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Transcription

Summer/Été
2012
State
of mind
Addressing mental health
issues on university campuses
The Q&P Award celebrates 25 years!
25e anniversaire du Programme des prix Q et P!
2012
PM #40065075
2012
Quality and
Productivity
Awards
&
QP
Prix de
Prix de la
qualité et de
la productivité
Awards
Where good ideas grow
Pour faire germer les bonnes idées
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CENTRE FOR
HIGHER EDUCATION
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DEVELOPMENT
Annual
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Practical, relevant and helpful courses on
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CERTIFICATE
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The Certificate in University and College
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The courses are designed to provide
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The Annual Programs are intensive
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leaders at a variety of levels in postsecondary education. The programs
further enhance the professional
development of the teaching,
administrative and managerial staff
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in the knowledge and skills inherent
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• Senior University Administrators
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• Heads & Chairs: Challenges in
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umanitoba.ca/cherd
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• Entrusted with client assets of over £9.4bn4
• Now available to institutions in Canada through two Canadian investment vehicles5
To find out more call: Western Canada: 403-531-1104, Central Canada: 416-367-2177,
Eastern Canada: 514-499-2538
GARS
160
150
GARS
Target Return6
140
Target Return
130
Global
Equities7
Global
Equities
120
110
LIBOR
Benchmark (LIBOR)
100
90
80
70
60
50
Jun 2006
Dec 2006
Jun 2007
Dec 2007
Jun 2008
Dec 2008
Jun 2009
Dec 2009
Jun 2010
Dec 2010
Jun 2011
Dec 2011
Source: Standard Life Investments Limited, gross performance from 06/12/2006 to 12/31/2011. Portfolio
performance
of 2010
the UK pension
on2008
the £, institutional
Dec 2007 performance
Jun 2008is based
Dec
Jun 2009pooled pension
Dec 2009portfolio.
JunThe
2010
Dec
Jun 2011
sterling fund may differ from that of GARS investment vehicles or separate accounts offered in Canada.
The difference in performance is due to many factors, including but not limited to, the structure
of the product, cash flows, and any local investment restrictions. Past performance is
not a guide to future performance: the value of investments within the Fund may fall
as well as rise - you may get back less than you pay in.
GARS is not guaranteed, a capital protected product or a
substitute for cash. In order to achieve its investment
objectives GARS will make extensive use of derivatives.
Potential.
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Equities. Bonds. Real Estate. Multi-asset. Private Equity.
standardlifeinvestments.co.uk
Global Absolute Return Strategies
1. Standard Life Investments Limited, 06/12/06 to 12/31/11. Fund performance based on institutional pooled pension fund, gross of fees. 2. Source: Standard Life Investments Limited, 07/01/06 to 12/31/11. Volatility of Absolute
Return is the annualised standard deviation of monthly absolute returns. 3. MSCI World (£) volatility, 07/01/06 to 12/31/11 16.5%. Volatility of Benchmark Return is the annualised standard deviation of monthly MSCI World (£)
returns. 4. As at 12/31/11. Source: Standard Life Investments Limited. 5. Units of the Canadian GARS Funds will be offered on a private placement basis (i.e. pursuant to exemptions from prospectus and registration requirements under
applicable securities legislation) only to those persons where and to whom they may be lawfully sold and only by persons lawfully permitted to sell such units. This communication is not, and under no circumstances is to be construed
as, a public offering to sell, or a solicitation of an offer to buy securities. 6. This Fund is not guaranteed, a capital protected product or a substitute for cash. In order to achieve its investment objectives the Fund will make extensive use
of derivatives. 7. The Fund aims to achieve 6 month LIBOR + 5% on a rolling three year basis which is a proxy for equity-like returns. Standard Life Investments Inc., with offices in Calgary, Montréal and Toronto, is a wholly owned
subsidiary of Standard Life Investments Limited. Standard Life Investments Limited is registered in Scotland (SC123321) at 1 George Street, Edinburgh EH2 2LL. Standard Life Investments Limited is authorized and regulated in the UK
by the Financial Services Authority. Calls may be monitored and/or recorded to protect both you and us and help with our training. © [2012] Standard Life, images reproduced under licence.
Features/Articles
VOLUME 20 • NUMBER 3 | VOLUME 20 • NUMÉRO 3
17
Editor
Craig Kelman
Art Production
Jackie Magat
21
Marketing Manager
Al Whalen
Advertising Coordinator
Lauren Campbell
Publications Mail Agreement #40065075
Return undeliverable Canadian addresses to:
email: [email protected]
Published four times a year on behalf of the
Canadian Association of University Business
Officers (CAUBO) by
Publié quatre fois par année pour
l’Association canadienne du personnel
administratif universitaire (ACPAU) par
Third Floor - 2020 Portage Avenue
Winnipeg, Manitoba R3J 0K4
Tel: 866-985-9780
Fax: 866-985-9799
www.kelman.ca
[email protected]
51
&
QP
Prix de
Awards
10 Presenting financial information effectively
– storytelling at its best!
17 Student Housing Workshop:
a thought-provoking discussion
• Atelier sur les logements pour étudiants :
des discussions stimulantes
21 Quality and Productivity Awards
• Prix de la Qualité et de la Productivité
46 Effective implementation of IT governance
51 State of mind: Addressing mental health
NOTE: The French version of this article is available on the CAUBO website at
www.caubo.ca/content/university-manager-2012.
Departments/Chroniques
Canadian Association of University
Business Officers
Association canadienne du personnel
administratif universitaire
320 – 350 rue Albert Street
Ottawa, Ontario K1R 1B1
Tel./Tél.: (613) 230-6760
Fax/Téléc.: (613) 563-7739
[email protected]/[email protected]
Executive Director/Directrice générale
Nathalie Laporte
The views expressed in this publication are the responsibility
of the publisher and do not necessarily reflect the views
of the officers or members of the Canadian Association
of University Business Officers.
Les opinions exprimées dans cette publication sont la
responsabilité de l’éditeur et ne reflètent pas nécessairement
celles des dirigeants ou des membres de l’Association
canadienne du personnel administratif universitaire.
© 2012 Craig Kelman & Associates Ltd. All rights reserved. The contents
of this publication may not be reproduced by any means, in whole or in
part, without the prior written consent of the publisher.
© Craig Kelman & Associates Ltd., 2012. Tous droits réservés. Cette
publication ne peut être reproduite, en tout ou en partie, par quelque
moyen que ce soit, sans autorisation écrite préalable de l’éditeur.
7
Executive Director’s Message
• Message de la directrice générale
13 CAUBO Corner
• Le coin de l’ACPAU
9
People Moves
• En mouvement
60 Professional development
• Perfectionnement professionelle
CORRECTION
In the Annual Conference section of the spring 2012 issue of University Manager, conference
presenter Sheila Devine’s title was listed as Legal Counsel, Memorial University. Ms. Devine’s
correct title is Education and Policy Officer, Memorial University of Newfoundland. We regret
any confusion this may have caused.
Dans l’encart du congrès annuel, publié dans le numéro du printemps 2012 de la revue Gestion universitaire,
le titre indiqué pour la présentatrice Sheila Devine était « conseillère juridique, Memorial University ».
Le titre de Mme Devine doit plutôt se lire « agente de la politique et de l’éducation, Memorial University
of Newfoundland ». Nous regrettons vivement toute confusion que cette erreur aurait pu engendrer.
Executive Director’s Message
Our volunteers:
CAUBO’s greatest asset
By Nathalie Laporte
W
e often hear it said that no one is
perfect – and I would add that
no organization is perfect. While
I am proud of CAUBO and what we have
accomplished in our 75 years of supporting university administrators in Canada, I
know, as you do, that there is always room
for improvement, for new ideas and for
new input. Our 2009 Board of Directors
clearly agreed, building a strategic plan
that envisioned new and improved services for our members coupled with better
accessibility using modern technologies
such as online education.
Volunteers are CAUBO’s greatest
resource. CAUBO’s services and activities
are primarily delivered and supported by
volunteers, and, in order to provide the
best service possible to all of our members,
we need to optimize how we use the valuable time and skills of our volunteers. As
some of our members retire and new members enter the field of higher education
administration, we also need to build our
volunteer base by engaging more CAUBO
members to participate in the work of
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an important step in the process of accomplishing our strategic goals.
Once we have those volunteers in place,
we must also ensure that they are given
meaningful work to do, with timelines that
guarantee them the satisfaction of seeing
a project come to fruition, and public recognition and acknowledgment of their
hard work.
"Building our volunteer
capacity is an important
step in the process of
accomplishing
our strategic goals."
We also know that our services provide
great value for members, but we need to
communicate that value and engage all
of our members more effectively. Many
staff members at Canadian universities are
unaware that they are, in fact, members
of CAUBO and that they can access (at
member prices, no less!) the many professional development opportunities and
member services that we offer.
