university of Guelph strategic mandate agreement

DRAFT FOR DISCUSSION PURPOSES 1

Strategic Mandate Agreement

(2014-17)

Between:

The Ministry of Training, Colleges and Universities

&

The University of Guelph

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ONTARIO ’S VISION FOR POSTSECONDARY EDUCATION

Ontario’s colleges and universities will drive creativity, innovation, knowledge, and community engagement through teaching and research. They will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s creative economy.

UNIVERSITY OF GUELPH ’S VISION/MANDATE

Guelph will be an institution recognized internationally for our emphasis on learner centredness, our blend of applied and relevant research, and our contributions to community. Commitments include: revolutionizing learning to produce students who understand and are engaged in critical issues that face humanity; research that is free from bias and serves society; openness and accountability; and an emphasis on developing students who will be the leaders of tomorrow with an ingrained sense of social justice and service.

PREAMBLE

This Strategic Mandate Agreement between the Ministry of Training, Colleges and Universities (the Ministry) and the University of Guelph outlines the role the University currently performs in the postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives articulated by the Ministry’s Differentiation Policy Framework.

The Strategic Mandate Agreement (SMA):

Identifies the University’s existing institutional strengths;

Supports the current vision, mission, and mandate of the University within the context of the University’s governing legislation and outlines how the University’s priorities align with Ontario’s vision and Differentiation Policy Framework; and

Informs Ministry decision making through greater alignment of Ministry policies and processes to further support and guide the University’s areas of strength.

The term of the SMA is from April 1, 2014, to March 31, 2017. The SMA proposal submitted by the University to the Ministry has been used to inform the SMA and is appended to the agreement.

The Ministry acknowledges the University’s autonomy with respect to its academic and internal resource allocation decisions, and the University acknowledges the role of the Ministry as the Province’s steward of Ontario’s postsecondary education system.

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The agreement may be amended in the event of substantive policy or program changes that would significantly affect commitments made in the SMA. Any such amendment would be mutually agreed to, dated, and signed by both signatories.

UNIVERSITY OF GUELPH ’S KEY AREAS OF DIFFERENTIATION

The University of Guelph is a research-focused, learner-centred university with strategic areas of focus in food, health, environment, and community. Guelph is committed to the highest standards of teaching and learning in the education and well-being of the whole person. Agriculture and veterinary medicine are recognized as areas of special responsibility at Guelph.

ALIGNMENT WITH THE DIFFERENTIATION POLICY FRAMEWORK

The following outlines areas of strength agreed upon by the University and the Ministry, and the alignment of these areas of strength with the Ministry’s Differentiation Policy Framework.

1. JOBS, INNOVATION, AND ECONOMIC DEVELOPMENT

This component highlights institutions’ collaborative work with employers, community partners, and regions, or at a global level, to establish their role in fostering social and economic development, and serving the needs of the economy and labour market.

1.1 Areas of Institutional Strength

Guelph is a key engine of growth in the knowledge-based economy and a training ground for highly competent, highly productive citizens.

The University of Guelph, in partnership with the Ontario Ministry of Agriculture and Food and the Ontario Ministry of Rural Affairs (OMAF-MRA), is committed to supporting rural communities, keeping food safe, and developing an environmentally sustainable agri-food sector in Ontario. A recent economic study revealed that OMAF-MRA’s $55M investment in this

partnership has yielded over $1.15 billion in return to the provincial economy. This partnership has also delivered non-economic enhancements to the quality

of life, health, well-being, and cultural opportunities of Ontarians.

Guelph is committed to community partnerships, encouraging collaboration and shared decision making among academics and members of the community who benefit from, are affected by, or can enrich or enhance the University’s activities on campus.

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Guelph works continually with the City of Guelph and Conestoga College to provide learning opportunities within the wider community to stimulate regional economic and social development.

The Impact Group ranks Guelph No. 1 for the number of inventions in proportion to research funding and No. 2 for the number of inventions per faculty (2013).

The Centre for Business and Social Entrepreneurship (CBaSE) engages in applied community-based projects, product development, and business development – providing transformational learning experiences and research opportunities to faculty and students in collaboration with leaders of local organizations and enterprises.

Guelph enhances the accessibility of our research through intentional knowledge-mobilization strategies.

More than half of Guelph students engage in volunteer work while on campus.

Guelph students’ employment rate is over 89% within six months of graduation, and 94% within two years of graduation.

