissel/Grundy CARRIED, with one abstention from m. heinz That the Associate Deans of the Faculties be ex officio and non-voting members of Academic Council

effective July 2010

10. Motion to approve visiting professor policy Bernard M/S Márquez/Bernard CARRIED With friendly amendment: (paragraph 3) “…costs and potential contributions…” This policy was reworked to acknowledge the value of visiting professors and to summarize the

procedures involved to ensure that all involved are aware of the accompanying responsibilities. A set of procedures will also be posted in future.

11. Bachelor of Commerce in Entrepreneurial Management Chase/Márquez

External review report and program response The BCom responses to the recommendations of the external reviewers will help inform a thorough

BCom redesign to address the changing needs of current and future students and to add a competitive advantage to RRU

12. Announcements and communications Paving stones can be purchased for the Bateman Centre by individuals/classes/programs Bernard

at a cost of either $200 or $400 each, as part of the legacy campaign S. Brown (AC graduate student representative) has accepted an excellent consulting Brown

opportunity in Boucherville, QC Faculty Lounge Evening – Wed 15 September from 5:00 – 7:00 pm (following AC) in the Castle Lounge

13. Adjournment – M/S Agger-Gupta/Márquez 5:00 p.m.

NEXT MEETINGS

WEDNESDAY 15 SEPTEMBER 2010 AT 3:00 IN HC 315

WEDNESDAY 17 NOVEMBER AT 3:00 IN HC 315

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Update to Academic Council September 2010

Key Performance Indicators

1. Revenue growth and diversification: first quarter • Academic program development • Domestic credit enrolments: updates from the Deans • Applied research activity

2. High-quality, cost-effective education • Summary results from the Canadian Graduate and Professional Student Survey

3. Building capacity • Faculty recruitments: School of Business; Canada Research Chair • Faculty profile: Dr Brian Belcher, Director, Centre for Livelihoods and Ecology

1. Revenue growth and diversification: first quarter

• Academic program development: progress as of 20 August 2010 The following programs have now received final approval from the Minister:

• MA in Educational Leadership and Management

• MA and MSc in Environmental Practice

The peer review period for our proposed new Master of Global Management degree closed on 29 July. The degree proposal is now under consideration by the Minister; we anticipate approval very shortly.

A number of other programs are proceeding through the approval process, including:

• Graduate Certificate in Values-Based Leadership (approved at Academic Council in July)

• Graduate Diploma in Disaster and Emergency Management (approved at Academic Council in July)

• BA and BSc in Environmental Practice (concept paper endorsed by Executive in July)

• Graduate Certificate in Sustainability

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In the area of international program development, we are awaiting Chinese government approval to offer, beginning in January 2011, the MA in Environment and Management and the Master of Global Management at Tianjin University of Technology. About 60% of the courses for offering the diploma in Tourism and Hospitality Management in Jinhua, China have been approved by the Curriculum Committee. Many more program initiatives are in negotiation or early stages.

• Enrolment updates from the Deans Faculty of Management (as of 3 September 2010)

Intake Date Target Current Registered Comments

MBA

3 Aug 10 80 81 Program in progress 6 Dec 10 85 27 4 current offers; 53 incomplete files 1 Aug 11 80 7 3 incomplete files

MGM

3 Jan 11 25 0 1 current offer; 3 files under department review; 9 incomplete files

BCom IN ENTREPRENEURIAL MANAGEMENT

7 Sept 10 (On campus)

80 70

1 current offer; 35 incomplete files Application deadline was 6 August 2010

13 Sept 10 (On line)

65

69 (includes 10 in Tourism

Stream)

5 current offers; 1 file under departmental review; 35 incomplete files Application deadline was 12 August 2010

7 Mar 11 (On line)

35 3 1 file in review; 11 incomplete files

MA TOURISM MANAGEMENT, APPLIED RESEARCH MODULE

23 Aug 10 5 13 Program in progress

BA IN INTERNATIONAL HOTEL MANAGEMENT

13 Sept 10 35 25 4 current offers; 1 conditional offer; 9 incomplete files Application deadline was 12 August 2010

GRADUATE CERTIFICATE IN DESTINATION DEVELOPMENT

1 Sept 10 (Vancouver)

20 n/a

Program amalgamated with Victoria offering. Residencies will be offered in Vancouver to those in the GCDD Vancouver Stream

11 Sept 10 48 (28)

24 (includes 6 in Vancouver

Stream)

(19 MA track)

1 current offer (MA track); 10 incomplete applications (9 MA track) Application deadline was 12 August 2010

GRADUATE CERTIFICATE IN SUSTAINABLE TOURISM

15 Nov 10 15 11 (all MA track)

3 incomplete applications (MA track)

GRADUATE CERTIFICATE IN INTERNATIONAL HOTEL & RESORT MANAGEMENT

24 Jan 11 18 5 (all MA track)

1 incomplete application (for stand-alone GC);

GRADUATE CERTIFICATE IN TOURISM LEADERSHIP

21 Feb 11 25 15 (all MA track)

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Faculty of Social and Applied Sciences (as of 3 September 2010)

Intake Date

Target Current Registered Comments

MA IN LEADERSHIP

19 Apr 10 36 47 Exceeded target by 11

7 Jun 10 44 35 Missed target owing to high number of deferrals (8) and one transfer 10 Jan 11 (3 Sept 09)

44 (44)

23 (35)

Still have four months left to recruit but currently lagging behind last year’s numbers. Currently have 1 offer out, 7 complete applications, and 34 incomplete applications

MA IN LEADERSHIP – HEALTH SPECIALIZATION

18 Oct 10 (3 Sept 09)

48 (48)

33 (40)

Currently have 4 offers out, 3 completed files, and 29 incomplete applications. Should make target.

BSc IN ENVIRONMENTAL MANAGEMENT

5 Apr 10 40 42 Exceeded target by 2

CERTIFICATE IN ENVIRONMENTAL PRACTICE

27 Sep 10 145 (by individual registered in

course)

80 Probably will not make target although traditionally registrations are last minute

MA/MSc IN ENVIRONMENTAL PRACTICE

Jan 2011 25 1 ECO Canada said to have list of potential candidates; 9 applications to date

CERTIFICATE IN ENVIRONMENTAL EDUCATION AND COMMUNICATION

10 Jul 10 3 2 Missed target by one

DIPLOMA IN ENVIRONMENTAL EDUCATION AND COMMUNICATION

10 Jul 10 3 1 Missed target by two

MA IN ENVIRONMENTAL EDUCATION AND COMMUNICATION

10 Jul 10 35 21 Missed target by fourteen

BSc IN ENVIRONMENTAL SCIENCE

7 Sep 10 (3 Sept 09)

40 (40)

47 (44)

Target already exceeded by 7 – can accept only 48 because of classroom size; waitlist being taken

MA/MSc IN ENVIRONMENT AND MANAGEMENT

13 Sept 10 (3 Sept 09)

36 (50)

36 (36)

1 accepted; 1 offer out, 23 incomplete, 4 deferred

14 Jan 11 (Not offered in 09)

36

19 Expect to meet or exceed target: 1 complete, 21 incomplete applications

MA IN DISASTER AND EMERGENCY MANAGEMENT

5 Apr 10 37 39 2 over target 8 Nov 10 (Not offered in 09)

15 7 1 complete, 1 complete 4 applied, 1 offer out

MA IN HUMAN SECURITY AND PEACE BUILDING

17 May 10 37 29 Eight under target

GRADUATE DIPLOMA IN CONFLICT ANALYSIS AND MANAGEMENT

22 Jul 10 5 4 Missed target by one

7

MA IN CONFLICT ANALYSIS AND MANAGEMENT

22 Jul 10 37 47 Exceeded target by 8

BA IN JUSTICE STUDIES

27 Aug 10 35 44 9 above target

GRADUATE CERTIFICATE IN LEARNING AND TECHNOLOGY

12 Jul 10 3 0 No intake this year

MA IN LEARNING AND TECHNOLOGY

12 Jul 10 22 26 Exceeded target by two

MA IN EDUCATIONAL LEADERSHIP AND MANAGEMENT (China)

3 May 10 25 22 3 below target

BA IN PROFESSIONAL COMMUNICATION (ONLINE)

5 Jul 10 35 45 Exceeded target by 10

BA IN PROFESSIONAL COMMUNICATION (ON CAMPUS)

5 Jul 10 62 56 Missed target by 6

MA IN PROFESSIONAL COMMUNICATION

12 Oct 10 (3 Sept 09)

60 (40)

48 (36)

2 accepted, 3 offers out, 5 completed files, 27 incomplete applications

MA IN INTERCULTURAL AND INTERNATIONAL COMMUNICATION

12 Oct 10 (13 Aug 09)

60 (40)

40 (32

Will be close to target: 3 offers out; 7 completed files; 33 incomplete applications

MA IN INTERDISCIPLINARY STUDIES

7 Sep 10 2 14 Target exceeded by 12. 7 Feb 11 3 1 1 application to date; should meet or exceed target

DOCTOR OF SOCIAL SCIENCES

14 Feb 11 (3 Sept 09)

10 (10)

19 apps (12 apps)

Adjudication does not take place until mid-September

• Applied research activity: first quarter The following report is from Mary Bernard, AVP (Research) As of the end of the first quarter, the Office of Research fulfilled its business plan objectives and has facilitated securing just under $2M in research funding for the year to date. Ten applications were submitted in the first quarter, and work began on a further 25-30 applications expected to be submitted in the 2nd quarter and early in the 3rd. Support continued for assistance with the development of the Bateman Centre development, as well as with the potential Centre for Comprehensive Security Studies. The second quarter is expected to focus on development of SSHRC, NSERC and CIHR grant applications (due from mid-September through November) and approximately 15 applications expected for the Tri-Councils.

Research student awards results were very strong this quarter at $336,175. This included awards from SSHRC, AUCC, RESCAN, NSERC, USRA. The number of ethical reviews was in line with projections for Q1 at 120. Direct support was provided to students including ethical review presentations to five cohorts as well

8

as ongoing guidance with students and faculty in the areas of conflict of interest, FOI/POP; handling sensitive data, use of logo, permits/ licenses, animal-based research, and other REBs and liaison.

The Centre for Health Leadership and Research is fostering internal and external relationships with key stakeholders towards developing its Health Collaboratory and Health Sector Strategy in alignment with other sector foci and RRU's Strategic Direction. The Centre has been working hard to expand its role in the application and integration of participatory action research, complex adaptive systems theory, and network science in the area of organizational leadership. Excellent progress is being made on two funded applied research projects: a commissioned research project which is examining evidence-informed change management in the Canadian health system; and, a three-year CIHR Partnerships in Health System Improvement (PHSI) research project which, through a select pan-Canadian team of researchers, knowledge mobilizers and decision-makers, is both studying and developing leadership capacity in the Canadian health system.

In June, the Centre for Non-Timber resources officially changed its name to Centre for Livelihoods and Ecology. The new name is intended to focus on improving people’s livelihoods and resource management through strategic and applied research on forest resources and rural economies. Research work in the first quarter was on target and included: completion of the Likely-Xat'sull Community Forest project, start of 3rd and final year of the FIA-FSP Burns Lake/Hereditary Chiefs project, launch of SSHRC-funded Online Knowledge Centre project, continuation of ongoing contributions to the development of a major international research program on forests and trees, release of fourth edition of National NTFP newsletter, continuation of work on the co-publication (RRU and MFR) of a series of guidebooks on compatible management of timber and NTFPs, and development of numerous new proposals including a national partnership for proposal to Rural Secretariat for support for the Knowledge Centre.

Todd Thomas Institute for Values-Based Leadership enables leaders and their organizations to be the very best they can be, and to ensure sustainable prosperity through ‘value fluency’ and values-based decisions and actions. Dr Marilyn Taylor’s book manuscript “Emergent Learning for Wisdom” was completed and is now with the publisher. The Organizational Values Assessment process for RRU continues with debriefing and planning sessions carried out with most of the units. A Cultural Values Assessment was successfully completed with BreconRidge Manufacturing. The Graduate Certificate in Values-Based Leadership, which includes Barrett Values Centre Certification and will ladder into both the MA Leadership and MBA is in the approval process.