So, our plan is twofold: first, to build
on the amazing network of committees
and volunteers that we already have in
place; and second, to reach out more to
our members to tell you about the good
work that those volunteers are doing, and
to encourage more of you to get involved
with CAUBO, by participating in professional development, by using our services,
and by becoming new volunteers.
You can expect to hear more from us
in the coming year. As we build our committee base, we will be looking actively for
new volunteers to participate in projectspecific task forces, starting at our annual
conference in June and continuing through
the fall of 2012.
If you are interested in sharing your
time and skills with CAUBO, I am always
thrilled to hear from you. I look forward to
talking with many of you at the conference
in Montreal.
Protecting universities.
Sharing knowledge.
CURIE was founded in 1988, at the peak of the liability
insurance crisis with the mandate to stabilize premium
costs and offer custom coverage for Canadian
universities. Today, CURIE, Canada’s only non-profit
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Canadian Universities Reciprocal Insurance Exchange
Click HERE to return to TABLE OF CONTENTS
UNIVERSITY MANAGER • Summer 2012
7
Message de la directrice générale
Nos bénévoles :
l’atout le plus
précieux de l’ACPAU
Board of Directors ~ 2011-2012
Conseil d’administration
James Butler
President/Président
Vice-President, Finance & Administration
Wilfrid Laurier University
(519) 884-0710 x2248
Fax/Téléc. : (519) 886-8645
[email protected]
Matthew Nowakowski
Vice-President/Vice-président
Directeur général, Service des finances
Université de Montréal
(514) 343-7153 Fax/Téléc. : (514) 343-6608
[email protected]
Dave Button
Secretary-Treasurer/Secrétaire-trésorier
Vice-President (Administration)
University of Regina
(306) 585-4386 Fax/Téléc. : (306) 585-5255
[email protected]
Gary Bradshaw
Past President/Président sortant
Associate Vice-President,
Administration and Finance
Grenfell Campus,
Memorial University of Newfoundland
(709) 637-6251 Fax/Téléc. : (709) 637-6239
[email protected]
Nathalie Laporte
CAUBO Executive Director/Directrice générale, ACPAU
(613) 230-6760, x268 Fax/Téléc. : (613) 563-7739
[email protected]
Directors / Administrateurs
Gary Brewer
Vice-President, Finance and Administration
York University
(416) 736-5160 Fax/Téléc. : (416) 736-5421
[email protected]
Lisa Castle
Associate Vice-President, Human Resources
The University of British Columbia
(604) 822-8120 Fax/Téléc. : (604) 822-8134
[email protected]
Ken Burt
Vice-President, Finance and Administration
Dalhousie University
(902) 494-3862 Fax/Téléc. : (902) 494-2022
[email protected]
Lucie Mercier-Gauthier
Associate Vice-President, Student Services
University of Ottawa
(613) 562-5740 Fax/Téléc. : (613) 562-5107
[email protected]
Josée Germain
Vice-rectrice à l’administration et aux finances
Université Laval
(418) 656-3988 Fax/Téléc. : (418) 656-3300
[email protected]
Gayle Gorrill
Vice-President, Finance and Operations
University of Victoria
(250) 721-7018 Fax/Téléc. : (250) 721-6677
[email protected]
Michael Di Grappa
Vice-Principal (Finance and Administration)
McGill University
(514) 398-2883 Fax/Téléc. : (514) 398-5902
[email protected]
Eric Tufts
Vice-recteur à l'administration
Université Sainte-Anne
(902) 769-2114 x7309 Fax/Téléc. : (902) 769-3120
[email protected]
Par Nathalie Laporte
O
n dit souvent que personne n’est
parfait – j’ajouterais qu’aucune
organisation n’est parfaite. Bien que
je sois fière de l’ACPAU et de ce que nous
avons accompli en 75 ans pour soutenir les
administrateurs universitaires au Canada,
je sais, tout comme vous, qu’il y a toujours
place à l’amélioration, place pour les idées
neuves et pour l’arrivée de sang neuf. Notre
conseil d’administration en 2009 était clairement de cet avis, puisqu’il a élaboré un
plan stratégique faisant
état de services nouveaux
et d’améliorations de
services à l’intention des
membres; à cela s’ajoutait
un souci d’augmenter
l’accessibilité aux services
par le recours aux technologies modernes comme la
formation en ligne.
Les bénévoles constituent l’atout le plus
précieux de l’ACPAU. En
effet, les services et les
activités de l’ACPAU sont
principalement le fruit du
travail des bénévoles et, afin d’offrir le meilleur service possible à tous nos membres,
nous devons optimiser la façon dont nous
utilisons les précieuses ressources en temps
et en talents que nos bénévoles mettent à
notre disposition. À mesure que nos membres prennent leur retraite et que de nouvelles personnes arrivent dans le milieu de
l’administration de l’enseignement supérieur, nous devons faire en sorte d’amener plus
de membres de l’ACPAU à collaborer aux
travaux des comités ou encore à se joindre
à des équipes ou à des groupes de travail
constitués pour des projets spéciaux. Il nous
faut enrichir notre bassin de bénévoles; c’est
une étape cruciale du processus qui mènera à
la concrétisation de nos objectifs stratégiques.
Une fois ces bénévoles recrutés, nous devrons voir à leur confier des tâches constructives, assorties de calendriers d’exécution
qui leur procurent non seulement la satis-
faction de voir des projets menés à terme,
mais aussi de voir leurs efforts reconnus
publiquement et de compter sur une certaine reconnaissance de leur contribution.
Nous savons également que nos services
représentent une grande valeur pour les
membres, mais nous devons encore plus
efficacement faire connaître cette valeur et
mobiliser tous nos membres. Bon nombre
des membres du personnel des universités canadiennes ne savent pas qu’ils sont,
de fait, membres de
l’ACPAU et qu’ils ont
accès (au tarif des membres, en plus!) aux multiples activités de perfectionnement professionnel
et services aux membres
que nous offrons.
Donc, not re p la n
comporte deux volets :
d’abord, bonifier le formidable réseau de comités
et de bénévoles déjà en
place; ensuite, communiquer davantage avec nos
membres – c’est-à-dire
vous – pour vous laisser savoir tout ce que
ces bénévoles accomplissent et vous encourager à participer davantage à l’ACPAU, en
assistant aux activités de perfectionnement
professionnel, en utilisant nos services ou
en devenant bénévole.
Au cours de l’année à venir, attendez-vous à entendre parler de nous plus
souvent. Comme nous entreprendrons
d’enrichir les comités, nous chercherons activement de nouveaux bénévoles
pour des groupes de travail spécifiques.
Le recrutement commencera au congrès
annuel, en juin, et se poursuivra tout au
long de l’automne 2012.
Si vous êtes disposé à offrir de votre
temps à l’ACPAU et désireux de mettre vos
connaissances au service des autres, j’en
serai ravie. J’anticipe avec plaisir l’occasion
d’échanger avec beaucoup d’entre vous à
l’occasion du congrès, à Montréal.
« Il nous faut enrichir
notre bassin de
bénévoles; c’est une
étape cruciale du
processus qui mènera
à la concrétisation
de nos objectifs
stratégiques. »
People Moves
Appointments
Lynn Joly has been appointed Associate
Vice-President, Human Resources at Royal
Roads University, effective March 12, 2012.
Pascal Spothelfer has been appointed as
The University of British Columbia’s new
Vice-President, Communications and
Community Engagement, effective May
28, 2012. From 2007 to 2011 Spothelfer
was President and CEO of the BC Technology Industry Association. Born in
Switzerland, Spothelfer graduated with
a law degree from the University of Basel,
where he also completed his PhD in Law.
He received his MBA from INSEAD in
Fontainebleau, France.
Juliano Tupone has been appointed VicePresident, Finance and Administration at
the First Nations University of Canada,
effective January 30, 2012. A member of
the Sweetgrass First Nation in Saskatchewan, Tupone most recently served as
Director of Operations for the Star Blanket
Cree Nation. He has worked with Aboriginal Affairs and Northern Development
Canada and is a graduate of the University of Saskatchewan with a Masters in
Business Administration and a Certified
Management Accountant designation.
En mouvement
College of Nursing at the U of S, before
taking over as Director of Consumer Services in March of 2007.
Carmen Charette will become the University of Victoria’s VP External Relations
on August 1, 2012. Charette is currently
Executive Vice-President of the Social Sciences and Humanities Research Council (SSHRC). Prior to joining SSHRC in
2007, Charette worked as Director-General
with the Science and Innovation Sector
of Industry Canada and as Senior VicePresident with the Canada Foundation for
Innovation. Before that, she held a variety
of positions with the Natural Sciences and
Engineering Research Council of Canada.
Ilene Busch-Vishniac has been appointed
U of Saskatchewan’s new President, effective July 1, 2012, replacing Peter MacKinnon, who is stepping down after 13 years
as president. Busch-Vishniac was previously Provost and Vice-President Academic at McMaster University in Hamilton, Ontario, and is a renowned researcher
in the areas of acoustic noise control and
engineering education. Prior to joining
McMaster University, Busch-Vishniac
served as Dean of Engineering at Johns
Hopkins University and Associate Chair
of Mechanical Engineering at the University of Texas (Austin). A graduate of the
University of Rochester, Busch-Vishniac
earned her Master of Science and PhD in
mechanical engineering from the Massachusetts Institute of Technology (MIT).