1.2 Additional Comments

Institutional Strategies and Initiatives

Assessment of learning outcomes: Guelph is working to provide demonstrable and documented evidence that students have met the University’s stated learning outcomes – evidence that students can use to pursue further studies as well as careers in the knowledge economy.

School of Civic Engagement and Development Studies: This new interdisciplinary, collaborative school will focus on active, experiential, participatory learning in areas such as women and girls in development, the environment, global food security, health, and community resilience.

Community-engaged scholarship: Guelph is committed to building a reciprocal partnership with the community and encourages collaboration and shared decision making between academics and individuals outside the academy who benefit from, are affected by, and can enrich or enhance the University’s activities on campus.

Global literacy: Global literacy is a means of building an awareness of global impact and context into students’ approaches to problem solving and decision making. It extends the notion of “liberal education” beyond analytic knowledge and canonical texts to the vital competencies that individuals need in order to make responsible, globally informed decisions.

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1.3 Metrics

Institutional Metrics System-Wide Metrics1

Establish a baseline for the Hub’s inaugural year (2014) of supporting 4 businesses with start-up funding, resources, coaching, and mentorship. Increase the number of businesses supported to 10 by 2016-17

Establish a baseline and increase by 2% annually the number of students participating in an international experience

Increase the number of disclosures and patents per faculty by 20% over current levels

Graduate employment rates

Number of graduates employed full-time in a related job

2. TEACHING AND LEARNING

This component will capture institutional strength in program delivery methods that expand learning options for students, and improve the learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.


Guelph is committed to the highest standards of teaching and learning in the education and well-being of the whole person.

Guelph believes that learning is something that students do primarily as a self-directed activity, and the University’s commitment to a Supported Learning Environment is unequalled, pervasive, and renowned.

Guelph is a leader in online learning, with 25,000 undergraduate and 1,000 graduate degree-credit active course enrolments.

Guelph offers 9 complete undergraduate and 4 graduate programs in an online format. It is possible to achieve a BA at Guelph entirely through distance education.

1. Additional system-wide metrics focused on applied research, commercialization, entrepreneurial activity, and community impact will be developed in consultation with the sector.

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The University has offered co-op programs for over 30 years and currently has 37 undergraduate and 4 graduate accredited co-op program streams. There are currently 2,000 students enrolled in these programs.

In an effort to continuously redesign curriculum and improve learning outcomes, Guelph is working with the National Center for Academic Transformation (NCAT) in the United States to redesign large first-year courses and instructional approaches to achieve cost savings and to improve learning.

Guelph has adopted university-wide learning outcomes for all graduate and undergraduate programs.



Clarify learning objectives and expectations: The Ontario Quality Assurance Framework (QAF) outlines expectations with respect to demonstrated accomplishments at various levels of learning. The University has elaborated and “personalized” these expectations, specifying what it means at Guelph to have reached these levels of achievement. Guelph will be assisted in providing this clarity by the creation of curriculum maps in all programs, which clearly outline for students their progression through their degrees, including core courses, distribution requirements, and electives. These learning objectives will also enhance the mobility of students between institutions (both emigrants and immigrants) and facilitate the credit transfer of completed course work.

Promote and expand highly effective learning opportunities: It is well-documented in the literature that certain types of highly effective practices facilitate active and engaged learning. These practices have been shown to support student retention, enhance levels of student achievement, and promote timely program completion.

Adopt new curriculum delivery models: Based on the work of its 21st Century Curriculum Committee, Guelph continues to explore implementation of new delivery models that enhance both the effectiveness and the efficiency of student learning.

Enhance and sustain Guelph’s commitment to a supportive learning environment: Guelph remains committed to ensuring that it has appropriate academic and non-academic support programs in place to support student achievement and success, as well as student mental and physical well-being.

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2.3 Metrics

Institutional Metrics System-Wide Metrics

Establish a baseline and increase by 7% annually the number of students involved in community-engaged learning

Develop or redevelop 20 online learning courses per year

Sustain commitment to a supportive learning environment by continuing to exceed the Ontario Mean in the National Survey of Student Engagement (NSSE) Indicators that comprise Campus Environment: Quality of Interactions and Supportive Environment

Increase the number of courses using e-learning portfolios by 25%

Establish a baseline and increase by 10% the number of students participating in highly effective learning practices. The proportion of the faculty providing these opportunities will also increase by 10%. Ensure that Guelph graduates have experienced at least 2 of these practices during their program of study and can demonstrate their achievement to others

Improve retention rates from 89% to 92% and operationalize an early warning system to identify students in academic jeopardy

Student Satisfaction Survey results

Graduation rates

Retention rates

Number of students enrolled in a co-op program at institution

Number of online course registrants, programs, and courses at institution

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3. STUDENT POPULATION

This component recognizes the unique institutional missions that improve access, retention, and success for underrepresented groups (Aboriginal, first generation, students with disabilities) and francophones. This component also highlights other important student groups that institutions serve that link to their institutional strength. This may include, but is not limited to, international students, mature students, or indirect entrants.