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2. High-quality, cost-effective education

• Summary results from the Canadian Graduate and Professional Student Survey

This survey, carried out during March of this year, was prepared by Mosaic Research Solutions. Twenty-three Canadian universities participated: Brock, Carleton, Concordia, Dalhousie, Ecole Polytechnique Montréal, Lakehead, Laurentian, McGill, McMaster, Queen’s, Royal Roads, Montréal, Alberta, UBC, Calgary, Guelph, UOIT, Toronto, Victoria, Waterloo, Western, Wilfrid Laurier, and York. In accordance with

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

Quality of your academic experience

Canada

RRU

Quality of your academic program

Canada

RRU

Quality of your student life

Canada

RRU

Quality of your overall experience

Canada

RRU

Quality of registrarial processes

Canada

RRU

Quality of information technology services

Canada

RRU

Intellectual quality of the faculty

Canada

RRU

Quality of instruction

Canada

RRU

Relationship between faculty and students

Canada

RRU

Helpfulness of program staff

Canada

RRU

Intellectual quality of fellow students

Canada

RRU

Opportunities for student collaboration and teamwork

Canada

RRU

Availability of courses I needed to complete my program

Canada

RRU

Relationship between program content and research/professional goals

Canada

RRU

Excellent Very good Good Fair Poor

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our profile, we opted to participate in the “professional programs” group, in which a total of 7,627 students responded. 317 Royal Roads students participated.

The summary chart above compares RRU’s results with those of the 23-university professional group as a whole. In each case, the percentages are obtained by adding together “Excellent” and “Very Good” responses. That is, if 30% of responses are “Excellent” and 23.3% are “Very Good,” the reported score is 53.3%. As the reader will see, Royal Roads fared well, frequently exceeding the national average by a substantial margin.

These results echo, at the graduate level, the results seen in NSSE/MacLean’s rankings for level of academic challenge and active and experiential learning, in which Royal Roads undergraduate students rate the University as one of the best in the country.

In sum, Royal Roads University has performed very well in recent external surveys of student satisfaction , comparing highly favourably both with much larger, research-intensive universities such as the University of British Columbia, as well as with smaller institutions, such as Mount Allison University and Acadia University, with strong reputations for their quality of teaching and faculty-student interaction.

The survey also provided us the opportunity to ask Royal Roads students several questions about aspects of our operations and services unique to this institution. Among these is our online learning platform, a crucial component of our academic operations and a feature of the University that for some years has placed us in the forefront of distance learning technology. A combined “positive” and “neutral” rating of nearly 93 per cent is very good, as learning technologies are, at many institutions, a major source of student dissatisfaction because of shortcomings, technical flaws, and frequent downtime.

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

1. If you were to starting over, would you choose this university again?

Canada

RRU

3. Would you recommend this university to others who are considering your program?

Canada

RRU

4. Would you recommend this university to someone in another field?

Canada

RRU

Definitely Probably Maybe Probably not Definitely not

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V P A ’ s u p d a t e t o A c a d e m i c C o u n c i l | S e p t e m b e r 2 0 1 0

How was your experience with RRU’s online platform?

3. Building capacity

• Faculty recruitment Recent updates to Academic Council have provided biographical information about core appointments in SCC (Virginia McKendry), SPCM (Alex Morrison), and STHM (Candace Blayney). A core faculty recruitment is currently underway in the School of Business, and the University’s nomination for a second Canada Research Chair is in the hands of the CRC Secretariat in Ottawa.

• Faculty profile: Dr Brian Belcher, Director, Centre for Livelihoods and Ecology

Brian Belcher joined Royal Roads University as Director of the Centre for Livelihoods and Ecology in September 2007. For 10 years he worked out of the Centre for International Forestry Research in Bogor, Indonesia as principal scientist in the Forests and Livelihoods Program. He worked another four years with INBAR/IDRC based in New Delhi, India.

His work focuses on rural development and resource use mostly in Asia. He has led international, multi-case comparative studies of small-scale commercial forest production case studies. Today he is overseeing projects across Canada and

around the world. His work seeks to understand and improve the role and potential of natural resources in meeting sustainable development goals.

Belcher was born in Manitoba and earned his BSc in biology (ecology) from the University of Winnipeg, his master’s degree in natural resources management from the University of Manitoba, and his PhD in forestry (economics and policy) from the University of Minnesota in St Paul. He conducts research in a variety of resource management settings.

This report was prepared on 10 September 2010

Positive 69%

Neither positive nor

negative 24%

Negative 7%

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PROPOSALS TO ACADEMIC COUNCIL, SEPT 15, 2010

Category Title Submitter

New Program Graduate Certificate in Sustainability: Specialization in Ecology and Business

Nancy Wilkin

Motion: To approve the Graduate Certificate in Sustainability: Specialization in Ecology and Business as a new program.

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Curriculum Committee Proposal Cover Sheet

1. Type of Submission (please check one only): __X_ New Program ___ Revised Program ___ New Course ___ Revised Course with Credit Change ___ Curriculum or Credit Change

2. Name of Submission Graduate Certificate in Sustainability

3. Name, Program, and Faculty of Proposal Submitter Nancy Wilkin, Director, Office of Sustainability. Program will be delivered through Bateman College, in collaboration with FOM, FSAS and CALM.

4. Have you consulted with the following RRU Services? ___ CTET

___ Library

_X__ Marketing

__X_ Registrar

___ Student Accounts

5. Rationale for the proposal The program will appeal to business, environmental and other students, allowing them to enhance their degrees with an intensive program of study in sustainability.

6. Approval Authorization Approved by Executive Aug. 3, 2010 Approved by Curriculum Committee Aug 2010

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GRADUATE CERTIFICATE IN SUSTAINABILITY

SPECIALIZATION IN ECOLOGY AND BUSINESS

BATEMAN COLLEGE

INTEGRATED ACADEMIC AND BUSINESS CASE

September 1, 2010

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INTRODUCTION

In November of 2009, a discussion was held with the Executive of Royal Roads University (RRU) on the idea of creating a college at the University, with programming related to sustainability and nature, and named after the world renowned artist and philosopher, Robert Bateman. Following discussions on various options for the college, and its relationship to the plans for the Robert Bateman Centre, Executive endorsed the option to have Bateman College as an “academic only” concept, clearly separating it from the Robert Bateman Centre, although aligned through branding with Bateman, and informed by his philosophy.

The following is an excerpt from the background information provided to Executive, for further endorsement and direction on next steps:

Bateman College represents a new enrollment opportunity for students at Royal Roads University wishing to complement their current degree program with a specialization in Sustainability. Bateman College is a key component of the University’s Environmental Sector Strategy and the goal of the Strategic Plan to provide new academic programs at Royal Roads University. The University currently enjoys a well-deserved reputation for academic excellence among the environmental community in Canada. The Robert Bateman Branding for the College immediately brings stature to the program because of Mr. Bateman’s international reputation as a naturalist, an environmentalist, an artist and a person who believes passionately in Sustainability. His desire to have humans reconnect to nature, and understand the critical role of ecology and ecosystems - the role of the ecosystem as the perfect example of an integrated system – representing the importance of integrating economic, social, environmental and cultural thinking for humans to live sustainability into the future.

No other university in the world has been blessed with the largest private collection of original Bateman artwork, the Bateman Art and Environmental Education Centre, and the existing Bateman Lecture Series. Therefore it seems only natural that a college created at Royal Roads University, with a focus on Sustainability, be named the Bateman College.

MARKET NEEDS

A Bateman College certificate represents a new academic program for students choosing RRU. It will be a program which offers a specialization in sustainability, a nature immersion in one of British Columbia’s ecological regions, and has the international recognition of the Bateman brand. A graduate certificate from Bateman College will become a new marketable product for the University. Students graduating with both a degree from Royal Roads University and a Graduate Certificate in Sustainability from Bateman College will have an enhanced understanding of sustainability to take back to their current employer, to new employers and to their communities, as well as a deeper understanding of the importance of humans and their connection to nature. As the reputation of Bateman College grows through the excellence of its program and the quality of its students, it will attract more students to RRU

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and provide those students with an edge in the workplace. In addition, as the program grows, scholarships will be established, such as a Bateman Fellowship in Sustainability, with the holders identified as Bateman “Fellows” at Royal Roads University.

Bateman College Survey

A survey was sent out in March 2010 and 812 responses were received – 28% from students and 72% from alumni. The level of response was considered very high, and the level of interest in Bateman College was also very high, with a total of 70% of respondents indicating an interest in the College being created at RRU and 76% with a “personal” interest in enriched learning in the area of sustainability.

The recipients were asked their preference on enriching their current education program, or completing a separate graduate certificate, and 53% chose enrich and 47% chose a certificate – the majority – 67% were interested in either choice.

The greatest reason for their interest in a program through Bateman College was professional development, followed by personal interest, job related, and personal impact on society.

The response as to how likely they would be to enroll in the program was that 51% were unlikely, 32% neutral and 17% likely or very likely (potential of 138 learners).

The nature immersion opportunity was seen as important by 71% of respondents and essential to the program by 69%. The cooperative work experience was seen as important by 65% and essential by 59%, although the latter was considered the second most important indicator of success for the college. Respondents identified potential courses; these are summarized by theme in Appendix A.

On the cost of courses or certificates there were negative comments generally about the cost of courses at Royal Roads. The prices quoted in the survey were between $2,000 and $3,000 for a 3-credit course and between $7,500 and $9,000 for a graduate certificate. Only about 30% of the respondents were willing to pay those prices. The current domestic tuition for a 9-credit graduate certificate program at RRU ranges from $5,500 to $9,200.

The Success Indicators for a learner registered in Bateman College ranked as follows:

- Learning about Sustainability (26%) - Working with a Sustainable Business/Organization (18%) - Experiencing one of BC’s ecological regions (10%) - Learning about Nature (9%) - Enhancing resume with Graduate Certificate (9%)

The final open ended question received the most positive responses, including offers to help create the college and teach. The only negative responses were about the cost of programs generally at RRU and concerns of the potential to weaken the RRU brand with the Bateman Brand, or cause confusion. There were a number of positive comments about the program being practical and hands-on.

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Overall the results showed a very high interest in the college being created at RRU and with a relationship to sustainability, as long as the branding concern can be addressed.

TIMELINES AND MILESTONES

Date Milestone

December 2009 Presentation of concept to Robert Bateman (Completed)

July 2010 Final Draft of Integrated Academic and Business Case (Completed)

July 2010 Executive Approval to proceed to next steps

August 2010 Curriculum Committee Approval

15 Sept 2010 Academic Council Approval

1 Nov 2010 Program and Research Council Approval

26 Nov 2010 Board of Governors Approval

Nov-Mar 2011 Detailed course development and CC course approval

Dec 2010 Marketing Plan & Campaign Launch Bateman College

Summer 2011 Registration & Welcome to Bateman College Students

BACKGROUND

Program Focus

Bateman College will be a “virtual” college. With a principal and program associate, and using existing curriculum for electives, the expectation is that the use of existing academic resources will be minimized. The Bateman College program will represent new academic programming attracting both business and environmental students, and others to enhance their degrees with an intensive program of study in sustainability. The programming at Bateman College will require collaboration between the Faculty of Management (FOM), Faculty of Social and Applied Sciences (FSAS) and Centre for Applied Leadership and Management (CALM). Facilitated by a principal for Bateman College an oversight team consisting of a representative from each will be responsible for overseeing academic quality. The curriculum for the graduate certificate will draw on existing courses and students will participate in a five-day nature immersion in one of British Columbia’s many ecologically and culturally-rich regions. In addition, RRU’s sustainable business and organization partners will be integrated into the curriculum, providing a variety of perspectives on the reality of practicing sustainability. The final program will be a custom designed combination of online course work, nature immersion and integrative assignment, for a total of 9 credits, over a 12 month period.

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Credential

Current students in FOM and FSAS, RRU alumni and other qualified candidates will be eligible to apply for the certificate. The intakes for Bateman College will be aligned with both faculties. There will be an $8,000 tuition fee for enrollment in the certificate, in line with the costing of graduate certificates at RRU. Graduating students will receive their regular degree, if applicable, and an extra accreditation and notation on their transcript: Graduate Certificate in Sustainability from Bateman College at Royal Roads University. The certificate is designed to include different specializations. The first to be offered will be a Specialization in Ecology and Business.