Georgina Kossivas began her tenure as
Bursar and Chief Financial Officer at University of St. Michael’s College on February
13, 2012. Kossivas previously served as
Vice-President of Atomic Energy of Canada;
Vice-President and Controller, Telus Network Operations; and Vice-President
Finance, Technology & Solutions at Bank
of Montreal. She holds a Bachelor of Arts,
Honors in Business Administration from
the University of Western Ontario and the
designation of Chartered Accountant.
Please send information regarding
appointments, retirements etc.
to the CAUBO National Office,
[email protected].
Gordon Myers will become Simon Fraser
University’s Associate Vice-President, Academic on September 1, 2012. Myers has
been chair or associate chair of the economics department for more than half of his 12
years at SFU, and currently serves on both
the senate and the board of governors.
Myers was educated at Queen's University, Stockholm University and McMaster
University. Before joining SFU in 1999, he
was a lecturer at the University of Western
Ontario and an assistant and associate professor at the University of Waterloo.
Greg Fowler, director of Consumer Services at the University of Saskatchewan,
has been appointed Acting Vice-President, Finance and Resources, effective
April 15, 2012, while current VP, Richard
Florizone, is away on a one-year leave.
A graduate of the U of S with a BA in
public administration and an MBA,
Fowler worked as Assistant Controller
and Controller of St. Thomas More College from 1994-2006. He moved to the
position of Director of Operations in the
9
By LYRAE WILLIAMS, Director of Budget, Colorado College
PRESENTING FINANCIAL INFORMATION EFFECTIVELY
– storytelling at its best!
Several years ago, a group of business officers representing four regional,
US-based higher education administration organizations (EACUBO, CACUBO,
SACUBO and WACUBO) joined forces with
a representative from the National Association of College and University Business
Officers (NACUBO) to develop a program
on how best to present financial information effectively in higher education. This
marked one of the first times that regional
representatives from across the US had collaborated on the development of a program
that would be made available to any of the
regional organizations for delivery to their
membership.
The regional representatives are volunteers from various institutional types
(large research universities, small privates,
community colleges, and everything in
between). What they have in common is
that they are all challenged with how to
convey financial information to various
audiences in a way that is easily understood. The group recognized that, though
their financial presentation needs varied as
much their institutional types, the process
for developing effective financial presentations was the same for all of them and that
this story was worth telling and sharing
across regional boundaries.
Fast-forward to the present; once again,
boundaries are being crossed and collaboration is being forged. The Western Association of College and University Business Officers (WACUBO) is partnering with CAUBO
to bring this program to its Canadian colleagues in a pre-conference event June 15
and a more in-depth, full-day workshop on
September 28, 2012.
THE PROGRAM
This program is intended to provide an indepth discussion of key issues that business
officers face when presenting financial information to various audiences. It will discuss,
demonstrate and deliver specific tools that
participants can take back to their campuses
and use successfully. Three specific areas
will be targeted:
• Understanding Your Audience Needs:
Knowing what the audience wants/
needs, and how information will be used.
10
" This program is intended to provide an in-depth discussion of
key issues that business officers face when presenting financial
information to various audiences."
• Evaluating Financial Information:
Identifying the most important aspects
of the financial data and relevant time
frames.
• Presenting the Financial Information:
Setting context, emphasizing key messages, explaining why the information
is important, and anticipating questions in advance.
The pre-conference event in June highlighted the important aspects of the daylong workshop that will be presented at
the end of September.
THE TARGET AUDIENCE
This program is intended for any financial officer (manager), whether in central
administration or at the unit level, who
is responsible for conveying financial
information to an audience with varying
degrees of understanding of financial
matters. Whether you are new to higher
education or a seasoned veteran, this program is for you.
THE FACILITATOR
The pre-conference seminar and fall workshop are being facilitated by Lyrae Williams,
Director of Budget at Colorado College,
a small private liberal arts institution in
Colorado Springs. Ms. Williams is a 20-year
financial professional who has spent the last
14 years in higher education finance in the
US. She holds a Master’s degree in higher
education finance and economics. She is a
past presenter at WACUBO’s annual conference and Winter Management & Leadership
Institute. She currently serves on the board
of WACUBO as co-chair of the professional
development committee.
To register for the September 28 workshop, visit the Professional Development section of CAUBO’s website at www.caubo.ca.
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COiN
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COr
NEr
PUBLICATIONS, SURVEYS AND RESOURCES
PUBLICATIONS, SONDAGES ET RESSOURCES
Financial reporting interpretive notes
A series of eight Financial Reporting Interpretive Notes, containing university-specific information on the transition
to new financial reporting standards, is now complete.
These Notes are available in English and French on the
CAUBO website.
Notes d’interprétation concernant les états financiers préparés
selon les nouvelles normes comptables
La série de Notes d’interprétation comportant de l’information ciblée
pour les universités en vue de la transition vers les nouvelles normes de
déclaration de l’information financière est complète. Ces Notes, publiées
en anglais et en français, se trouvent sur le site Web de l’ACPAU.
Investment survey
The annual University Investment Survey was completed in
April, with participation from 63 endowment funds and 50
pension funds. Highlights from the survey were, as always,
a keystone presentation at the Treasury and Investment preconference seminar, and the full report is now available to
survey participants through the CyberCommunity group
'Investment Survey - Sondage sur les placements.'
Sondage sur les placements
Le Sondage sur les placements des universités, que l’ACPAU effectue chaque
année, s’est terminé en avril. Des données ont été recueillies sur 63 fonds
de dotation et 50 caisses de retraite. Les points saillants du sondage ont
constitué, comme toujours, une présentation centrale dans le cadre du
séminaire précongrès sur la trésorerie et le placement. Les répondants au
sondage peuvent maintenant accéder au rapport détaillé par l’entremise
du groupe « Investment Survey - Sondage sur les placements » de la
CyberCommunauté.
Analytical resources and projects
In the early spring, CAUBO conducted an analytical resources
survey to find what new data and information members are
looking for from CAUBO. The responses ranged widely, from
topics related to sustainability and ‘green’ initiatives to HR
best practices and compensation issues, risk and emergency
management, deferred maintenance and board governance.
The CAUBO Board has approved the following analytical
projects for 2012-2013:
• Updated version of CAUBO’s report on deferred maintenance entitled A Point of No Return: The Urgent Need
for Infrastructure Renewal at Canadian Universities issued
in 2000. The purpose of this report will be to assess the
various methodologies currently in use to measure the
extent of accumulated deferred maintenance (ADM) on
Canadian university campuses, identify best practices and
update the numbers provided in 2000.
• Measurement Models for Indirect Cost of Research.
The purpose of this report will be to compile information
related to measurement models used by universities in
assessing the level of indirect cost of research, and how
these models are used to leverage and/or control these
costs. It will also outline current policies on the recovery
and distribution of contracted research on Canadian
campuses.
• Business Intelligence (performance indicators). The
purpose of this report will be to collect and report on
best practices in Canadian universities and abroad.
UPCOMING HIGHER EDUCATION EVENTS
AND CONFERENCES
W3 Conference 2012
September 18-21, 2012
Simon Fraser University, Vancouver, BC
Simon Fraser University is pleased to host the W3 Conference 2012. The agenda includes:
• a welcome reception at the Simon Fraser Diamond
Alumni Centre
Ressources analytiques et projets
Au début du printemps, l’ACPAU a mené un sondage sur les besoins des
membres en matière de ressources analytiques pour cerner les nouvelles
données et nouveaux renseignements que les membres aimeraient obtenir
auprès de l’ACPAU. Nous avons reçu un large éventail de réponses, les
thèmes portant sur le développement durable et les initiatives « vertes »,
les pratiques exemplaires dans le domaine des RH, les questions touchant la rémunération, la gestion des risques et des urgences, l’entretien
différé et la gouvernance des conseils d’administration.
Le conseil d’administration de l’ACPAU a approuvé les projets
d’analyse ci-dessous pour l’exercice 2012-2013 :
• Mise à jour du rapport de l’ACPAU sur l’entretien différé intitulé
Point de non-retour : le besoin urgent de renouvellement des infrastructures
des universités canadiennes, qui a été publié en 2000. L’objectif consiste à
évaluer les diverses méthodes utilisées à l’heure actuelle pour mesurer
l’entretien différé accumulé (EDA) dans les campus universitaires
canadiens, à recenser des pratiques exemplaires et à mettre à jour les
données citées en 2000.
• Modèles de mesure des coûts indirects de la recherche. Pour ce
rapport, l’objectif est de compiler de l’information sur les modèles de
mesure utilisés par les universités afin d’évaluer les coûts indirects
de la recherche et comment ces modèles servent à gérer ou optimiser
ces coûts. Le rapport fera également état des politiques actuelles de
recouvrement et de la distribution de la recherche subventionnée
parmi les universités canadiennes.