The University of Guelph has a commitment to addressing social inequities that create barriers to education, employment, and full achievement of individual potential.

Guelph is committed to supporting students’ successful transition from high school to first-year university.

Guelph has worked to increase the recruitment, enrolment, and success of Aboriginal students. A series of workshops lead to a certificate in Aboriginal Affairs, which allows

student leaders to supplement their academic programs with a foundational knowledge of Aboriginal cultures, traditions, and worldviews.

The President’s Advisory Committee on Aboriginal Initiatives works to identify ways to embed Aboriginal knowledge and culture in the curriculum and further expand Aboriginal research on campus.

Guelph has established a range of pre-arrival transition and support programs to enhance and sustain a supportive learning environment for first-generation postsecondary students.

Guelph is operationalizing an early warning system for students who do poorly on their first midterms allowing Guelph to offer targeted and personalized support programs during the remainder of the critical first semester and well into the second.

Guelph is focused on providing supports for students with learning disabilities and on enhancing support to students with mental health challenges.

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Guelph will continue to support students with both routine and exceptional needs, as the demographics of our student population continue to evolve towards greater proportions of commuters, Aboriginal, transfer, and international students – groups that benefit from targeted support programs as well as co-curricular engagement programs.

Guelph is working to move away from a model that directs the majority of support resources to deal with students already in difficulty towards a “healthy campus” model – one that supports and promotes the health and wellness of all members of the University’s community.

3.3 Metrics


Establish a baseline and maintain and/or improve the number of contacts/visits with prospective Aboriginal students and their families

Increase the participation rate of eligible first-generation students (FGS) in the Off Campus Connection support program from 30% to 50%

Launch a new credit course, Mental Health: Experience to Understanding, as a pilot project funded by the provincial government that will be assessed in terms of its effectiveness and success in meeting the course and project objectives

Number and proportion of Aboriginal, first generation, students with disabilities, and francophone students at an institution

Number and proportion of international students enrolled in Ontario (as reported in annual institutional enrolment reporting)

Proportion of an institution’s enrolment that receives OSAP

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4. RESEARCH AND GRADUATE EDUCATION

This component identifies the breadth and depth of institutional research activity (both basic and applied), and will identify institutional research strengths from niche to comprehensive research intensity.


Guelph has a strong research record of excellence and a responsibility to foster discovery, to relate and transfer new knowledge to both new and existing challenges, and to mobilize understanding to create a positive impact on the world.

Guelph has a concentration on five strategic areas of focus: Veterinary Medicine; Agri-Food Science; the Environment; Nutrition, Health, and Well-being; and Communities and Culture.

Guelph’s unique centres of excellence include: the Food Institute; the International Bar Code of Life; and the Southern Ontario Water Consortium.

The partnership between Guelph and the OMAF-MRA is unique.

Partners in the public, private, and not-for-profit sectors include: Canadian Light Source, TRIUMF, iBOL, the Canadian Space Agency, and the Institute for Food Research in Norwich, England.



Recruit and retain excellent faculty and graduate students: Guelph is committed to remaining a research-intensive university and to enhancing and growing its research enterprise. We will continue to grow our number of graduate students: high-quality graduate students drive high-quality research and innovation.

Cultivate focused networks/clusters of research expertise: Guelph continues to foster the creation of strategic mechanisms to ensure collaborative and integrated research, not only across all units on campus but also with key national and international partners (academic, governmental, and private sector).

Enhance partnerships: Collaboration is important to our research enterprise, and Guelph will leverage existing partnerships as well as cultivate new ones in the public, private, and not-for-profit sectors. These partnerships provide our researchers with opportunities for research support, opportunities, and funds, and help generate the impact required to keep the University of Guelph among the top-ranked universities in the world.