PROGRAM RATIONALE

The creation of Bateman College and the provision of credit courses related to sustainability are directly aligned with the RRU Mission Statement, “To contribute to economic prosperity, social advancement, and environmental sustainability through transformative education for working professionals and research applied to real problems in private, public, and third sector workplaces, at home and abroad.” In addition, the RRU Five-Year Strategic Direction is to offer certificate programs at graduate levels in solely the applied and professional fields and to maintain teaching excellence and research activities that support the University’s programs in response to the labour market needs of British Columbia. Furthermore, the Canada Research Chair in Sustainable Community Development is currently held by RRU faculty Dr. Ann Dale and numerous other faculty are engaged in research related to sustainability. Current programming includes the Green Learning Series in Continuing Studies and the new Graduate Certificate in Sustainable Community Development in CALM.

Creating a ‘college’ within RRU will enhance the University’s growing reputation and strength as a place of collaborative and experiential learning and action research. Naming the college after Robert Bateman will immediately serve to relate the programming of the college to the philosophy and to Bateman. It will also provide an academic focus for sustainability at RRU.

Situating the college between FOM and FSAS will enhance opportunities for the two faculties to collaborate on program offerings, in conjunction with CALM, and provide students from either faculty an opportunity to enroll in the college. Bateman College could provide that single opportunity where business students can immerse themselves in nature and sustainability learning, and social science students can understand sustainable business practices such as quadruple bottom line and corporate social responsibility. Bateman College may provide an opportunity for past MBA graduates to “refresh” their degrees with a new Graduate Certificate in Sustainability – something shown to be lacking in past MBA programs, as evidenced in the recent outcry by the press and business school leaders about the role of business school graduates in the economic recession of 2008 and 2009.

CURRICULUM AND PROGRAM STRUCTURE

The results of the survey indicate that 17% of the respondents were likely or very likely to enroll in Bateman College – a potential of 138 learners. Based on the fact that most of the respondents (72%) were alumni, a graduate certificate should be the first offering from Bateman College.

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Based on the results of the survey and the many suggestions from the respondents on potential courses, there were 5 main themes which emerged:

- Leadership in Sustainability - Understanding Environmental Management/Sustainability - Community Sustainable Development - Sustainable Energy Management/Alternatives - Humans and Nature

The survey results also indicated the top 6 choices for courses were:

- Leadership in Sustainability - Environment/Sustainability Policy - Community Sustainable Development - Corporate Social Responsibility - Triple Bottom Line management - Humans and Nature

A graduate certificate requires a minimum of nine credits. Each course credit represents approximately 33 hours of effort by a learner unless specified otherwise. For the Graduate Certificate in Sustainability, the credits will be allocated as follows:

- Required Course: Pre-Residency Online, Residency*, Integrative Assignment** – 3 credits (TBD) - Elective Distance Course 1 – 3 credits (10 weeks) - Elective Distance Course 2 – 3 credits (10 weeks)

*The Residency portion would include a 5 day nature immersion. This is the prescribed portion of the graduate certificate. **The integrative assignment will demonstrate the competencies learned throughout the program For the distance portion, learners would have a choice from a menu of existing online courses, drawn from FSAS, FOM, or CALM.

In keeping with the comments from the survey, it is essential to the Bateman College program that the curriculum be practical and hands-on, aligned with the “Living our Learning” philosophy of RRU. The nature immersion component ranked higher than the work placement component as an ‘essential’ part of the program. However, the work placement experience was the 2nd highest ‘success’ indicator for respondents. An internship option with an RRU sustainable business/organization partner may be possible in future as the program grows.

Curriculum for Specialization in Ecology and Business

Required Course

STEB 500 Integral Ecology: Human and Biophysical Perspectives in Relationship (3 credits) Required A dynamic combination of lectures, workshops, guest speaker presentations, class discussions, personal and outdoor explorations, and a mandatory field component (the nature immersion) finishes with an

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integrating assignment where students will demonstrate their overall learning in the program. Integral ecology, fuses whole systems theory and ecopsychology together with an emphasis on understanding our collective behaviours and their subsequent impact on the environment, the more-the-human world and on our own well-being. A fundamental goal of integral ecology is to offer an alternative to the dominant expansionist worldview. Solutions to complex problems such as over-population, sustainability, loss of cultural diversity and biodiversity, and economic disparity have traditionally been sought in the highly specialized work that characterizes traditional research. These problems are systemic and derive from the fact that most of us, and especially our social institutions, subscribe to the concepts of an outdated worldview, a perception of reality inadequate for dealing with the issues of an integrated and interconnected world. Placing humans in an ecological context aims to mend the divisions between mind and nature, humans and earth.

Course Electives ENVR 545 Sustainable Development; Theory to Practice (3 credits) This course will take students beyond the theory of sustainable development in order to discuss the difficulties of the practice of sustainable development. The topic is introduced historically, and current debates over the meaning of sustainable development are addressed. Longstanding discussions concerning economic growth and common resource allocation are explained, and the difficult task of measuring human impact is introduced. These theoretical concerns are then applied to the issue of climate change in Canada, with particular focus on how we generate and consume energy. The course then concludes with a look at the promise of ecologically grounded technologies such as those proposed by proponents biomimicry and industrial ecology.

EECO 586 The Biosphere and Ecological Sustainability (3 credits) Explores the ecological principles governing the dynamic structures and processes of ecosystems and how they can be applied in a scientific context to better understand the response to anthropogenic stress. Course structure involves readings and case studies, online group discussions, and independent and group research or review assignments that focus on current local, regional and international environmental issues.

ENVP 500 Developing an Environmentally Sustainable Perspective (3 credits) In this course the student will be exposed to a number of different perspectives on environmental sustainability that will establish the overall philosophical orientation of the program. Within the triple bottom line framework, the course will explore the tensions that exist between our various value systems and how they help to determine attitudes towards the environment. All of this ‘information’ will help each student to better define for him or herself what environmentally sustainable development means, and why it is such an important concept today.

BUSA 608 Decisions Beyond the Boundaries (3 credits)* Discusses making and implementing decisions that consider the consequences and effects for all stakeholders. Topics include: 1)Decisions beyond the boundaries - Examines the impact of decisions and actions on stakeholders outside the organization. Learners will demonstrate the ability to analyze the

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effects of their organizational decisions beyond the boundaries of the organization considering the effects on the triple bottom line. Learners will demonstrate their willingness to consider the effects of decisions beyond organization boundaries. 2) Making Change Happen - Discusses approaches managers can take to be effective in implementing decisions, maximizing opportunities for positive consequences for stakeholders and minimizing the chances of negative consequences. Learners will demonstrate the ability to plan and conduct change initiatives in organizations to allow an organization to implement its decision in support of its goals, and the interests of other stakeholders. *Subject to change and pre-work may be required for students to meet specific baseline skills and assumptions.

BUSA 632 Understanding Systems (3 credits)* Examines the interactivity of components of systems in which organizations must operate. Topics include: 1)Systems Thinking - Discusses techniques and approaches to understand and describe the relationship of the components that make up systems that affect organizations and their decisions. Learners will demonstrate the ability to identify and analyze the ways in which aspects of systems interact to create consequences for the stakeholders in the systems. 2)Economics - Examines the concepts and theories of macro, micro and behavioural economics and their effect on organizations using an intuitive, non-mathematical approach. Learners will demonstrate the ability to describe an organization and its context using the language and concepts of economics. Learners will demonstrate the ability to link the strategy and context of an existing or proposed organization to theories of economic behaviour. *Subject to change and pre-work may be required for students to meet specific baseline skills and assumptions.

CMDV 561 Uncovering Potentials for Adaptive Change (3 credits) Focuses on introducing practitioners to the contexts, capacities and strategies needed for building tomorrow's resilient communities. While other courses may focus on economic development in community or environmental sciences, this course places emphasis on the development of the people skills in sustainable communities. Through multiple experiences of team building, learning in community and working for a Community of Interest, it offers dynamic, evolutionary, intelligent practices, tools and frameworks that develop practitioners who can build tomorrow's resilient communities.

CMDV 562 Building Community Engagement (3 credits) Explores the opportunities to bridge the sectors, silos, stovepipes and solitudes of community by appreciating the capacities, assets and strengths of a Community of Interest. Community building applies both to a particular place-based community and communities of interest and communities of practice. Course theory and practice seek to synthesize people, priorities, purpose and projects in order to build new relationships among members in a community and develop change out of the connections arising from those relationships.

CMDV 563 Exploring Foundations for Resilient Systems (3 credits) Examines theories of sustainable development through an integral framework, and applies these lenses to a Community of Interest. This is supported by the analysis of case studies describing ways that practical sustainable development options have been implemented, and how these lessons can be applied to a Community of Interest. Sustainable development is the human imperative of the 21st

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century, requiring fundamental changes in the way we do business, the way we make decisions and the way we govern ourselves. We need to be deeply committed to its implementation and to the production of useful knowledge for its implementation at all levels of society, as well as the development of tools that allow people to make more sustainable choices. The definition of sustainable development that will be used here is reflected at RRU by faculty from multiple disciplines who have authored leading edge research and books, which reveal an integration of evolutionary, developmental and multi-perspectival views on sustainable development.

LEAD 582 Leadership, Sustainability, and Creating a Lasting Legacy (3 credits) Explores the increasingly evident imperative towards introducing sustainability as a core competency of leadership. The course focuses on the varied understandings of sustainability and how to nurture them in our organizations and communities. With a focus on diversity as a fundamental aspect of effective communities, this course goes beyond academic understanding and encourages participants to undertake a sustainability project in their own organization or community.

Nature Immersion Options

The survey results indicated that the nature immersion opportunity was seen as important by 71% of the respondents and essential by 69%. The survey explored the option of a five-day, for-credit experience in one of British Columbia’s ecological regions (such as the Queen Charlotte Islands, the North and Central Coast, the Southern Interior Desert/Grassland, the Northern Boreal Forest, the Rocky Mountain Trench). Based on the survey results and the importance of this component of the program to Robert Bateman’s philosophy and life, the Graduate Certificate in Sustainability should include an opportunity for a direct re-connection of humans and nature, as described in the attached paper by Hilary Leighton, (Appendix B). It will be essential to include these concepts as the underpinning of the programming offered through Bateman College.

There are many options to deliver the nature immersion including partnering with a First Nation, visiting Cougar Annie’s garden (currently offered through Continuing Studies), partnering with other organizations such as Outward Bound for a nature adventure experience, or organizing the immersion in collaboration with Artists For Conservation (AFC). The AFC has a membership of 500 juried artists, including Robert Bateman, and through an MOU with Royal Roads, it would be possible to have an artist accompany each of the nature immersions. In addition, the MOU could also create an opportunity for a Bateman College student to participate in a Flag Expedition field study, with the approval of AFC. RRU has experience hosting wilderness camping locally and can build on that experience to offer successful and rewarding nature immersion programming throughout British Columbia. With any of the above options, mobility of learners must be considered, as well as any liability issues for RRU. The most important aspect to any of these choices is the learning for the participants – that humans are an integral part of nature – a re-awakening of our beginnings and a new respect for the earth and humankind. There is also potential that once the program is fully operational, the nature immersion could include a “local” and a “remote” option, both with costing implications.

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Learning Outcomes:

Learning outcomes will fall into four broad domains.

1. Leadership – The extent to which the student is an aware, meaningful, responsible participant open to learning – willing and able to explore, discover, and develop competencies in a variety of areas within and with others while living a balanced and creative life.

2. Systems theory and complexity thinking and planning – The extent to which the student understands and applies complexity and systems theory and systems thinking within and with others as he or she explores relationships among individuals in groups and teams, among groups in organizations, organizations in national and global settings, and in a variety of local and global systems.

3. Capacity Building & Change – The extent to which the student understands the structural and systemic nature of organizations and communities and organizations as communities and can assist others as they apply that understanding to explore, develop, and accomplish creative objectives in specific communities in local and global contexts.