• Veille économique (indicateurs de rendement). Ce rapport constituera une compilation et une analyse de pratiques exemplaires
observées dans les universités au Canada et à l’étranger.
ACTIVITÉS ET CONGRÈS À VENIR EN LIEN
AVEC L’ENSEIGNEMENT SUPÉRIEUR
W3 Conference 2012
Du 18 au 21 septembre 2012
Simon Fraser University, Vancouver, Colombie-Britannique
La Simon Fraser University est heureuse d’accueillir le W3 Conference
2012. Au programme :
• Réception d’accueil au Simon Fraser Diamond Alumni Centre;
13
• networking opportunities during the conference as well
as Tuesday and Thursday evening celebrations; and
• breakout sessions for the different participating groups,
joint group sessions and speakers with varying interests
who address a wide variety of topics
• Occasions de réseautage pendant le congrès et les festivités prévues
le soir, mardi et jeudi;
• Séances parallèles pour les différents groupes participants, séances
communes et conférenciers de divers horizons qui aborderont un
large éventail de sujets.
W3 encompasses members of WUFO (Western University Financial Officers); WUSMA (Western Universities
Supply Management Association); and WARP (Western
Association of Resource Planners).
Visit http://www.sfu.ca/w3.html for details and registration information.
Le congrès W3 réunit les membres de 3organismes : WUFO (Western
University Financial Officers), WUSMA (Western Universities Supply Management Association) et WARP (Western Association of Resource Planners).
Allez à http://www.sfu.ca/w3.html pour prendre connaissance du
programme détaillé et des modalités d’inscription.
Special joint meeting for
Canadian university vice-presidents
October 18-19, 2012
University of Regina, Regina, SK
A special joint meeting designed for all Canadian university
vice-presidents (academic, research, administration, finance,
student affairs, etc.) focused on the theme of ‘Institutional
Sustainability in a Rapidly Changing Environment.’
The meeting brings together members of NatVAC, the
annual conference of Provosts and VPs Academic and
Research; of the QNU, the fall meeting of the Conference
Board of Canada’s Quality Network for Universities; and
of CAUBO. This event will be the first time the three groups
have met together, and is intended as a forum in which university leaders with responsibility for diverse portfolios can
discuss the challenges of a rapidly changing postsecondary
landscape across Canada.
The agenda includes keynote speaker Andrew Delbanco
of Columbia University, frequent commentator on higher
education and author of College: What It Was, Is, and Should
Be (Princeton University Press).
Please visit http://www2.uregina.ca/natvac2012/ for information on registration and accommodation. Early registration and hotel reservations are advised.
CAUBO 2013: Call for Presentation Proposals
Open May 22 to September 14, 2012
CAUBO is seeking conference presentations that demonstrate
new approaches and innovative thinking in higher education
administration. For more information or to submit your proposal for CAUBO 2013 in Hamilton, Ontario, visit http://www.
caubo.ca/content/caubo-2013-call-presentation-proposals.
Réunion conjointe spéciale à l’intention
des vice-recteurs des universités canadiennes
18 et 19 octobre 2012
University of Regina, Regina, Saskatchewan.
Réunion conjointe spéciale à laquelle sont conviés tous les vice-recteurs
des universités canadiennes (enseignement, recherche, administration,
finances, affaires étudiantes, etc.) et portant sur le thème du développement durable des établissements dans le contexte d’un environnement
qui change rapidement.
Cette rencontre rassemble les membres de trois groupes, soit les
membres de NatVAC (vice-recteurs principaux et vice-recteurs à
l’enseignement et à la recherche), les membres du réseau Quality Network
for Universities (QNU) du Conference Board du Canada et les membres
de l’ACPAU. C’est la première fois que ces trois groupes se trouveront
réunis. On vise ainsi à proposer un lieu d’échange où les dirigeants des
universités responsables de divers dossiers pourront discuter des défis
que pose le milieu de l’enseignement postsecondaire au Canada.
Le programme comprend une allocation du conférencier de marque
Andrew Delbanco, de la Columbia University; ce dernier est souvent
appelé à commenter les dossiers qui touchent l’enseignement supérieur
et est l’auteur de l’ouvrage College: What It Was, Is, and Should Be (Princeton University Press).
Allez à http://www2.uregina.ca/natvac2012/ pour obtenir plus
d’information sur les modalités d’inscription et l’hébergement. Il est
conseillé de s’inscrire et de réserver une chambre d’hôtel au plus tôt.
ACPAU 2013 : Appel de communications
Période de réception des propositions : du 22 mai au 14 septembre 2012
Pour son prochain congrès, l’ACPAU cherche des présentations qui
font état de nouvelles approches et d’idées novatrices circulant dans le
milieu de l’administration de l’enseignement supérieur. Pour obtenir
plus d’information ou envoyer une proposition de présentation en vue
du congrès ACPAU 2013, qui aura lieu à Hamilton, en Ontario, allez
à http://www.caubo.ca/content/caubo-2013-call-presentation-proposals.
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Student Housing Workshop:
a tHOugHt-prOvOking diScuSSiOn
atelier sur les logements pour étudiants :
O
deS diScuSSiOnS StimulanteS
ver 100 participants representing 52 Canadian higher
education institutions attended CAUBO’s 2012 spring
workshop, held April 19 and 20 in Toronto. This year’s
topic was ‘Building the business case for student housing’ and the discussions were lively and thought-provoking. Participants from diverse functional areas, including finance, facilities,
ancillary operations and student services, had the opportunity to
exchange ideas, hear about the challenges faced by institutions in
Canada, and improve their mutual understanding of the interdisciplinary issues surrounding student housing.
Participants at the workshop considered the student experience
with housing as well as the range of financing options and operating approaches available. The following four key issues related to
student experience were identified and discussed.
• Understanding the value that student housing adds to student
life: Housing is part of a holistic education where learning and
personal development are complementary. Student housing
helps attract better students and ensure their academic success,
offers real value relative to other options, meets real student
needs, and has a positive economic impact on the community.
• Marketing the student housing experience: Parents want
security, low relative cost, and the student's needs met. Student wants are based on a sense of independence and their
impressions; institutions need to help them understand their
real needs and the real value of student housing.
• Types of housing – pros and cons: Institutions need to communicate the value of each housing type, to help students understand that perceived negatives (shared spaces, roommates, etc)
can actually be beneficial to their experience, to match housing
types to population needs, and to think long-term.
• Integrating academic and student life: Housing departments
need to recruit academics to help demonstrate and promote
the academic value of living in student housing. The housing
space needs to be conducive to academic involvement.
In addition, the following five key issues related to options
and approaches for financing and operating student housing were
identified and discussed.
p
lus de 100 personnes représentant 52 établissements
d’enseignement supérieur ont participé à l’atelier printanier de l’ACPAU, qui a eu lieu à Toronto les 19 et 20 avril
2012 et a porté sur le thème « Investissements dans les
logements pour étudiants – Bâtir les dossiers de justification ».
Les discussions ont été animées et ont incité à la réflexion. Les
participants, qui provenaient de divers secteurs fonctionnels dont
les finances, la gestion des installations, les services auxiliaires
et les services aux étudiants, ont eu l’occasion d’échanger des
idées, d’entendre parler des obstacles auxquels sont confrontés
les établissements au Canada et de mieux comprendre les enjeux
interdisciplinaires liés aux logements pour étudiants.
Les participants se sont penchés sur l’expérience étudiante
ainsi que sur les options de financement et les modes de fonctionnement qui existent pour les logements. Les quatre grands
enjeux ci-dessous, liés à l’expérience étudiante, ont été cernés et
ont fait l’objet de discussions.
• Comprendre la valeur qu’ajoutent les logements pour étudiants dans la vie de ces derniers : Le logement s’inscrit dans
l’expérience globale de formation, où apprentissage et croissance personnelle se complètent. Les logements pour étudiants contribuent à attirer de meilleurs étudiants et favorisent
leur réussite scolaire. En outre, ils offrent une véritable valeur
ajoutée par rapport à d’autres options, répondent aux besoins
réels des étudiants et ont des retombées économiques positives sur la communauté.
• Savoir vendre l’expérience en logements pour étudiants :
Ce que les parents recherchent, c’est la sécurité et un coût
relatif avantageux, et aussi de voir les besoins de leurs enfants
comblés. En revanche, les étudiants sont souvent davantage à
l’écoute de leurs désirs, perçus ou réels, liés à leur sentiment
d’autonomie. Les établissements doivent aider les jeunes à
comprendre leurs besoins concrets et la véritable valeur que
représentent les logements pour étudiants.
• Types de logement – avantages et inconvénients : Les établissements doivent faire connaître les atouts de chaque type de
logements afin d’aider les étudiants à comprendre que ce qu’ils
perçoivent comme des inconvénients (espaces communs, colo-
17
cataires, etc.) peut en fait constituer des avantages. Ils doivent
aussi apparier les types de logements aux besoins des diverses
catégories d’étudiants dans une optique à long terme.