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4.3 Metrics


Increase our base Canada Research Chairs (CRC) allocation, and meet or exceed the national average for performance metrics at major grant competitions (Ontario Research Fund [ORF], Genome Canada, Natural Sciences and Engineering Research Council Collaborative Research and Development Grants [NSERC CRDs])

Increase the number of graduate students per faculty FTE from two to at least three

Establish a baseline and increase by 10% the recruitment of scholarship-winning graduate students

Establish a baseline and increase by 15% the number of undergraduate students engaged in independent research

Establish a baseline and increase our knowledge mobilization capacity by having 20% of annual research outputs converted to web-posted, plain-language summaries, with a 5% increase each year

Research Capacity

Total sponsored research

Number of research chairs

Number of graduate degrees awarded

Number of graduate awards/scholarships

Research Focus

Graduate degrees awarded to undergraduate degrees awarded

Graduate to undergraduate ratio

PhD degrees awarded to undergraduate degrees awarded

Research Impact

Normalized Tri-Council funding (total and per full-time faculty)

Number of publications (total and per full-time faculty)

Number of citations (total and per full-time faculty)

Citation impact (normalized average citation per paper)

International Competitiveness

Ratio of international to domestic graduates (used by Times Higher Education Rankings)

Aggregate of international global rankings

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5. PROGRAM OFFERINGS

This component articulates the breadth of programming, enrolment, and credentials offered, along with program areas of institutional strength/specialization, including any vocationally oriented mandates. This component also recognizes institutions that provide bilingual and/or French-language programming for students.


Current program areas of strength include:

1. Veterinary Science 2. Agri-Food Science 3. Environment 4. Engineering (sustainable) 5. Nutrition, Health, and Well-Being 6. Communities and Culture

Proposed program areas for growth include:

1. Biomedical Sciences – including kinesiology 2. Engineering and Computing – with an emphasis on sustainable engineering,

biomedical/mechanical engineering, and design


The Ministry notes that a large number of new engineering degree programs are proposed province-wide, which will have an impact on the Ministry’s review of new engineering program proposals.

5.3 Metrics


Institution-specific and provincial Key Performance Indicators, including employment rate after two years, percentage of students completing the degree, and OSAP default rates for each area of strength

Program enrolment

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6. INSTITUTIONAL COLLABORATION TO SUPPORT STUDENT MOBILITY

This component profiles partnerships between institutions that ensure students have access to a continuum of learning opportunities in a coordinated system. This may include, but is not limited to, credit transfer pathways and collaborative or joint programs between or within sectors.


Guelph is a recognized leader in student mobility and the emerging credit-transfer economy:

Guelph has established a unique initiative at Guelph–Humber – where 4,000 students are now enrolled in innovative dual credentials (degree and diploma) in four years.

Guelph has pathways with over 20 colleges and successful partnerships with a number of colleges, notably Humber, Conestoga, and Fanshawe.

Guelph and six other Ontario universities have formed the University Credit Transfer Consortium, which has set clear standards for inter-institution equivalency of foundational courses, and will integrate expanded credit-transfer processes and agreements in upper-year courses and professional programs.



Focused enrolment management: Only modest overall net growth is planned on the main campus, but Guelph will need to rebalance programs under changing demographics and demand and employ other strategies to hold the main campus at current levels.

Leadership in the creation of pathways programs to facilitate credit transfer: This will require the creation of programming and identification of bridge courses and curriculum foundations in focused areas, including engineering, computing, environmental and health professions.

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6.3 Metrics


Establish a comprehensive equivalency database to assist in the streamlining of admission processes for seamless credit transfer, by 2016-17

Increase the number of Ontario community college applications through the newly established pathways programs by 25%, through work with Ontario Council on Articulation and Transfer (ONCAT) and setting specific internal credit-transfer targets

Number of college and university pathways and/or articulation agreements (college-college, college-university, university-college)

Number of transfer applicants and registrants

Number of college graduates enrolled in university programs

ASPIRATIONS

The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions; the SMA is not intended to capture all decisions and issues in the postsecondary education system, as many will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.

Institutional Specific Aspirations

The University of Guelph and Humber College (both) have articulated their commitment to the unique University of Guelph–Humber partnership and their plans to expand this collaboration through new joint programming at both the undergraduate and graduate levels.

ENROLMENT GROWTH

The strategic enrolment and planning exercise is in the context of a public commitment in the 2011 Budget to increase postsecondary education enrolment by an additional 60,000 students over 2010-11 levels. This government has demonstrated a longstanding commitment to ensuring access to postsecondary education for all qualified students.