4. Eco-psychology – The extent to which the student is able to fuse systems theory, psychology and deep ecology together with an emphasis on understanding our collective behaviour and the subsequent impact on the environment, the world and on our own well being. The student learns to look for ways to create more sustainable ways of life through divergent practices and nature based therapies aimed to restore the human-nature connection - to remind us that we are nature! (See Appendix B)

Admission Requirements

Students in FOM and FSAS will be eligible to apply for the graduate certificate, as well as RRU Alumni and other qualified candidates. The standard admission requirement is a four-year undergraduate degree or equivalent. Applicants may be considered for flexible admission.

FINANCIAL ANALYSIS

The financial analysis was performed using three different potential student enrolment levels. Each level was assessed using a tuition rate of $8,000. Although this rate of tuition is slightly higher than recently approved graduate certificates, the additional costs associated with the nature immersion piece of the program warrant the higher tuition. In order to remain competitive in the market and to encourage enrolment, a $500 entrance bursary will be offered to all students. The program designers will explore providing students with the option to redirect a portion of their bursary to the Birgit and Robert Bateman Bursary fund to support other students. Should program delivery costs come in higher than expected or the market demands show that the additional cost is not prohibitive, the bursary offer can be reduced or eliminated all together.

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The different enrolment levels used are:

• 20 students per year (low);

• 30 students per year (expected);

• 40 students per year (high).

The expected scenario with 30 students at steady state has an estimated contribution margin of $115K or 51%, with a net profit after indirect costs of $85K and a payback period less than one year.

A detailed profitability analysis is shown below for the expected enrolment of 30 students. There is an initial investment of $28K to launch the first certificate from Bateman College. As the initial focus for the launch of this certificate is to target current students and alumni, only $2,500 has been included for marketing fees. It is expected that these fees would be used to update the RRU web site with all of the necessary information on Bateman College and the certificate. Print materials and advertising would come at a later date to launch Bateman College along with the Bateman Centre and other initiatives. Other investment costs are minor and relate to staff time for a Principal and a Program Associate to develop and support the program, and CTET staff time to assist with the development of course pages.

Annual Tuition - Domestic $8,000Annual Tuition - International $12,000

15 FTEs30 students per

year

Program Tuition (Less Attrition) $223,680IRR - 7 years 171%NPV - 7 years $392,908Payback (years from May 2011) 0.80Contribution Margin at Steady State $114,905Contribution Margin % 51%Net Profit at Steady State $84,905

Annual Enrollment (Steady State)

EXPECTED VERSION

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ProgramProgram Launch DateProgram Tuition - Domestic $8,000 for 9 required creditsProgram Tuition - International $12,000 for 9 required credits

2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019-20

Enrolment - Domestic 0 20 25 30 30 30 30 30 30 30Enrolment - International 0 0 0 0 0 0 0 0 0 0Total Enrolment 0 20 25 30 30 30 30 30 30 30

Annual FTEs 0.00 10 12.50 15.00 15.00 15.00 15.00 15.00 15.00 15.00

RevenueProjected Revenue $0 $160,000 $200,000 $240,000 $240,000 $240,000 $240,000 $240,000 $240,000 $240,000Attrition at 6.8% $0 ($10,880) ($13,600) ($16,320) ($16,320) ($16,320) ($16,320) ($16,320) ($16,320) ($16,320)

Total Revenue $0 $149,120 $186,400 $223,680 $223,680 $223,680 $223,680 $223,680 $223,680 $223,680

ExpensesProgram Development Total

Faculty / Staff $22,561 $22,561 $0 $0 $0Contracted Course Dev/Revisions $0 $0 $0 $0 $0AIS Course Development $2,500 $2,500 $0 $0 $0Program Advisory Board $0 $0 $0 $0 $0Library Acquisitions $0 $0 $0 $0 $0Miscellaneous $0 $0 $0 $0 $0Marketing $2,500 $2,500 $0 $0 $0Total Development and Launch $27,561 $27,561 $0 $0 $0

Program DeliveryPrincipal (Director) $0 $52,551 $52,551 $52,551 $52,551 $52,551 $52,551 $52,551 $52,551 $52,551Core Faculty $0 $0 $0 $0 $0 $0 $0 $0 $0 $0Program Associate $0 $11,747 $11,747 $11,747 $11,747 $11,747 $11,747 $11,747 $11,747 $11,747Associate Faculty - Program Delivery $0 $2,068 $2,585 $3,102 $3,102 $3,102 $3,102 $3,102 $3,102 $3,102Supplies and Prog Delivery Expenses $0 $18,225 $22,300 $26,375 $26,375 $26,375 $26,375 $26,375 $26,375 $26,375Entrance Bursary $0 $10,000 $12,500 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000 $15,000

Total Delivery $0 $94,591 $101,683 $108,775 $108,775 $108,775 $108,775 $108,775 $108,775 $108,775

Contribution Margin ($27,561) $54,529 $84,717 $114,905 $114,905 $114,905 $114,905 $114,905 $114,905 $114,90551%

Indirect Expenses $0 $20,000 $25,000 $30,000 $30,000 $30,000 $30,000 $30,000 $30,000 $30,000

Total Expenses $27,561 $114,591 $126,683 $138,775 $138,775 $138,775 $138,775 $138,775 $138,775 $138,775

Net Profit/(Loss) ($27,561) $34,529 $59,717 $84,905 $84,905 $84,905 $84,905 $84,905 $84,905 $84,90523% 32% 38% 38% 38% 38% 38% 38% 38%

Cumulative Net Profit/(Loss) ($27,561) $6,968 $66,685 $151,590 $236,495 $321,400 $406,305 $491,210 $576,115 $661,020

Bateman College - Certificate in SustainabilityMay 2011

Enrolment

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The following table provides a sensitivity analysis for enrolment numbers of 20, 30 and 40 students. At the low volume of 20 students, the program takes 2.9 years to cover its development and launch costs and earns a profit of $35K per year. With 30 students, an annual contribution margin of $15K (51%) is made at steady state and the payback period is less than a year. At high enrolments of 40 students per year, the program will make a contribution margin of $175K (59%) and the payback period is less than half a year.

All of the scenarios show that the efficient program delivery model for the Graduate Certificate in Sustainability within the ‘virtual’ Bateman College enables a strong contribution margin. All of the online courses within the certificate are delivered through a ‘piggy back’ model where the Bateman College students join the home program’s delivery of the course, so additional costs are minimal.

Although the payback time may be longer for the low scenario, the actual dollar value for the investment is very low compared to other new programs and thus not much of a burden to the University.

RISK ANALYSIS

Following an analysis of the survey results, combined with the results of the financial analysis that was completed for the recently approved Graduate Certificate in Sustainable Community Development, the overall risk to establishing Bateman College and offering a Graduate Certificate in Sustainability seems to be low. Other than the cost of programming at RRU generally, the only other risk revealed in the survey results was brand confusion between Bateman College and RRU. It will be very important to find ways to mitigate that risk before the College is launched. Based on evidence accumulated from market studies and intelligence done for the Graduate Certificate in Sustainable Community Development, there is strong interest in this type of program from a variety of sources. In addition, the survey of

Annual Tuition - Domestic $8,000 $8,000 $8,000Annual Tuition - International $12,000 $12,000 $12,000

10 FTEs 15 FTEs 20 FTEs

20 students per year

30 students per year

40 students per year

Program Tuition (Less Attrition) $149,120 $223,680 $298,240IRR - 7 years 38% 171% 334%NPV - 7 years $101,414 $392,908 $684,402Payback (years from May 2011) 2.90 0.80 0.32Contribution Margin at Steady State $54,529 $114,905 $175,281Contribution Margin % 37% 51% 59%Net Profit at Steady State $34,529 $84,905 $135,281

High

Annual Enrollment* (Steady State)

SENSITIVITY ANALYSIS Low Expected

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students and alumni indicated a 70% interest in the college being created at RRU and 76% personally interested in enriched learning in the area of sustainability.

In keeping with Bateman College being ‘virtual’, the program will rely on existing faculty and courses. The only new course development will be for STNL 500 with a budget requirement of $2,500. The Principal of Bateman College will design the course curriculum. As the interest in the program and the reputation of Bateman College grows, new courses and additional faculty may be required, but only if a positive business case is possible.

Although Bateman College will be new to RRU, the programming and core content is extremely well researched by faculty and scholar-practitioners at RRU and the proposed content well informed by that research. RRU is also well known in Canada for being a leader in interdisciplinary program delivery related to environmental leadership and innovative business programming content (as shown by the newly approved MBA program at RRU).

The following table describes the risks associated with launching this program as well as the appropriate mitigation strategies.

Risks Mitigation Strategies

1. Low enrolment in summer 2011 due to insufficient time to market and promote program

• Delay program launch until fall of 2011.

2. Program will not provide a sufficient return on investment.

• Financial projections indicate that, even with a low volume intake, there will be a modest positive gain in the first year.

3. Sufficient qualified faculty will not be found to teach in the program.

• Initial program development and teaching assignments fulfilled by existing RRU core and associate faculty.

4. Sustainability is an established area of focus for other universities.

• The program builds on RRU’s current market presence, at the same time responding to specific client needs not sufficiently addressed by other universities. The key will be to make the program experiential, practical and hands-on. The fact that the program is being offered as part of Bateman College also sets it apart from other sustainability programs at other institutions.

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Risks Mitigation Strategies

5. The Branding of Bateman College weakens the RRU Brand or causes confusion with the RRU Brand, or there is confusion with the Bateman Centre.

• A specific strategy will be required in the marketing plan to overcome this risk – e.g. always referring to Bateman College as part of RRU, always putting Bateman College under the heading of RRU, etc.

• The marketing of Bateman College and the Bateman Centre will have to include a clear separation of the differences (academic and non-academic), while capturing the benefits of co-branding under the Bateman name.

6. A highly-competitive marketplace may negatively affect enrolments.

• Although there is a wide range of programs in sustainability in Canada that employ face-to-face or satellite delivery models, there are no other programs that currently offer a program using a nature immersion component in a blended delivery model similar to RRU’s.

7. Survey respondents indicated a general concern regarding the cost of programs at RRU.

• The tuition is in line with other graduate certificate programs offered at RRU. A bursary may be available if the cost presents a barrier to enrolment.

THE BATEMAN COLLEGE TEAM

Work on the Graduate Certificate in Sustainability business plan has been led by Nancy Wilkin, Director, Office of Sustainability. Consultation on the development of the plan has included Dr. Steve Grundy, AVP, CIO and Registrar; Caterina Geuer, Acting Executive Director, RRU Foundation; Paul Gilbert, Executive Director, Bateman Centre; Dr. Tony Boydell, Director, FSAS; Dr. Geoff Archer, FOM; Dr. Rick Kool, FSAS; Hilary Leighton, Director, Continuing Studies; Deborah Zornes, Director, Research; Zoe MacLeod, Director, CALM; Deidre Campbell, Tartan Group.