• Intégrer études et vie étudiante : Les services responsables des
logements pour étudiants doivent s’allier des interlocuteurs du
secteur des études qui sauront faire valoir que le fait de vivre
dans un logement pour étudiants est bénéfique pour les études.
L’aménagement des logements doit être propice à l’étude.
• Full Life-cycle costing: This includes land, capital renewal and
replacement costs, and a share of infrastructure. However, this
approach to costing may imply letting prices float, which can
conflict with affordability for students.
• Control over services: Where an institution enters into a partnership or privatization agreement, there is concern about balancing the needs of the school with the needs of the developer.
The school needs to maintain control of maintenance and the
facility’s condition, since it will be seen as a university facility regardless of who actually owns it, and problems can be
damaging to the university’s reputation and image. Quality of
student life may seem to be incompatible with a profit-driven
model, so choosing the right partner is essential.
• Debt capacity: This can also be viewed as a revenue problem.
Institutions may find it difficult to service current debt and
need to reserve debt capacity for academic priorities, but
alternatives to debt appear to be expensive.
• Long-term demand: Institutions should plan for residence
needs as a part of their overall planning process, and need to
use good models for demand prediction. Flexible design of
housing space is very important so that if demand shifts, so
can the usage of the space.
• Affordability for students: Overall cost of living for students
must be considered (including meals and loans) and the value of
student housing clearly demonstrated. Students will pay for quality, within reason. The cost recovery model for housing should
be identified within the context of overall institutional finances.
Want to learn more about this hot topic?
The workshop presentations and the report ‘Building the Student Experience’ are now available to CAUBO members on our
website in the Professional Development section.
Why not keep the discussions going? If you participated in
the workshop, or if you have questions for those who did, visit the
Student Housing Workshop group in CAUBO’s CyberCommunity
and start talking! CAUBO is looking for ways to continue to build
on the success of this workshop and to provide further learning
opportunities around this very popular topic. Member suggestions
are welcome. If you require assistance joining the CyberCommunity,
please contact Lynne Seguin at [email protected].
18
Les discussions ont également porté sur les cinq principaux points
ci-dessous qui se rapportent aux options et aux approches de financement et de fonctionnement en lien avec les logements pour étudiants.
• Coût complet de cycle de vie : Cela comprend le coût des terrains,
du renouvellement et du remplacement des immobilisations ainsi
qu’une part de l’infrastructure. Toutefois, cette approche suppose
de laisser les prix fluctuer, ce qui peut entrer en conflit avec les
moyens financiers des étudiants.
• Mainmise sur les services : Lorsqu’un établissement conclut une
entente de partenariat ou de privatisation, on se soucie de trouver
un équilibre entre les besoins de l’établissement et ceux du promoteur. L’établissement doit conserver la mainmise sur l’entretien
et l’état des installations, puisque celles-ci seront perçues comme
étant associées à l’université, peu importe qui en est le propriétaire
réel. Des problèmes associés aux installations peuvent entacher la
réputation et l’image de l’université. Comme une vie étudiante de
qualité peut sembler incompatible avec un modèle dicté par les
profits, il est crucial de choisir le bon partenaire pour un tel projet.
• Capacité d’emprunt : Ce point peut également être considéré
comme un problème de revenus. Les établissements peuvent
déjà avoir du mal à assurer le service de la dette et doivent peutêtre conserver leur capacité d’emprunt pour d’autres priorités
plus étroitement liées à l’enseignement, mais les options autres
que les emprunts semblent coûteuses.
• Demande à long terme : Les établissements devraient prévoir
les besoins en logements à même le processus de planification
global et doivent recourir à de bons modèles de prévision de
la demande. Il est très important que la conception des espaces
pour les logements soit flexible pour que l’on puisse adapter ces
espaces en cas de fluctuation de la demande.
• Moyens financiers des étudiants : Il faut tenir compte du coût de
la vie global du point de vue des étudiants (y compris les repas et
les prêts) et démontrer clairement la valeur offerte par les logements pour étudiants. Ces derniers acceptent de payer pour la
qualité dans des limites raisonnables. Le modèle de recouvrement
des coûts utilisé pour ces logements doit être choisi en fonction
du contexte global des finances de chaque établissement.
Vous souhaitez en apprendre daVantage sur le sujet?
Les présentations données pendant l’atelier et le rapport intitulé
Building the Student Experience sont maintenant accessibles aux
membres de l’ACPAU sur le site Web, dans la section Perfectionnement professionnel.
Pourquoi ne pas poursuivre la discussion? Si vous avez participé à l’atelier ou si vous avez des questions à poser à ceux qui y ont
assisté, devenez membre du groupe « Student Housing Workshop /
Atelier sur les logements pour étudiants » de la CyberCommunauté de
l’ACPAU et lancez des discussions! L’ACPAU cherche des moyens de
poursuivre sur la lancée de cet atelier qui s’est avéré fructueux et souhaite fournir d’autres occasions d’apprentissage en lien avec ce sujet
très chaud. Les suggestions des membres sont les bienvenues. Si vous
avez besoin d’aide pour devenir membre de la CyberCommunauté,
veuillez communiquer avec Lynne Séguin, [email protected].
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NATIONAL FIRST PRIZE
(L-R) James Carnemolla, Leemor Fersht, Laura Bunston, Mylene Lafontaine, Caroline Bogner, Eddy Jin, Diana Magnus and Demet Sen.
The Negotiable RFP
The Negotiable Request for Proposal (NRFP) was first implemented at the University of Toronto in 2010 after its Procurement
Services (PS) team developed a flexible process that combines
the legal requirement for public tendering with a negotiation
step that enables the purchase to be refined to best suit the buyer
prior to contract award.
The traditional RFP process involved an RFP submission
document that set everything in stone early in the project life
cycle. Now, with the NRFP, customers and vendors have the
flexibility to be actively engaged in the RFP process. Customers
can articulate the intricacies of their innovative work within
their unique business and their specific requirements, voice
challenges and requirements, and update the PS team on project
developments.
The overhaul of the RFP program touched on every aspect of
the RFP process, as well as support material and mechanisms,
from its design to its delivery and ongoing PS team support. This
was intended to deliver on three main objectives:
• to introduce significant flexibility to the RFP process without
compromising legal requirements and remaining true to transparency and fairness;
• to enhance quality and value to customers by exploring what
existing and potential product solutions are available and
accessible; and
• to put customer-centricity first, by establishing opportunities
for collaboration and development of trusted and productive
relationships amongst PS, the customer and the vendor.
The NRFP provides customers with a toolkit that outlines the
competitive procurement process in plain language, using eight
clear steps. This makes it easier for customers to make sense of
their options, manage expectations, and report to managers on
the progress of their procurement projects.
Results have far exceeded expectations. One year after implementation, process compliance rose from 50% to 99%, the number
of RFPs submitted rose from 70 to 113 (a 60% increase in use of the
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responses amounted to $1.1 million.
For further information on this project, please contact:
Eddy Jin, Director, Procurement Services
(416) 978-6300 | [email protected]
23
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NATIONAL SECOND PRIZE
(L-R) Melanie Will, Pamela Cant and Allison Roberts. (Missing) Jennifer Porritt
Employee Success Factors
In 2010, the Human Resources (HR) Department at Wilfrid
Laurier University worked closely with a committee of employees
to define positive attitudes, behaviours, work styles and interactions that align with Laurier’s mission, vision and values to create
a successful organization. The committee sought to answer the
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carry out their everyday work?” Through the work of this group,
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To help explain the Employee Success Factors, the departments of HR and Communications, Public Affairs & Marketing
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president’s September 2010 Town Hall events in Brantford and
Waterloo, where the Success Factors video shared stories and
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about their positive experiences as part of the Laurier community.
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recognition and leadership development programs.
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with demonstrated leadership and personal competencies. Merit
awards are now based on a combination of results and demonstrated competencies, which sends a clear message about the value
placed on these behaviours at Laurier. This is a significant cultural
shift from the previous performance management system, and
has encouraged managers and staff to set personal development
goals aligned with the Success Factors.
Pamela Cant, Acting AVP Human Resources
(Director Total Compensation)
(519) 884-0710 - ext 4880 | [email protected]
25
HOW DO YOU TAKE YOURS?
COMMENT LE PRENEZ-VOUS?
Just like your morning coffee, you want your pension
and retirement savings plans your way. And your
administration needs everything custom brewed to
meet your unique requirements.
Tout comme votre café du matin, vous voulez que vos
régimes de retraite et d'épargne-retraite soient à votre
goût. Et, sur le plan administratif, vous avez besoin que
le tout soit personnalisé afin de répondre à vos
exigences particulières.
No matter how your plan is designed – or the range of
challenges you face – we have the expertise, creativity
and experience to make life brighter for you and your
plan members.