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Baseline Projected Eligible Full-Time Headcounts

2014-15 2015-16 2016-17

Undergraduate 21,500 21,513 21,574

The University of Guelph’s planned enrolment forecast as expressed in this baseline eligible enrolment scenario is considered reasonable and in line with Ministry expectations, based on the current and projected demographic and fiscal environment.

GRADUATE ALLOCATION

The Province committed to allocate an additional 6,000 graduate spaces in the 2011 Budget. The allocation of the balance of the 6,000 graduate spaces is informed by institutional graduate plans, metrics identified in the differentiation framework, and government priorities. Based on these considerations, the allocation for the University of Guelph is provided below.

Note: For a detailed breakdown of graduate space allocations, see Appendix.

FINANCIAL SUSTAINABILITY

The Ministry and the University recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing Ontario’s vision for the postsecondary education system. To this end, it is agreed that:

It is the responsibility of the governing board and Senior Administrators of the University to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the University agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future; and

The University remains accountable to the Ministry with respect to effective and efficient use of provincial government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.

2014-15 2015-16 2016-17

Master’s 1,344.02 1,383.31 1,399.82

PhD 547.25 569.76 589.91

Total 1,891.27 1,953.07 1,989.74

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The Ministry commits to engage with the sector in spring 2014 to finalize the financial sustainability metrics to be tracked through the course of the SMAs, building on metrics already identified during discussions that took place in the fall of 2013.

MINISTRY/GOVERNMENT COMMITMENTS

Over time, the Ministry commits to aligning many of its policy, process, and funding levers with the Differentiation Policy Framework and SMAs in order to support the strengths of institutions and implement differentiation. To this end, the Ministry will:

Engage with both the college and university sectors around potential changes to the funding formula, beginning with the university sector in 2014-15;

Update the college and university program funding approval process to improve transparency and align with institutional strengths as outlined in the SMAs;

Streamline reporting requirements across Ministry business lines with the goals of (1) creating greater consistency of reporting requirements across separate initiatives, (2) increasing automation of reporting processes, and (3) reducing the amount of data required from institutions without compromising accountability. In the interim, the Multi-Year Accountability Report Backs will be adjusted and used as the annual reporting mechanism for metrics set out in the SMAs;

Consult on the definition, development, and utilization of metrics;

Undertake a review of Ontario’s credential options; and

Continue the work of the Nursing Tripartite Committee.

The Ministry and the University are committed to continuing to work together to:

Support student access, quality, and success;

Drive creativity, innovation, knowledge, and community engagement through teaching and research;

Increase the competitiveness of Ontario’s postsecondary education system;

Focus the strengths of Ontario’s institutions; and

Maintain a financially sustainable postsecondary education system.

SIGNED for and on behalf of the Ministry of Training, Colleges and Universities by:

ORIGINAL SIGNED BY

Deborah Newman Deputy Minister

April 6, 2014

Date

SIGNED for and on behalf of the University Guelph by:

ORIGINAL SIGNED BY

Dr. Alastair Summerlee Executive Head

May 21, 2014

Date

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APPENDIX

University of Guelph - Summary of Graduate Space Allocations to 2016-17, FTEs

Master’s PhD Total

2013-14 Graduate Space Target 1,344.02 547.25 1,891.27

Adjustments to Graduate Targets (pre 2015-16) - - -

Graduate Allocation Envelopes

General Allocation Envelope 55.80 30.99 86.80

Priorities Envelope - 11.67 11.67

Graduate Spaces Allocated to 2016-17, over 2013-14

55.80 42.66 98.47

2016-17 Graduate Space Target 1,399.82 589.91 1,989.74

Notes:

1. Adjustments to Graduate Targets (pre 2015-16) include: (i) 2013-14 approved fungibility requests; (ii) 2014-15 final Master’s allocations; (iii) resets of graduate targets, if any; and, (iv) other Ministry commitments, including further conversions.

2. General Allocation Envelope includes all metrics-based space allocations for 2015-16 and 2016-17.

3. Priorities Envelope includes: (i) Ministry and institutional priorities; and, (ii) approved spaces for identified niche programs. a. The 11.67 PhD spaces allocated as part of the Priorities Envelope are provided

to the University of Guelph in 2016-17 to support its graduate programming in justice studies and civil society.