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APPENDIX A

Suggested courses by theme provided in survey responses

Leadership in Sustainability

Environmental Management/ Sustainability

Community Sustainable Development

Sustainable Energy Management/ Alternative)

Humans and Nature

Critical Thinking Environmental Communication

True cost of energy, lifecycle analysis- eco footprint

Human Ecology (deep ecology, bioregionalism, eco-feminism)

Strategic Leadership Governance Governance Greening Operations Environmental Psychology (ecopsyche)

Communication Engagement, Outreach, Social Action

Communication Engagement, Outreach, Social Action

Indigenous Traditional Knowledge (ethnobotany)

Environmental Education (curriculum, interpretation)

How to Profit from Being Green

Reclamation

Water Issues Energy Mapping & Analysis

Ecological Literacy

Emotional Intelligence Emotional Intelligence

Change Management for Sustainability

Change Management for Sustainability

Social Justice

Environmental Marketing

Creativity & Environment

Creativity & Environment, Art

Corporate Social Responsibility, Triple Bottom Line

Corporate Social Responsibility, Triple Bottom Line

Aboriginal Consultation

Aboriginal Ways of Being and Knowing

New Ways of Driving Sustainability in the Real World

Integral Theory Integral Theory

New Ways of Driving Sustainability in the Real World

Integral Theory

Partnership with First Nations

Partnership with First Nations

Partnership with First Nations

Measuring Sustainability Impact

Measuring Sustainability Impact

Health & Environment Health & Environment

Sustainable Business Management

Sustainable Business Management

Environmental Chemistry, Law, Economics

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APPENDIX B

BACKGROUNDER FOR THE NATURE IMMERSION COMPONENT OF BATEMAN COLLEGE

“In wildness is the preservation of the world”. Henry David Thoreau

[Most environmental studies programs] have focused on the symptoms, not the causes of biotic impoverishment. The former have to do with the vital signs of the planet. The latter have to do with the distribution of wealth, land ownership, greed, the organization of power, and the conduct of public business. These are large, complex, and to some, disagreeable subjects, and there are unspoken taboos against talking seriously about the very forces that undermine biological diversity. David Orr, Director, Environmental Studies Program at Oberlin College

Humans and nature as a category for learning is a vast landscape of curricular possibility. In an attempt pin down specific areas mentioned in the survey such as: human ecology, deep ecology, ecopsychology, integral ecology, bioregionalism, eco-feminism, indigenous traditional knowledge, ethnobotany, health and the environment, social justice and social anthropology, ethics and worldviews, relocalization, etc., as well as modalities of learning and methods of inquiry such as experiential, arts-based and nature immersion, the approach of Eco-psychology (EP) is outlined below as the foundational aspect for the Nature Immersion component of Bateman College.

ECO-PSYCHOLOGY (EP)

Industrial growth society has been for over 200 years undermining earth’s chemistry, water cycles, atmosphere, soils, oceans and thermal balance. From a living system’s perspective, we have been shutting down our own life systems and have placed ourselves (and all that we find precious), in jeopardy. To add insult to injury, our ecological crises is exacerbated with decaying world economies, ethnic and class conflicts, and worldwide warfare while the arrested development of the individual human continues. Without a way to psychologically mature and reach true adulthood, without a culture rich in ceremony, ritual and witnessing, we are merely growing old rather than growing up. Key to that is our systemic separation from our original intimacy with the natural world and from our own unique natures.

Humans and nature study addresses in a fulsome way these great impediments and the potential for maturation and development through learning based on three premises:

1) a more mature human society that makes sane choices in respect of all living beings requires more mature individuals,

2) nature, including our own deeper nature – namely, the soul or psyche – has always provided and still provides the best template for human maturation, and

3) every human being has a unique relationship to the wild world and that the conscious discovery and cultivation of that relationship is at the core of true adulthood and

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uncovering what each person’s true calling and/or contribution to the whole system is. (Plotkin, 2008)

True adulthood is not only rooted in hard work and practical responsibilities, but also within transpersonal experiences, affiliations with nature, hearing the unique call to embody what Gary Snyder (beat poet and Professor Emeritus at Davis, UCLA) called “the real work” – precisely what mainstream culture has overlooked, actively suppressed or expelled. This could be perceived as radical by some and certainly not original as it is at the heart of every indigenous tradition known and originates at the stem of most Western societies. This is visionary work toward an ecocentric rather than egocentric future starting from the root of a healthy childhood in innocence and wonder with many points of contact with wild nature to a final full ripening into elderhood in concert with what cultural ecologist David Abrams calls “the more than human world” with all the rich stages of human development that lie in between.

Ecology is the study of connection, of the interrelationships among all forms of life and the physical environment, Psychology is the study of the human psyche, of the human mind and soul as it perceives, feels, thinks and acts. Ecopsychology (EP) brings psychology and ecology together to study the human psyche within the larger systems of which it is a part.

The theoretical base of EP sees the earth as a living system. Human beings, their psyches as well as their products and cultures, are integral and crucial parts of that system. The practice of EP is based on the recognition that the needs of the earth and the needs of the human individual are interdependent and interconnected and that human health and sanity must include sustainable and mutually enhancing relations with the natural world.

One aim of EP is to develop new models of health which articulate and promote sustainable and mutally-enhancing relationships not just at the intrapersonal level (within humans) or the interpersonal level (among humans) but also at the level of “interbeing” (between humans and the non-human world.) The goal of EP practice is to develop methods and forms which enable individuals to sense, think, feel, and act as interdependent beings, interconnected within the whole community of life at all levels, from the individual psyche to a particular place on the earth to the earth-as-a-whole to the universe. Many psychotherapuetic approaches agree that the experience of connectedness is crucial to health. Broadening the field within which this connectedness is investigated and encouraged is one major contribution of EP.

EP is a developing perspective with diverse approaches within it. Common to each of these approaches is attention to the modern human psyche’s disconnection from the non-human world and to the ways this separation has truncated and deadened human experience, both individually and collectively. Dr. Sarah Conn, Harvard University, The Humanistic Psyche. Vol 26, Nos 1-3, 1998

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Rather than discuss or write about an abstract vision of the future, this ecological approach can help facilitate ways students can enter into the sensorial present and awaken to the very voice of the wind, the song of the grasses, the mineralled story of rock, the vernacular of bullfrog and not least of all, their own body held wisdom.

EP education creates the conditions and circumstances whereby we can re/member our originality, (or as C.J. Jung would say – our primordial mind) and as a result become more seamlessly relational with one another and with the more than human world. Our natural gifts – or how we are uniquely meant to serve this world (true vocation as in a calling I hear not something I tell myself I ought to do) reveals itself naturally in the natural world. It is both a personal and a planetary act of salvation to develop ourselves in a soulful way, to grow up rather than simply age and take responsibility for where we belong and consequently how we can serve in that place of belonging. This is the way to developing a wider compassion—compassion the size of a planet!

In belonging with the world, in at-one-ment with all sentient beings, in “knowing our biological neighbours” (as well as our human ones), as Robert Bateman says in his Get to Know program, we become a single earth community where the likelihood of keeping the world’s diversity alive and well increases dramatically as we move to protect what we know and what we have come to love. “If you can name it, you can fall in love with it,” suggests Bateman.

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Graduate Certificate in Professional Communication Management Request for one-time change – Y1011F

Submitted to Academic Council for September 15th meeting Submitted by Zoë MacLeod, Director, Centre for Applied Leadership and Management Request

Approval requested from Academic Council for a one-time course change to the 2010 fall intake of the Graduate Certificate in Professional Communication Management.

Background

The fall intake of the Graduate Certificate in Professional Communication Management was in danger of cancellation due to low enrolments. At application deadline (August 26, 2010), Agresso showed 3 registered students and 10 applications. Rather than cancel the program and manage dejected and discouraged students, we began the process of looking for alternate options. Having reviewed the content of the 5-day Residency Course (PRMN 600) it was clear that there is considerable overlap with the 5-day Graduate Certificate in Leadership and Management Residency Course (LEAD 580). The LEAD 580 course begins 2 weeks later than the PRMN 600 Residency course and can be considered a viable ‘replacement’ option. I have personally spoken to each of the now 6 registered students in the PCOM program and discussed the possible course transfer. Each are excited by the change and are looking forward to beginning the program as well as grateful that we didn’t cancel on them.

Process

PCom Students will take the LEAD 580 residency course (with the Leadership and Management students) instead of the PRMN 600 residency course. Any content related directly to communication that would have been in the PRMN 600 residency will be moved to Distance Learning (communication theory, social media, reputation management, etc). The Faculty members who teach the distance courses (Bart Mindzenthy, Tom Workman) have been involved in the discussions and look forward to adapting their distance courses to include the residency modules. Tom Workman also teaches in the PRMN 600 residency course and is able to easily transition the few communication modules to distance.

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Proposed Motion for Academic Council September 15,2010

Academic Probation Regulation

A task force was struck in the spring of 2010 to conduct a review of current academic regulations, and recommend changes as required. The following motion addresses academic probation.

Academic Probation - Current Regulation:

Undergraduate programs The minimum academic standard in undergraduate programs is a weighted grade point average of C or 2.0. A student who does not meet the minimum standard in any term will automatically be placed on academic probation for the following term. If, at the end of the probation period, the student's grade point average is 2.0 or higher, the student will be considered in good academic standing. If, at the end of the probation period, the student's average remains less than 2.0, he or she will be required to withdraw from the University. Exceptions to this policy require the approval of the Registrar.

Graduate programs The minimum academic standard in graduate programs is a weighted grade point average of B or 3.0. A student who does not meet the minimum standard in any residency or term will automatically be placed on academic probation for the following term. If, at the end of the probation period, the student's grade point average is 3.0 or higher, he or she will be considered to be in good academic standing. If, at the end of the probation period, the student's grade point average remains less than 3.0, he or she will be required to withdraw from their program of studies. Exceptions to this policy require the approval of the Registrar. A student in graduate programs whose thesis or project is not progressing satisfactorily may also be placed on academic probation on the recommendation of his or her thesis or project supervisor and with the approval of the Dean. If satisfactory progress is not demonstrated by the end of the following term, the student will be required to withdraw from their program of studies.

Issue:

The regulation is problematic with respect to the definition of a ‘term’. It is unclear whether this means academic term, as defined in the regulations (fall, winter, spring, summer), or term as defined by programs (residency term, distance term, etc.). Also, due to the nature of our programs, many courses span multiple academic terms, some programs only offer one course per term, and others have courses that overlap. Finally, some courses do not use a letter grade, in which case it may not be possible for a student to raise their GPA in the following term. As a result of these issues, each student’s situation is examined on a case-by-case basis, which is time consuming for programs and the Registrar’s Office to manage.

MOTION to amend the academic regulation for academic probation as follows:

The minimum academic standard in undergraduate programs is a weighted grade point average of C or 2.0; in graduate programs it is a weighted grade point average of B or

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3.0. A student who does not meet the minimum standard in any term will receive notice from the Registrar advising them of their academic probation status and the required academic standard they must achieve in order to graduate. Exceptions to this regulation require the approval of the Registrar.

The revision will streamline administrative processes. The Registrar’s Office will send periodic reminders to a student on academic probation (e.g. every six months following the initial notice until the minimum academic standard is achieved), and the program head will be copied on all notices. In the event a student has completed their graded course work, they will require the program head’s approval of a learning plan to achieve the required minimum academic standard. This may include retaking course(s). Any additional fees will be incurred at the student’s expense.

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Proposed Motion for Academic Council September 15, 2010

Conferment of Degrees

Background:

RRU currently holds two convocation ceremonies each year, in the late October and June, at which time degrees are conferred and graduates are eligible to receive their diplomas. A number of administrative deadlines are required to ensure adequate time for submission of grades, degree audits and preparation of diplomas in the weeks leading to a ceremony. The RRU delivery model is such that cohorts complete their program of studies at points throughout the year. As a result, some groups may wait up to ten months before they are eligible to receive their diplomas and final transcripts. This can impact a graduand’s career and immigration prospects where evidence of a degree is a requirement. As more programs are implemented, it is likely more graduands will be affected by these delays.

At its August 21, 2002, meeting, Academic Council passed a motion to address the delay between program completion and convocation. An excerpt from the minutes is provided here:

Motion: It was moved by Ann Nightingale, seconded by Jim McTaggart-Cowan

THAT IN THE INTEREST OF PROVIDING THE HIGHEST LEVEL OF SERVICE TO LEARNERS THAT ROYAL ROADS MAKE DEGREE CERTIFICATES AVAILABLE AS SOON AS POSSIBLE AFTER THEY ARE CONFERRED BY THE CHANCELLOR. Discussion: The Registrar noted that her office was receiving an increasing number of requests for certificates in advance of Convocation, particularly from off-shore learners for whom certificates were more essential than transcripts in applications for jobs or further education. In response to a question regarding the effect on administrative staff to meet requests on demand, the Registrar noted that providing ‘instant’ documents was feasible with the use of digitized signatures already in use to create duplicate or replacement certificates. To ensure compliance with The Royal Roads University Act, the list of graduands would be submitted to the Chancellor for approval after each Academic Council meeting.

CARRIED

The process was never fully implemented. Academic Council no longer approves a list of graduands at each meeting and the Chancellor does not confer degrees at times other than the semi-annual convocation ceremonies.