Let’s grab a coffee and chat: Randy Colwell, Regional
Vice-President, 1-877-266-3563, ext. 4766.
Life’s brighter under the sun
Quels que soient la structure de votre régime ou les
défis auxquels vous avez à faire face, nous avons
l'expertise, la créativité et l'expérience nécessaires pour
vous offrir, à vous et aux participants de votre régime,
une vie plus radieuse sous le soleil.
Prenons un café et parlons ensemble : Randy Colwell,
vice-président régional, 1-877-266-3563, poste 4766.
La vie est plus radieuse sous le soleil
www.sunlife.ca
NATIONAL THIRD PRIZE
(Front L-R) Francois Grenier, Sue Reali, Daniel Faucher, Jim Nicell and Ryan Ortiz. (Back L-R) Gary Bernstein, Stephan Lengacher, Ante Rokov,
Cara Piperni and Richard London. (Missing) Jacek Slaboszewicz
uPrint: a Unified and Sustainable Campus
Cloud Print Solution
Traditional campus approaches to printing, copying, scanning
and faxing rely on a multitude of devices, which often result in
administrative, financial, operational and sustainability inefficiencies. McGill University has implemented an innovative
project called uPrint, which reduces inefficiencies and costs, while
simultaneously improving the user experience and reducing the
carbon footprint. uPrint significantly improves on past practices
through the implementation of a single fleet of multifunctional
devices governed by central policies, and through the use of a
high degree of automation for such services as IT Service Desk
support, departmental and student billing, device policy setting,
procurement and replenishment of supplies.
McGill staff and students now print jobs to the ‘cloud’ from
any on- or off-campus location. No particular printer needs to
be identified. Jobs are released from the cloud at a later time by
the user waving a McGill ID card close to the RF reader on any
networked campus printer. Access to other functionality, such as
copying, faxing and scanning, is accomplished using the same
authentication process. Printing and copying costs are the same
everywhere, and users receive immediate feedback on the cost of
their print jobs. In this cashless system, all charges are automati-
cally posted to the student’s account or to the staff member’s cost
centre. Prepaid convenience cards associated with a cost centre
are available for visiting professors and contractors.
Both sustainability and security are improved through McGill’s
cradle-to-grave agreement with its equipment vendor. All obsolete
printers go through a rigorous process of disk wiping and responsible recycling/reuse. All paper is 100% recycled fibre content,
and consumption is reduced by printer settings such as default
two-sided printing. The ‘store-and-release’ model of printing also
reduces paper usage by providing the option to cancel jobs at the
printer, and increases security and privacy: print rooms are no
longer filled with unclaimed printouts, print jobs are automatically
wiped (not just erased) from printer internal disks after printing/
scanning has been completed, and jobs not released after 48 hours
are erased from the cloud.
Gary Bernstein
Director, Network and Communications Services
27
WESTERN REGIONAL WINNER
(L-R) Laura Kennedy, Debbie Anderson, Marion Van Impe, Heather Bennett, Janet Vickers, Donna Hendricks, Cory Didur, Lifang Xiu and
Laurie Johnston. (Missing) Richard Florizone
Credit Card Acceptance for Tuition Payments
In September 2010, the University of Saskatchewan instituted
a change in tuition payment options in an effort to balance
client service and fiscal responsibility. The university examined
several options to reduce the cost of accepting credit cards for
tuition payments.
The option to pay tuition by credit card was introduced in
2000. In the following 10 years, participation rates increased from
13% to 42%. During the same period, credit card fees increased
by about 20%, as new pricing models were introduced by the
credit card industry. The overall cost to the university rose to
approximately $0.9 million in the 2009-2010 fiscal year.
Most Canadian universities no longer accept credit cards
for tuition payments, but, based on surveys, analysis and consultation with student groups, the university determined that
accepting credit cards provided benefits to both students and
the university. In consultation with student unions, they chose to
retain this option by implementing a fee to help offset the cost.
An extensive consultation carried out prior to determining
changes to the policy, including a survey with over 4,000 responses,
was critical to client acceptance of the fee, which was met with
minimal student or parent backlash when it was implemented.
After negotiations with credit card companies, the university
was successful in retaining MasterCard with a 1% convenience
fee. The negotiation of a convenience fee for credit card transactions is relatively rare in Canada, and resulted in requests that
university administrators testify about their experience before
the Senate Standing Committee on Banking, Trade and Commerce, as well as a Competition Bureau tribunal.
Since the change, about $25 million in MasterCard payments
have been processed, evidence that consumers are willing to pay
a reasonable fee in order to retain the benefits of credit card use
(rewards, cash flow management, etc). The annual cost of accepting credit cards for tuition payment has decreased to less than
$200,000 and the university has redirected these cost savings to
projects that enhance the student experience.
28
Marion Van Impe
Director Student Accounts & Treasury
ONTARIO REGIONAL WINNER
(L-R) Stephanie Chow, Lena Krten, Darquise Valenzuela, John Lammey, Erin Bartlett, Christiane Ravary and Rema Boushey.
Educational Placement Risk Management
When students undertake educational placements, they enter
into a relationship of trust with a placement agency and often
work with vulnerable populations (children, the elderly, medical patients). The University of Ottawa (U of O) undertakes
risk management activities to ensure that this trust is respected
and that both the people students work with and the students
themselves are protected. These activities include proactive risk
reduction measures such as immunizations, police checks and
non-academic training requirements, and reactive risk mitigation measures such as follow-ups with students after a potential communicable disease exposure. These risk management
requirements are best practices; however, some are formalized
in the placement agreements with the agencies.
At the U of O, these risk management activities are conducted
by a consolidated team within the Office of Risk Management,
comprised of professionals in the fields of risk and contracts,
nurses, and a program administrator. The team provides assistance and advice throughout the life cycle of educational placements, including contract development and modification, ensuring students meet all necessary non-academic requirements for
their placement, and addressing risk management issues that
occur during placements, such as safety issues, communicable
disease exposures and contractual issues. In a typical year,
approximately 12,000 students undergo proactive risk management measures through this team, an increase from 7,000 at the
start of the program, without additional resources.
Historically, these activities were conducted in an ad hoc fashion
within each faculty. By consolidating these activities into one team
and working in partnership with the faculties, support to students
is increased, privacy of information is safeguarded, a high level of
consistency is achieved across the university, and liability to the university is reduced by ensuring full compliance with requirements.
Compliance rates with risk management requirements for students
entering educational placements have increased to effectively 100%
within the first three years of this program.
John Lammey
Associate Director, Risk and Insurance
29
QUEBEC REGIONAL WINNER
(L-R) Qiong Huang, Ali Jannatpour, Tuan Mai, Bradley Tucker, Andie Zeliger, Ghada Al-Araj, Serge Bergeron, Tai-Thien Luong and Yu Ding.
(Missing) Alex Aragona
Concordia’s Faculty Resource Information System (FRIS)
Concordia University has two faculty unions delivering approximately 6,000 course sections annually. The Concordia University
Faculty Association (CUFA) has 1,012 full-time faculty members,
while the Concordia University Part-time Faculty Association
(CUPFA) has 1,117 members, consisting of short-term contractual
faculty who are appointed on a per-course basis.
Concordia’s full-time faculty workload and part-time faculty
course assignments have historically been managed at the faculty
level, with varying results. About five years ago, the university
decided to make a change.
Concordia’s new Faculty Resource Information System (FRIS)
went live on February 1, 2011, and is now the focal point for workload assignment (including research, teaching and service) for
full-time faculty members, as well as course assignment (including
the processes of creating job postings, submitting applications,
confirming recommendations, producing contracts) and processing
payments electronically for over 2,500 per-course appointments.
In its first year of operation, the FRIS has helped to simplify
methods by which the university meets collective agreement
requirements, automated per-course hiring processes, eliminated
manual re-entry of 100,000 data elements, and provided academic
units and the Provost’s Office with clear and live information about
the deployment of academic resources.
• Unit representatives can now pick courses from a ‘live’ menu
drawn straight from the Student Information System, and post
them with just a few clicks.
• The faculty offices and the school can, at all times, see how
many courses their units are offering, and monitor progress
from start to finish.
• The payroll unit now receives electronic payment requests and
uploads the information into the Human Resource Information
System. Members are paid in a timely manner, and the risk of
error is greatly reduced.
The FRIS has had a major impact on Concordia. It has helped to
centralize remuneration issues, has increased efficiency and effectiveness, and has improved administrative processes beyond the
FRIS and outside the academic sector. The FRIS has also provided
academic and administrative units across the university with an
opportunity to work in unison.
30
Serge Bergeron
Associate Vice-President, Academic Operations
(514) 848-2424 x2099 | [email protected]
ATLANTIC REGIONAL WINNER
(Front L-R) Margaret Murphy, Lorraine Helson, Gabrielle Morrison, Alwyn Gomez and Marie DeYoung. (Back L-R) Tom Crowell, Dave Crawford, John
Hussey, Perry Sisk, Paul Dixon and Don MacDonald.