A recent review of convocation has prompted a recommendation to implement a revised practice for conferring degrees, in compliance with the Royal Roads University Act. This will satisfy requests from those students who require final transcripts and/or a diploma in advance of a convocation ceremony, and will streamline administrative processes.

Recommendation:

Section 11(3) of the Royal Roads University Act stipulates that all degrees are conferred by the Chancellor. Section 12 outlines the power of the President, and 12(4) allows for delegation of those powers to Academic Council, but this does not include authority for conferring degrees. Section 4 of the

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Act describes the composition of convocation and its purpose, allowing the Board to add names to the roll of the convocation 4(1)(f), and to make rules governing the transaction of business by the convocation 4(6). The following motions are made for approval by Academic Council.

MOTION to recommend to the Board of Governors that a meeting of convocation may be called by the Registrar for the purpose of conferring degrees. The timing of such a meeting will be determined by the Registrar in consideration of the ceremony schedule and completion dates of programs. Upon the recommendation of the convocation, the list of graduands shall be submitted to the Chancellor for approval, thereby conferring the degrees.

MOTION to recommend to the Board of Governors that, as an operating procedure to ensure timely graduation of eligible students, the members of Academic Council be added to the roll of the convocation.

This recommendation is not intended to significantly increase the administrative workload for any department. It should help to alleviate pressure on the Registrar’s Office and programs by reducing the volume of records to be reviewed at any one time. The addition of members of Academic Council to the roll of convocation will allow the convocation meeting to occur following a council meeting. Diplomas and transcripts will be mailed to graduates following the meeting of convocation, eliminating the need for administrative resources at the ceremony. The name of each graduate will appear in the listing of graduates at the next convocation ceremony. Graduates will be invited to attend the ceremony to cross the stage and be photographed, and will be presented with a letter of congratulations from the president.

A recent survey of institutions across Canada shows that our sister universities have a range of processes for conferring degrees. The majority are able to do so between ceremonies, and of those, some require senate and chancellor approval while others have delegated the responsibility to the president or registrar. This revised process fits well within the practices of other universities, and supports our commitment to excellence in customer service.

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RO conducts degree audit

RO produces graduand list and

distributes to deans, CALM

director and others

Grade Submission Deadline to RO

Deans/CALM director approve list, RO makes

required changes

RO Submits graduand list to

Academic Council

AC recommends list of graduands

Convocation Ceremony

Chancellor confers degrees

Current Process

Approval Process for Conferment of Degrees

Proposed Process

Registrar sets date for Convocation

Meeting

Grade Submission Deadline to RO

AC recommends list of graduands

Follows current process

Convocation approves list of

graduands

RO mails transcripts and

diplomas

Chancellor approves list of graduands and confers degrees

Convocation Ceremony

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1

ADVISORY COUNCILS

TERMS OF REFERENCE DRAFT REVISION 3 30 AUGUST 2010

Approvals Executive: X

Academic Council: X PRC: X

Board of Governors: X PREAMBLE The Strategic Direction of Royal Roads University calls for the provision of high-quality, cost-effective applied and professional academic programs and applied research that contribute to economic prosperity, social advancement, and environmental sustainability by responding to the needs of working professionals and their employers. As we position the University as the first choice of increasing numbers of students, both domestic and international, we reaffirm that our programs and applied research will remain current, innovative, and of the highest possible academic quality. To assist the University in achieving these strategic objectives, for each of our Schools, Centres, or equivalent units (hereafter, simply “unit”) we have established an Advisory Council. Appointed by and reporting to the President and Vice-Chancellor, Advisory Councils comprise senior academics, distinguished practitioners, and other eminent individuals who are active and influential in one or more of the programs, applied research areas, or sectors associated with the unit. Each unit has a single Advisory Council. The Council provides guidance and advice on strategic and operational issues related to the unit, and the programs, applied research activities, and sector strategies associated with it. PURPOSES AND OBJECTIVES Within the framework established by the University’s Strategic Direction, each Council is:

1. To provide guidance and advice to the unit and to University administrators on

strategic, industry, and operational issues related to program development, applied research, and sector strategy development within the unit

2. To monitor and ensure that the academic programs, courses, and applied research offered within or conducted by the unit remain current, relevant to labour market needs, and of the highest academic quality

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2

3. To advise on issues related to sector strategies, program-specific needs, curriculum content, and delivery methods, and to recommend changes as needed

4. To advance the University’s role in identifying and meeting the needs of the private and public sectors

5. To assist in the development of strategic alliances with government, business, industry, and other academic institutions for the betterment of the University, its students, and its alumni

6. To advocate on behalf of the University with business, government, and the community

7. To assist in promoting the University and the programs offered or applied research conducted within the unit

8. To support the fundraising activities of the University as appropriate 9. To report annually to the President through the Dean and the Provost summarizing

the Council’s assessment of the programs, applied research, and related activities within the unit.

REPORTING Each Advisory Council is appointed by and formally reports to the President and Vice-Chancellor. Normally this will occur through the Provost, and the Dean of the Faculty or Associate Vice-President (Research), as applicable. In particular each Advisory Council shall:

Circulate minutes of meetings

Provide a succinct annual assessment of programs and activities in the unit.

Minutes and reports will be circulated to (1) the Provost; (2) the Dean or Associate Vice-President (Research), as applicable; (3) the Chairs of the other Advisory Councils in the University. Annual reports will be transmitted by the Provost to the University’s Program and Research Council, and the reports will be reviewed and discussed by that body. COMPOSITION Advisory Councils normally comprise 6 to 12 persons. Appointments to each Council are made by the President and Vice-Chancellor in consultation with the Provost, the Dean or Associate Vice-President (Research) as appropriate, and the Chair of the Advisory Council. The School Director/unit head is an ex officio member of the Advisory Council. The President and Vice-Chancellor may designate other ex officio members as required. Appointments to Advisory Councils are normally for a three-year term, and may be renewed by the President and Vice-Chancellor. Council members may serve as Associate or Adjunct Faculty in programs offered at the University.

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3

OPERATION AND MEETINGS The Chair of each Advisory Council will be a member of that Council. The Chair will be appointed by the President after consultation with the Provost, the Dean or Associate Vice-President (Research), as applicable, and members of the Council. The Chair will be the Advisory Council’s spokesperson. The Advisory Council will operate on the basis of consensus. For the purposes of formal reports and recommendations, quorum will consist of 50% of the Advisory Council membership meeting either in person or electronically. In consultation with members and the School Director or centre/unit head, the Chair of the Advisory Council shall establish the date and agenda for Advisory Council meetings. Normally there will be two Advisory Council meetings per year, at least one of which will be on-campus. During each on-campus meeting there will be an update, from the Provost or other executive officer, on the University’s progress toward its goals and objectives as set out in the Strategic Direction. Other meetings may be held electronically as necessary. Between Advisory Council meetings, action items will be distributed to members by the School Director or centre/unit head in order that essential business of the Advisory Council is dealt with expeditiously. ADMINISTRATIVE SUPPORT In supporting the work of the Council, the School Director or centre/unit head is responsible

To serve as the primary administrative contact between the University and the Council

To co-ordinate and provide the support necessary to allow the Council to fulfil its mandate

To arrange for appropriate administrative support for Council meetings, including arrangements for Council members’ Victoria accommodation as necessary, as well as the timely circulation of necessary materials – including agendas – prior to meetings

To ensure that minutes are recorded and circulated as called for above, and that reports are circulated to the appropriate University officers.

EXPENSES AND REMUNERATION There is no remuneration for Advisory Council members. Travel, accommodation, and per diem expenses for members attending on-campus meetings of the Advisory Council will be reimbursed according to current University policy for such reimbursements.

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Royal Roads University

Board of Governors Policy XXXXX

Overhead and Indirect Costs of Research

Overhead and Indirect Costs of Research Policy 1. Preamble and Purpose Royal Roads University (RRU) is committed to excellence in applied research. It encourages its members to pursue applied research and related professional activities that are compatible with the University’s mission, vision, mandate, and Strategic Direction, and in accordance with the highest ethical standard. The purpose of this Policy is to establish principles, practices and procedures for generating, spending, and accounting for overhead and indirect costs streaming from research grants, contracts, and activities. 2. Definition of Overhead and Indirect Costs

2.1. The terms “Indirect Costs of Research” and “Overhead” are used synonymously for the

purposes of this policy and include real costs that are indirectly related to research projects. They include but are not limited to costs incurred by:

a) the operation and maintenance of facilities and processes that support research; b) the facilitation of the research development process once faculty workloads are

approved by the Dean (from providing seed funds and supporting the preparation of grant applications through to commercialization, knowledge and/or technology transfer and the dissemination of results, including support and administration through the Office of Research);

c) the provision of academic services required for applied research such as the Library and Computing Services;

d) the provision of administrative services required for applied research, such as Purchasing, Finance, and Human Resources, as well as the University administration itself – the University Executive, Deans, School Directors, Directors, Managers and administrative staff; and

e) regulation and safety compliance.

3. Applicability 3.1. This Policy applies to all RRU Members. 3.2. This Policy applies to all research activity funded by external sources.

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4. Policy The University will make a recovery toward the indirect costs of research from all new or renewed research funding agreements at a minimum rate of 25% of the face value of the research funding agreement. Exceptions granted automatically to this recovery for overhead/indirect costs of research are:

a) Tri-Council grants, where the University already receives compensation from the federal government for the indirect costs;

b) Grants/contracts whose published information details a different rate (e.g., HRSDC, IDRC, etc.).

Any other exceptions must have the approval of the Vice-President (Academic) and Provost. Approvals will be based on a clear rationale for the exception in the framework of the University’s Strategic Direction. 5. Distribution – Management - Accountability Funds collected through overheads and the indirect costs of research/ management fees/ administrative fees will normally be used to offset the indirect costs of research incurred by the University. Faculty generating the research grant/contract will be allowed to retain 30% of the overhead collected to seed future projects, hire HQP including master’s and doctoral students, increase student involvement in applied research, disseminate the results of that applied research, and help grow and expand applied research at the University. The remaining 70% of the overhead will normally be allocated towards the indirect costs of research incurred by the University. 6. Implementation The Vice-President (Academic) and Provost has executive responsibility for implementing and communicating this Policy. Note: This policy does not apply to the Tri-Council Federal Indirect Costs of Research program. Date: September 3, 2010

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Royal Roads University

Policy

Approved by RRU Academic Council –

21 November, 2007 Revised 2010

Royal Roads University (RRU) Policy and Procedures on Academic Integrity and Misconduct in Research and Scholarship

A. Policy Statement The purpose of this policy is to establish principles, practices and procedures to ensure the integrity, accountability and responsibility of scholarship and research carried out under the auspices of Royal Roads University. The University maintains high expectations for standards of appropriate behaviour in research for all members of the institutional research community, including honesty of researchers, respect for others, scholarly competence and stewardship of resources.

This policy, as well as the Royal Roads Research Ethics Policy covers all those involved in research activities in any capacity whatsoever at the University. This policy covers all students, staff, associate faculty and faculty, both full-time and part-time. The procedures in this policy are divided into two sections – one for faculty and staff, and the other for students. “RRU Faculty” refers to faculty as defined in the RRU Collective Agreement (i.e., a full-time or part-time member of the faculty of RRU as defined by the RRU Board of Governors to conduct teaching, research, and administration).

"Research” is defined as systematic inquiry for the purpose of gaining new knowledge or new understanding or new application. Research activities include, but are not limited to theses, organizational consulting projects, major projects, class assignments, peer reviewed research projects, non-peer-reviewed research projects, action research, applied research, etc.

“Scholarship” relates to the principles and products of academic achievement and may include, but is not limited to dissemination of knowledge results, development of new methodologies or application of such, development of new technologies or the application of such, scholarship of teaching, relevant professional activities, integration of knowledge, and other attainments relating to academic standards such as reports, papers, and assignments.

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B. Guidelines All research and scholarship shall be carried out in accordance with the Tri-Council Policy Statement on Integrity in Research and Scholarship, the Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans, BC Freedom of Information and Protection of Privacy Act and other applicable privacy legislation, codes and policies, and Requirements for Certain Types of Research (Appendix Four of the NSERC Researcher’s Guide). In the case of any conflict between policy, procedures and practices established by Royal Roads University and those established under the above-mentioned documents, the latter would prevail.

C. Promoting Integrity Each Faculty of the University shall implement measures to educate all those involved in research and scholarship about the principles and practices of scholarly integrity, accountability and responsibility. The Research Ethics Board shall be directed by the Vice-President Academic (VPA) to a) prepare a general information package on integrity in research and scholarship and b) develop written policies on such issues as authorship of publications, copyrights and patents, as directed by the VP Academic.

D. Data Recording, Ownership and Retention All researchers will retain the personal information of research subjects in accordance with the data retention requirements of the BC Freedom of Information and Protection of Privacy Act and other applicable laws, codes and policies.

E. Authorship and Publication Authorship of all published work includes all those who have materially contributed to, and share responsibility for, the contents of the publication, and only those people.

F. Misconduct in research and scholarship Misconduct Includes but is not limited to the following.

1. Cheating Cheating includes, but is not limited to, copying from the work of another student, allowing another student to copy from one's own work, consulting with another student during examinations, using unauthorized aids during an examination, and the theft or unauthorized possession of an examination paper or other materials.

2. Duplicate submission of work Submitting work for one module/course, which has been or is being submitted for another module/course, is not permitted without the express permission of the instructors involved. This includes, but is not limited to, essays, work term reports, assignments, laboratory reports, and projects. When a student repeats a course, submission of work from the previous attempt to complete course is not permitted to be submitted a second time.

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3. Non-compliance with Computer User's Guidelines and intellectual property rights All students who use the computer facilities at Royal Roads University are required to sign and comply with the Computer User's Guidelines and respect intellectual property rights. Non-compliance may result in penalties ranging from loss of accounts to criminal charges.

4. Non-compliance with the rules and laws relating to copying and copyright All researchers who use the computer facilities at Royal Roads University are required to sign and comply with the Computer User's Guidelines and respect intellectual property rights.

5. Plagiarism Plagiarism is the act of presenting the ideas or works of another as one's own. This applies to all materials, electronic or in print, including essays, work term reports or assignments, laboratory reports, seminar presentations, computer programs, research projects and results, postings in discussion groups, and statistical data. The use of such material either directly or indirectly without proper acknowledgment (i.e., footnotes or endnotes) is contrary to the norms of academic behaviour.

6. Use of editors The extensive use of editors and similar assistants may qualify as plagiarism. Students must discuss any such editing plans in advance with their instructor/advisor.

7. Submission of false information The submission of false or misrepresented information, the misrepresentation of one's own identity, or the submission of information under false pretences is subject to severe penalty.

8. Disclosing any and all potential conflicts of interest Conflict of interest is a breach of an obligation that has the effect or intention of advancing one’s own interest or the interests of others in a way detrimental to the interests or potentially harmful to the integrity of fundamental mission of the University.

9. Non-compliance with the provisions of University policies Including those pertaining to use of human subjects, animal care, biohazards, and radioactive substances.

10. Authorship Not ensuring that authorship of all published work includes all those who have materially contributed to, and share responsibility for, the contents of the publication, and only those people.

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11. Sale of academic materials Selling or otherwise providing to others, materials of evaluative nature such as tests, quizzes, papers and so forth.

12. The intentional misuse of funds Designated for research purposes.

Royal Roads University has several other policies which touch on aspects of ethical behaviour, including:

RRU Policy on Learner Rights and Responsibilities;

RRU Academic Regulations on the Grades Appeal Process;

RRU Whistleblowing Policy;

RRU Confidentiality Policy;

RRU Conflict of Interest Policy;

RRU Employee Standard of Conduct Policy;

RRU Employment of Employee Relatives Policy;

RRU Harassment & Discrimination Policy;

RRU Records Management Policy;

RRU Intellectual Property Policy.

G. Allegations of Misconduct in Research and Scholarship: Procedures for Faculty and Staff

1. Allegations of misconduct may be resolvable within faculties and other administrative units. Faculties are required to follow the standardized university wide mechanism for such informal resolution. If a resolution of the matter is found to the satisfaction of the parties in question, and is consistent with the interests of the University, the matter will be closed. Even if the complaint is resolved within the unit, the University shall maintain a written record within the administrative unit, of the particulars of the allegation.

2. A formal allegation of misconduct may be made by any member of the RRU community or any other person. Allegations should be made in writing within 6 months of the alleged misconduct, but may not be disallowed solely on grounds of the elapse of time. Allegations of misconduct are to be directed in writing to Vice-President Academic and Provost, who will advise the Registrar. Anonymous allegations will not normally be considered. However, if compelling evidence of misconduct is received anonymously by the VPA, he or she may initiate the investigation process described below. If the VPA is a party to the alleged

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misconduct, a Faculty Director or Dean shall be designated by the President to assume the role of the investigator under this policy.

3. Upon receipt of an allegation in writing, the VPA or his/her designate shall request an informal meeting with the respondent in a timely fashion. Notice of this meeting shall inform the respondent of the allegation of misconduct, include a summary of the allegation, and state that the purpose of the meeting is to determine whether a formal investigation is warranted. The notice shall also inform the respondent of his or her right to be accompanied by any person of his/her choice at this or other future sessions related to a formal investigation. If the respondent is a member of a union or employee association, and the respondent consents, that organization will also be promptly notified of the allegation of misconduct and of future proceedings in regard to the allegation. Any statements made at the meeting will be without prejudice. The decision to proceed with a formal investigation is determined by the VPA based on his/her meeting with the respondent. If the VPA deems it appropriate, he/she can inform the person(s) against whom an allegation has been made and the VPA can strike an Investigative Committee.

4. The VPA will decide whether a formal investigation is warranted, and will so inform the respondent and complainant in writing, normally within 30 working days of the receipt of the allegation of misconduct. If VPA finds that a formal investigation is not warranted, the allegation shall be dismissed. Notification of this decision shall be given in writing by the VPA to both the complainant and the respondent. If the VPA finds that a full investigation is warranted, the notice to the respondent shall enclose a full copy of the signed allegation and an invitation to respond to it in writing. Normally an allegation unsigned by the complainant will not be processed. However, if in the opinion of the VPA there are reasonable grounds to proceed, then, an unsigned allegation can move forward.

5. The VPA or designate(s) shall investigate the allegations, fairly, judiciously and confidentially. The procedures to be followed are guided by the principles of fairness, and due process, applicable to all parties. The respondent and complainant will have adequate opportunity to know any evidence presented by any party and to respond to that evidence if he/she so chooses. If the investigation is conducted by designate(s), its purpose shall be fact finding and formulation of a recommendation as to whether misconduct in research or in scholarly activity (which includes teaching, writing, editing) has occurred. Procedures for conduct of the investigation are appended to this policy.

6. Normally within 60 working days of the commencement of the formal investigation, and after considering all the evidence gathered by him/her or the designate(s), the VPA shall reach a decision and prepare a draft written report. Interviews will be documented. The report shall include a copy of the allegation, the written response, if any, of the respondent and the findings of the VPA as to whether the allegation has been upheld or not, with a statement of the reasons for the finding. The report should also include names of interviewed witnesses. The interviews will be documented. The appropriate criterion for a decision is the presence of clear and convincing evidence. The report shall also describe

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actions, if any, to be taken, which may include, but are not limited to, those listed below:

Sanctions against a respondent found to have engaged in misconduct;

Actions to protect or restore the reputation of the respondent, if wrongfully accused;

Actions to protect a complainant found to have made a responsible accusation;

Sanctions against a complainant found to have made an irresponsible or malicious allegation.

Sanctions will depend on the severity of the offense and may include (but are not limited to): reprimand, suspension and dismissal. If sanctions are to be imposed against either the respondent or complainant, the VPA will meet with that person to discuss the case, the report of the designate(s) if the investigation was not carried out by the VPA, the draft report and the sanctions, prior to his/her final decision and finalization of the report. The final report will be provided to both the complainant and the respondent.

In accordance with the Freedom of Information and Protection of Privacy Act, records containing any information used to make a decision about an individual must be retained for at least one year in order to provide a reasonable period for the submission of related access requests; and it is recommended in the RRU Records Classification System that all records relating to issues management and dispute resolution be retained for ten years to ensure their availability if any legal actions are initiated.

7. If sanctions or actions are components of the final decision, the sanctions or actions will be imposed or taken by the VPA, unless another person is designated to do so by existing university policy, collective agreement, and framework agreement or by legislation. In such cases, the report will be transmitted to that other person, as a recommendation for action.

8. If an affected person believes that the decision was reached improperly or disagrees with that decision, an appeal or grievance, as appropriate, may be filed, according to the terms of the appeal or grievance mechanism applicable to that person. If no such mechanism is in place, an appeal may be filed, within 15 working days of the receipt of the report, with the President.

9. When the case is concluded, a Final Report on the outcome (after any appeals) will be written by the VPA or designate. The Final Report will contain a summary of the allegations, the decisions of the VPA and the final outcome, including sanctions imposed and/or actions taken. The Final Report will be submitted, in a timely fashion, to the President and a copy is retained in the faculty or staff member’s file.

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10. If the research involved projects funded in whole or in part by one of the national granting Councils or another funding agency and misconduct was found to have occurred, a copy of the Final Report will be transmitted to that Council or other funding agency by the VPA within 30 days of the conclusion of the inquiry/investigation. If an allegation is dismissed, as described under paragraph 4 above or otherwise determined to have been unfounded, and the Council or other funding agency is known to be aware or is likely to be aware of the allegation, the VPA will so inform the Council or other funding agency. In cases where it is the Council which initiates a request for inquiry/investigation, the VPA will provide the Council, whose funds are involved, with a comprehensive report of the process and findings.

11. If the research involves projects funded in whole or in part by federal, provincial or municipal funds and misconduct was found to have occurred, a copy of the Final Report will be transmitted to the appropriate authority.

12. f the VPA determines it to be in the best interests of the University, a report on the investigation of misconduct and its outcome will be disseminated to persons with a legitimate interest in knowing about them. This report will normally contain no information that would identify the parties, unless this action is fully consistent with the final outcome of this case as described in the Final Report.

Any and all information and records relating to an action under this policy will be handled by the University in compliance with the British Columbia Freedom of Information and Protection of Privacy Act and other pertinent provincial statutes.

Investigative Committee Process

The investigation of allegations of misconduct in research is undertaken by one or more impartial designate(s), herein called 'the Investigators.' The number of Investigators will be determined by the VPA and Provost, dependent on the specifics of each case. Normally, the Investigators will be faculty members in departments other than those of the parties. They will have no prior involvement in the matter under investigation. If appropriate, one or more of the Investigators may be external to the university. It is recommended that one member of the committee be a subject matter expert with appropriate expertise in the area of research related to the allegation.

The investigation is confidential and is governed by the principle of fairness. Within this framework, the Investigators are free to develop procedures and practices, specific to the case under investigation, to collect written material and to conduct hearings, and are not constrained by strict rules of procedure and evidence. Therefore the procedures followed may deviate from those detailed below, where this is necessary to the effective gathering of evidence.

The Investigators may consult expert witnesses and solicit reports from them on the matter under investigation. The Investigators may obtain written materials relevant to the investigation, such as laboratory notebooks, manuscripts, computer files and records of the proceedings of University committees such as the Research Ethics Board.

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Subject only to the need to respect the privacy of third parties, and to protect solicitor-client privilege, copies of any information received by the Investigators will be provided to the parties for their reply. Copies of replies will be communicated to the other party, subject only to the same constraint. Further comments on any reply will be requested only where the reply raises a new matter.

In the following, 'representative' refers to a person chosen by the respondent (or complainant), possibly a member or staff employee of an employee group to which the respondent (or complainant) belongs.

The following process is intended to apply where there is reason to believe that there may have been a violation of this Policy. The University reserves the right in its discretion to modify the process as it determines may be appropriate in any particular instance. The Investigators shall determine their own procedure, having regard to their duty to act fairly toward the party. The party has the right to an opportunity to be heard in connection with the allegations against them. The Review Committee will determine whether it will hear from the party in person, in writing, or by some other means.