Student Preferred Email Implementation
A search for a replacement for the aging student email system
provided Saint Mary's University (SMU) with an opportunity
to ask the question “Why do we provide email to students?”
Thirty years ago, when SMU started providing email, it was
a novel technology that few organizations possessed. Since
then, commercial email providers have become common and
provide a higher level of service than any institution could hope
to provide. Students now arrive with several email addresses,
have shifted their communication away from email to social
media, and use email only when required. They no longer view
university-provided email as a value-added feature.
Providing a SMU email address was thought to improve,
or at least provide control over, communication with students,
and instil a sense of pride in the institution that would extend
beyond graduation through alumni use of the SMU address.
Upon investigation, it was found that the SMU email address
actually inhibited communication with students and alumni.
Students seldom checked their SMU email box, so faculty and
staff frequently had messages returned because students' mailboxes were over quota. Research showed that the vast majority
of graduates abandoned the SMU address upon graduation
and the Alumni Department had to expend extra effort to
maintain contact.
Therefore, in October of 2010, Saint Mary’s began asking
students to provide the school administration with their preferred email address. This approach has dramatically improved
communication between students, faculty, alumni and staff.
Response times from students can now be measured in minutes
or hours rather than days or weeks, and there is no longer a need
to follow-up on failed messages or to try reaching students by
other methods, as students monitor their email accounts with
their mobile devices almost continuously and respond promptly.
Perry Sisk
Director, Information Technology Systems and Support
31
HONOURABLE MENTIONS
The City Farm
– Edible Landscaping Initiative
In the fall of 2009, Concordia University’s downtown property
manager challenged members of the Sustainable Concordia Greenhouse to undertake some of the landscaping services that were
being contracted out. At the time, the Greenhouse was looking
for outside spaces in which to practice horticultural skills and to
promote a movement towards growing food in the city.
In the first year, Greenhouse members planted 320 square feet
in containers at the busiest intersection of the university campus.
They also grew 7,000 seedlings to disseminate for free through the
Montreal community garden network and various community
organizations. The following year, they grew 10,000 seedlings to
disseminate, and, in addition to planting the downtown containers,
ripped up a large swath of lawn on the Loyola campus, creating about
3,800 square feet for growing. From this small piece of land, a largely
volunteer force grew 183 kilograms of vegetables, mushrooms and
herbs which were donated to the Notre-Dame-de-Grace Food Depot.
The Greenhouse engaged a wide range of collaborators, from local
schools to at-risk youth, students, staff, neighbourhood residents, the
food bank, and not-for-profit organizations, to assist with this project.
The project is now
known as the City Farm
School, a rigorous training program in urban
horticultural skills. The
program has 20 interns
enrolled this year and
another 1,000 square feet
of garden has been added.
At no additional cost to
(L-R) Jackie Martin, Marcus Lobb and
the university, the edible
Pat Pietromonaco.
landscaping project has
produced numerous environmental benefits: helping to reduce
the urban heat island effect, decreasing fossil fuel emissions, and
contributing to biodiversity in the city.
Jackie Martin, Sustainable Concordia Greenhouse
(514) 848-2424 ext.7351 | [email protected]
Delivering on UBC's
Climate Action Plan
In 2010, The University of British Columbia (UBC) announced
its Climate Action Plan (CAP) targets, committing the Vancouver
campus to achieve greenhouse gas (GHG) reductions among the
most ambitious targets of the world’s top 40 universities.
Involving over 200 students, staff and faculty, CAP is the result
of a multi-year planning process to identify strategies for reducing
GHG emissions in the areas of development and infrastructure,
energy supply and management, fleet, commuting, business
travel, procurement and food.
In CAP’s first two years, UBC made significant progress in
achieving its 2015 targets, investing $117 million in energy efficiency
and infrastructure projects that will pay back in utility savings:
• Completed Phase 1 and began Phase 2 of a steam-to-hot water
conversion that will replace 14 km of aging steam system
piping infrastructure, reduce emissions by 22%, and save up to
$4 million a year in operational and energy costs.
• The $27 million Bioenergy Research and Demonstration Project,
which will reduce emissions by 9%, is the first commercial-scale
demonstration of biomass gasification co-generation in North
America.
• The Continuous Optimization program is retro-commissioning
72 buildings to reduce emissions in core buildings by 10%.
In 2010, GHG emissions for the campus
buildings, fleet and paper
had decreased 4.5% from
2007 levels and GHG
emissions per student
decreased by 12.3%.
As well as reducing
GHG emissions, UBC’s
investments in clean
energy infrastructure
(L-R) Lillian Zaremba,
provide opportunities
Orion Henderson and Charlene Ponto.
for research and industry
partnerships. To facilitate best practice knowledge sharing, UBC
developed a Planning for Climate Action Case Study, available
online, to guide other universities and public institutions.
32
Orion Henderson
PREMIER PRIX NATIONAL
(G-D) James Carnemolla, Leemor Fersht, Laura Bunston, Mylene Lafontaine, Caroline Bogner, Eddy Jin, Diana Magnus et Demet Sen.
L’appel d’offres négociable
L’appel d’offres négociable a d’abord été mis en œuvre
à la University of Toronto après que l’équipe du Service de
l’approvisionnement eut mis au point un processus flexible qui
combinait, d’une part, les exigences juridiques concernant les
appels d’offres et, d’autre part, une étape de négociation permettant de peaufiner l’achat de manière à répondre le mieux possible
aux besoins de l’acheteur avant d’octroyer le contrat.
Selon le processus d’appel d’offres traditionnel, on diffusait
un document dans lequel tous les paramètres sont coulés dans le
béton dès les premières étapes du cycle du projet. Selon la nouvelle
formule d’appel d’offres négociable, les clients et les fournisseurs
ont la possibilité de participer activement au processus. Les clients
peuvent faire ressortir les subtilités de leur travail novateur dans
le contexte de leur secteur d’activité particulier et leurs besoins
spécifiques. Ils peuvent exprimer les difficultés qu’ils éprouvent et
expliquer leurs exigences. De même, ils peuvent tenir l’équipe du
Service de l’approvisionnement au courant de l’évolution du projet.
Le remaniement a porté sur tous les aspects du processus
d’appel d’offres ainsi que sur la documentation et les mécanismes
connexes, de la conception à la livraison et au soutien assuré en
continu par l’équipe du Service de l’approvisionnement. Cette
démarche visait trois objectifs :
• rendre le processus d’appel d’offres souple sans compromettre
les exigences juridiques tout en préservant les principes de
transparence et d’équité;
• rehausser la qualité et ajouter de la valeur du point de vue des
clients en explorant des solutions fondées sur des produits
existants ou potentiels qui sont accessibles;
• placer le client au centre des préoccupations, en créant des occasions de collaboration et en tissant des relations productives
axées sur la confiance entre le Service de l’approvisionnement,
le client et le fournisseur.
Dans le cadre du processus d’appel d’offres négociable, les
clients reçoivent une trousse d’outils décrivant le processus
d’approvisionnement concurrentiel à l’aide de termes simples et
divisé en huit étapes claires. Ainsi, il est plus facile pour les clients de
bien comprendre leurs options, de gérer les attentes et de présenter
des rapports aux gestionnaires quant à l’avancement des projets.
Les résultats ont largement dépassé les attentes. En effet, un an
après la mise en œuvre du nouveau processus, le respect du processus d’appel d’offres avait grimpé de 50 % à 99 %, le nombre d’appels
d’offres était passé de 70 à 113 (une hausse de 60 % dans l’utilisation
du processus d’appel d’offres) et les économies chiffrables générées
par l’étape de négociation et s’ajoutant à tout montant proposé dans
les offres de départ s’élevaient à $1,1 million de dollars.
Pour obtenir plus d’information sur ce projet,
veuillez communiquer avec :
Eddy Jin, directeur, Service de l’approvisionnement
416-978-6300 | [email protected]
33
DEUXIÈME PRIX NATIONAL
(G-D) Melanie Will, Pamela Cant et Allison Roberts. (Absent de cette photo) Jennifer Porritt
Facteurs de réussite des employés
En 2010, le Service des ressources humaines (RH) de la Wilfrid Laurier University a travaillé étroitement avec un comité d’employés
afin de définir des attitudes, interactions, comportements et styles
de travail positifs qui s’harmonisent à la mission, à la vision et
aux valeurs de l’Université afin de créer une organisation florissante. Le comité cherchait à répondre à la question « Comment
les valeurs de Laurier se traduisent-elles dans la façon dont les
gens s’acquittent de leurs tâches au jour le jour? » Les travaux de
ce groupe ont mené à la définition de cinq facteurs de réussite des
employés qui reflètent les valeurs de l’établissement et expriment
comment celles-ci peuvent être véhiculées par le personnel et le
corps professoral.