Meetings 1. The investigation may include one or more meetings between the Investigators

and the respondent. The respondent may have a representative present at such meetings.

2. The investigation may include one or more meetings between the Investigators and the complainant. The complainant may have a representative present at such meetings.

Hearings 1. The investigation may include a hearing. Written notice of a hearing and the

procedures to be followed shall be provided to all parties at least five working days in advance of the hearing.

2. The two parties to a hearing (i.e., the complainant and the respondent) may each have a representative present at the hearing.

3. In exceptional circumstances, the Investigators may permit the respondent or complainant to be represented by his/her delegate in his/her absence.

4. Unless agreed to by both parties, the Investigators and all witnesses, the hearing shall be held in camera.

5. If the complainant or respondent fails to appear before the hearing at the appointed time, the Investigators may, without further notice, proceed in such absence. If there are medical or compassionate reasons for non appearance, the Investigators must be notified immediately. The Investigators will determine the acceptability of such reasons and whether the hearing should be adjourned.

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6. Evidence will not be given under oath.

7. The two parties and their representatives may be present throughout the hearing. Witnesses may be present only when they present their evidence orally; the Investigators may permit witnesses to provide their evidence in writing.

8. Each of the two parties shall be given the opportunity to ask questions of any witness present at the hearing, but the Investigators shall have the right to disallow questions that are in their opinion inappropriate.

9. The Investigators shall be responsible for the maintenance of an orderly procedure in the hearing.

10. The hearing shall be audio taped to be used only by the Investigators and/or for purposes of appeal. The tape will be treated as confidential to the extent permitted by law and retained for a period of ten years.

H. Allegations of Misconduct in Research and Scholarship: Procedures for Students

If the University has reason to believe that a student may be in violation of the Policy on Academic Integrity and Misconduct, the University may initiate the processes set out below:

1. Where appropriate, a faculty or associate faculty member, upon suspecting or determining that a student has contravened the Policy on Academic Integrity and Misconduct, will endeavour to find an informal resolution to the matter. Faculty or associate faculty must discuss the matter with the student within five business days of the matter being brought to their attention. If a resolution to the matter is found to the satisfaction of the faculty or associate faculty member that is consistent with the interests of the University the matter will be closed. Written confirmation of the matter may be requested by any party.

2. Should an informal resolution not be found, or not be appropriate, the matter will be referred to the head of the academic program (if applicable) or the head of the academic unit who shall make such inquiries as necessary to determine whether a violation of this Policy has occurred and endeavour to find an informal resolution to the matter. The head of the academic unit must discuss the matter with the student and faculty member involved within five business days of the matter being brought to his/her attention.

3. Should an informal resolution not be found, or not be appropriate, the matter will be referred to the Dean who will immediately notify the Registrar. At this point, any changes to the student’s academic records will be suspended pending resolution. The head of the academic unit must provide the learner’s student’s name, student number, course in which the student is registered, the Instructor’s name, a brief description of the offence, and what steps were taken to verify that the offence occurred. This report is maintained in a confidential file in the Registrar’s Office pending final determination of the case.

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4. The Dean shall provide the student with an opportunity to be heard in conjunction with the allegations against them. In some cases the Dean may request an independent review by a third party, in which case the student is to be advised and provided with an estimate of the length of time this process will require, which will normally not exceed one month. Should the Dean determine that a violation of this Policy has occurred, actions that may be taken include, but are not limited to:

a letter of reprimand;

a reduction of grade;

a probationary period;

requiring the student to re-submit an assignment or exam;,

assigning a grade of F (Fail) for the course;

requiring the student to withdraw from a course or program of study; or,

Recommending the student be suspended or expelled from the university.

A copy of the Dean’s letter advising the student of the penalty is provided to the Registrar and placed in the student’s file.

If the research involved projects funded in whole or in part by one of the national granting Councils or another funding agency and misconduct was found to have occurred, a copy of the Final Report will be transmitted to that Council or other funding agency by the VPA within 30 days of the conclusion of the inquiry/investigation. If an allegation is dismissed, as described under paragraph G. 4 above or otherwise determined to have been unfounded, and the Council or other funding agency is known to be aware or is likely to be aware of the allegation, the VPA will so inform the Council or other funding agency. In cases where it is the Council which initiates a request for inquiry/investigation, the VPA will provide the Council, whose funds are involved, with a comprehensive report of the process and findings.

5. The student shall have the right to appeal the decision of the Dean to the Vice President Academic and Provost. A request for an appeal must be made by the student, in writing, to the Vice President Academic and Provost within five business days of receiving the Dean’s written decision.

6. The VPA shall request a meeting with the lstudent, in a timely fashion. Notice of this meeting shall inform the student of the allegation of misconduct, include a summary of the allegation and state that the purpose of the meeting is to determine whether a formal investigation is warranted. The notice shall also inform the student of his or her right to be accompanied by any person of his/her choice at this or other future sessions related to a formal investigation.

The VPA may, at his/her sole discretion:

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a) dismiss the allegation(s), in which case the decision of the VPA is final and not subject to further appeal by any party

b) make a determination that a violation of this Policy has occurred. The decision of the VPA is final and not subject to further appeal. Actions that may be taken include, but are not limited to:

a letter of reprimand;

a reduction of grade;

a probationary period;

requiring the student to re-submit an assignment or exam;,

assigning a grade of F (Fail) for the course;

requiring the student to withdraw from a course or program of study; or,

recommending the student be suspended or expelled from the university.

A copy of the VPA’s letter advising the student of the penalty is provided to the Registrar and placed in the student’s file.

c) strike an Investigative Committee

7. Should the VPA refer the matter to an Investigative Committee, the committee will then consider the matter and may meet with the student.

8. The Investigative Committee will be comprised of one student at the same academic level (i.e., undergraduate or graduate) from programs other than that in which the student is enrolled, a core faculty member from the Faculty in which the student is not enrolled, and a staff member who is not a member of the Faculty. Members will be appointed by the VPA. The members will select a chair by majority vote.

9. The Investigative Committee shall determine its own procedure, having regard to its duty to act fairly toward the student. Students have the right to an opportunity to be heard in connection with the allegations against them. The Investigative Committee will determine whether it will hear from the student in person, in writing, or by some other means.

10. If the Investigative Committee decides to meet with the student, the Investigative Committee will make a reasonable effort to notify the student in writing of the meeting no less than five business days before the meeting; a reasonable attempt will be made to arrange the meeting at the convenience of the student.

11. The Investigative Committee shall have the power to deny the appeal, to allow the appeal and to set aside the decision of the Dean, or to vary the decision of

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the Dean, including by substituting any penalty for that imposed by the Dean. The Investigative Committee may impose a penalty greater or lesser than that imposed by the Dean, and has the authority to recommend the suspension or expulsion of the student.

12. Decisions of the Investigative Committee shall be final and not subject to further appeal except in cases where the decision of the Investigative Committee is to recommend the student be suspended or expelled from the university. Decisions of the Investigative Committee shall be given in timely fashion.

13. Should the Dean, VPA, or the Investigative Committee recommend to the President that the student be suspended or expelled, the President shall, prior to making a decision, provide the student an opportunity to be heard in a timely fashion. The President shall determine whether to hear from the student in person, in writing, or by some other means.

14. The student may appeal the decision of the President. If the student wishes to appeal that decision, he or she must submit a notice of appeal to the Secretary of the Board of Governors within five working days of receipt of the decision of the President. The appeal shall be considered by the Board of Governors’ Appeals Committee, the decision of which is final and binding. Appeal procedures are outlined in the document entitled “Appeal Procedures for Decisions of the President to Suspend or Expel a Student.”

Notes: Investigations and appeals are to be conducted in a timely manner without undue delay. The communication of decisions required above shall be initiated within two working days of the final decision being reached.

Notice required under these guidelines may be given by email to the student’s RRU account, by email to a RRU staff or faculty account, or by mail/courier to the address on record with the Registrar’s Office.

The Registrar’s Office is the Office of Primary Responsibility for all files in such matters and will retain the official record of any investigations and actions taken.

The Registrar will oversee the implementation of disciplinary action that results from this process.

21 November, 2007

Revised September 2010

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Policy on Academic Integrity and Misconduct – Student Appeal ProcessIn

vest

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Com

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Rev

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Step 1: Upon suspecting or determining a student has contravened this Policy the faculty or associate faculty

must discuss the matter with the student within 5 business

days of the matter being brought to their attention

Matter not resolved – go to Formal Process

Step 5: The Dean must discuss with student and may request a 3rd party

review

Step 6: Should the Dean determine a violation of this Policy has occurred s/he will

advise the student of the actions to be taken

Step 7: The student may appeal the decision of the Dean to the VPA and must

do so within 5 business days of receiving the Dean’s

decision

Matter Resolved

Step 4: The head of the academic unit will refer the matter to the Dean and the

Registrar will be notified

Matter Resolved

Matter Resolved

Step 8: The VPA must discuss with the student

Allegations dismissed

Determine a violation has occurred and advise student

of actions to be taken

Refer matter to an Investigative Committee

Step 10: The Investigative Committee may deny the

appeal, substitute a penalty greater or lesser than that imposed by the Dean, or

recommend suspension or expulsion

Step 12: The student may appeal the decision of the President to the Board of

Governors’ Appeals Committee and must do so within 5 business days of receiving the President’s

decision

Step 13: The Board of Governor’s Appeals

Committee to review in accordance with “Appeal

Procedures for Decisions of the President to Suspend or

Expel a Student”

Step 9: An Investigative Review committee is

convened and may meet with the student

Step 11: Should the Dean, VPA or Investigative

Committee recommend suspension or expulsion the President must meet with the

student

Matter Resolved Matter Resolved

Step 2: The head of the academic program (if

applicable) must discuss the matter with the student within

5 business days of the matter being brought to their

attention

Matter Resolved

Step 3: The head of the academic unit must discuss the matter with the student

within 5 business days of the matter being brought to their

attention

Matter Resolved

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Policy on Academic Integrity and Misconduct – Faculty and Staff Appeal ProcessIn

vest

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Com

mitt

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Info

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Rev

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Step 1: Allegations of misconduct may be resolvable within faculties and other administrative units. If a resolution of the matter is found to the satisfaction

of the parties in question, and is consistent with the interests of the

University, the matter will be closed.

Matter not resolved – go to Formal Process

Step 5: The VPA or designate(s) shall investigate the allegations, fairly,

judiciously and confidentially. If the investigation is conducted by

designate(s), its purpose shall be fact-finding and formulation of a recommendation as to whether

misconduct as occurred.

Step 6: The VPA shall reach a decision and prepare a draft written

report.

Step 7: If sanctions or actions are components of the final decision, the

sanctions or actions will be imposed or

taken by the VPA or designate.

Matter Resolved

Step 4: The VPA will decide whether a formal investigation is warranted.

Matter Resolved

Matter Resolved

Step 8: An appeal may be filed.

Allegations dismissed

Determine a violation has occurred and advise staff/

faculty member of actions to be taken

Refer matter to an Investigative Committee

Step 10: If the research involved projects funded externally, a copy of the Final Report will be transmitted to

that funder by the VPA.

Step 12: If the VPA determines it to be in the best interests of the University, a

report on the investigation of misconduct and its outcome will be

disseminated to persons with a legitimate interest in knowing about

them

Step 9: When the case is concluded, a Final Report on the outcome (after any appeals) will be written by the VPA or

designate.

Step 11: If the VPA determines it to be in the best interests of the University, a

report on the investigation of misconduct and its outcome will be

disseminated to persons with a legitimate interest in knowing about

them.

Matter Resolved Matter Resolved

Step 2: A formal allegation of misconduct may be made by any

member of the RRU community or any other person. If the VPA is a party to

the alleged misconduct, a Faculty Director or Dean shall be designated

by the President to assume the role of the investigator under this policy.

Matter Resolved

Step 3: Upon receipt of an allegation in writing, the VPA or his/her designate shall request an informal meeting with the respondent. The decision to proceed with a formal investigation is determined by the VPA based on his/her meeting with the respondent.

Matter Resolved

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