Pour aider à expliquer les facteurs de réussite des employés,
le département des RH et celui des Communications, des affaires
publiques et du marketing ont produit une vidéo dans laquelle
on présente les cinq facteurs de réussite à l’aide d’entrevues avec
des employés et d’autres interlocuteurs de la communauté universitaire. Le lancement des facteurs de réussite des employés a
eu lieu en septembre 2010, à l’occasion des rencontres du recteur
sur les campus de Brantford et de Waterloo. Dans la vidéo, des
professeurs, des membres du personnel, des étudiants et d’autres
intervenants témoignaient de leur expérience positive au sein de
la communauté de Laurier.
Ces deux dernières années, les facteurs de réussite ont servi
de pierre d’assise à la programmation des RH et ont été intégrés
à divers programmes de formation et de perfectionnement,
34
notamment à la toute première journée annuelle de formation du
personnel ainsi qu’aux programmes d’évaluation du rendement
et du mérite. Au cours de la prochaine année, les facteurs de
réussite constitueront les fondements des programmes de reconnaissance et de développement du leadership de l’établissement.
Cette initiative a eu des répercussions importantes en ce
qu’elle a transformé le système de gestion du rendement et de
la rémunération, qui reposait strictement sur les résultats et le
rendement, en un système qui associe les résultats à des compétences manifestes en leadership et en relations personnelles. Les
récompenses au mérite sont désormais attribuées selon une combinaison de résultats et d’aptitudes manifestes. Ainsi, on envoie
un message clair quant à la place de choix qu’on accorde aux
comportements en question dans l’établissement. Il s’agit d’un
changement de culture majeur par rapport à l’ancien système de
gestion du rendement et cela a encouragé tant les gestionnaires
que le personnel à définir des objectifs de perfectionnement
personnel en lien avec les facteurs de réussite.
Pamela Cant, vice-rectrice adjointe aux ressources
humaines par intérim (directrice de la rémunération globale)
519-884-0710, poste 4880 | [email protected]
TROISIÈME PRIX NATIONAL
(G-D En avant) Francois Grenier, Sue Reali, Daniel Faucher, Jim Nicell et Ryan Ortiz. (G-D En arrière) Gary Bernstein, Stephan Lengacher,
Ante Rokov, Cara Piperni et Richard London. (Absent de cette photo) Jacek Slaboszewicz
uPrint : une solution d’impression unifiée et
durable faisant appel à l’infonuagique
Les approches traditionnelles à l’impression, à la photocopie, à la
numérisation et à la télécopie reposent sur une multitude d’appareils
qui, souvent, s’avèrent inefficaces sur les plans de l’administration,
des finances, du fonctionnement et du développement durable.
L’Université McGill a mis en œuvre un projet novateur appelé uPrint,
qui permet de réduire le gaspillage et les coûts, tout en améliorant
l’expérience utilisateur et réduisant l’empreinte carbone. De fait, le
service uPrint constitue une amélioration considérable par rapport
aux pratiques antérieures grâce au déploiement d’un parc unifié
d’appareils multifonctions gérés selon des politiques centrales et à
l’automatisation poussée de services tels que le dépannage informatique, la facturation des services utilisés par les départements et les
étudiants, la définition de politiques d’utilisation des appareils ainsi
que l’approvisionnement et le réapprovisionnement en fournitures.
Le personnel et les étudiants de McGill envoient maintenant leurs demandes d’impression dans le « nuage » à partir de
n’importe où, sur le campus ou ailleurs. Pas besoin de désigner
une imprimante en particulier. L’impression s’enclenche plus
tard, lorsque le demandeur passe sa carte d’identité McGill à proximité du lecteur RF associé à une imprimante réseau du campus.
L’accès à d’autres fonctions comme la photocopie, la télécopie et
la numérisation se fait par le même processus authentification.
Les coûts d’impression et de photocopie sont les mêmes partout
et les utilisateurs savent immédiatement ce que leurs documents
imprimés leur coûtent. Selon ce système de facturation et de
paiement électroniques, les frais sont automatiquement imputés
au compte de l’étudiant ou au centre de coûts de l’employé. Les
professeurs invités et les entrepreneurs peuvent se procurer des
cartes prépayées associées à un centre de coûts.
L’entente conclue par McGill avec son fournisseur d’équipement
apporte des améliorations sur les plans du développement durable et
de la sécurité. En effet, toutes les imprimantes désuètes passent par un
processus rigoureux de suppression définitive des données, puis sont
soit recyclées ou réutilisées de façon responsable. Tout le papier est
fait de fibres recyclées à 100 % et la consommation se trouve réduite
grâce à l’utilisation de paramètres comme l’impression recto-verso
par défaut. Ce modèle d’impression « différée » permet également de
réduire la consommation de papier en offrant la possibilité d’annuler
une demande à l’imprimante. Par ailleurs, la sécurité et la confidentialité sont accrues de plusieurs façons : les salles d’imprimantes ne
sont plus jonchées d’imprimés non réclamés, les demandes sont
éliminées automatiquement des disques internes des imprimantes
sans laisser de trace (pas seulement supprimées) une fois l’impression
ou la numérisation terminée, et toute demande à laquelle on n’a pas
donné suite dans les 48 heures est effacée du nuage.
Gary Bernstein
directeur, services de réseau et de communications
35
PRIX RÉGIONAL DE L’OUEST
(G-D) Laura Kennedy, Debbie Anderson, Marion Van Impe, Heather Bennett, Janet Vickers, Donna Hendricks, Cory Didur, Lifang Xiu et
Laurie Johnston. (Absent de cette photo) Richard Florizone
Paiement des droits de scolarité par cartes de crédit
En septembre 2010, la University of Saskatchewan a instauré un
changement dans les options de paiement des droits de scolarité
afin de trouver un équilibre entre le service à la clientèle et la
responsabilité financière. L’Université a examiné plusieurs options
en vue de réduire le coût associé à l’acceptation des cartes de
crédits pour le paiement des droits de scolarité.
La possibilité de payer les droits de scolarité par carte de
crédit a été introduite en 2000. Au cours des 10 années suivantes,
l’utilisation de ce mode de paiement a grimpé de 13 % à 42 %. Or,
durant la même période, les frais de cartes de crédit ont augmenté
d’environ 20 % au fil de l’introduction de nouvelles formules de
tarification par les émetteurs de cartes de crédit. Le coût global
imputé à l’Université pour ces transactions s’élevait donc à environ
0,9 million de dollars pour l’année financière 2009-2010.
La plupart des universités canadiennes n’acceptent plus que
les droits de scolarité soient payés par carte de crédit. Toutefois,
d’après des sondages, des analyses et des consultations menées
auprès de groupes d’étudiants, l’Université arrivait à la conclusion que le paiement des droits de scolarité par cartes de crédits
s’avérait avantageux tant pour les étudiants que pour l’Université.
Après avoir consulté les associations étudiantes, l’établissement
a choisi de maintenir cette option, mais de percevoir un montant
pour compenser une partie des coûts.
Une vaste consultation a eu lieu avant le changement de politique, notamment un sondage qui a suscité plus de 4 000 réponses.
36
Cette étape cruciale a contribué à ce que la clientèle accepte de
payer les frais nécessaires et, une fois la nouvelle mesure mise en
place, on n’a observé que peu de réticence de la part des étudiants ou des parents.
Après avoir négocié avec les sociétés émettrices de cartes de
crédit, l’Université a réussi à obtenir auprès de MasterCard des frais
de commodité fixés à 1%. La négociation de ce genre d’entente est
relativement rare au Canada et des administrateurs de l’Université
ont dû témoigner devant le Comité sénatorial permanent des
banques et du commerce de même qu’au Tribunal de la concurrence.
Depuis le changement, des paiements par cartes de crédit
totalisant environ 25 millions de dollars ont été traités, preuve
que les consommateurs sont prêts à payer des frais raisonnables
pour profiter des avantages que procure ce mode de paiement
(récompenses, gestion des liquidités, etc.). Le coût annuel des
transactions par cartes de crédit pour le paiement des droits de
scolarité a diminué et se chiffre maintenant à moins de 200 000 $.
L’Université a redirigé les économies vers des projets destinés à
enrichir l’expérience étudiante.
Marion Van Impe, directrice, Comptes étudiants et trésorerie
PRIX RÉGIONAL DE L’ONTARIO
(G-D) Stephanie Chow, Lena Krten, Darquise Valenzuela, John Lammey, Erin Bartlett, Christiane Ravary et Rema Boushey.
Gestion du risque et stages de formation
Lorsque les étudiants font des stages, ils établissement une relation de confiance avec l’organisme qui les embauche et souvent
ils travaillent auprès de groupes vulnérables (enfants, personnes
âgées, patients médicaux). L’Université d’Ottawa entreprend
des démarches de gestion de risque pour faire en sorte que cette
confiance soit respectée et que les personnes auprès desquelles
les étudiants travaillent tout comme les étudiants eux-mêmes
soient protégés. Parmi ces démarches, mentionnons des mesures
proactives d’atténuation des risques comme la vaccination, la
vérification des antécédents judiciaires et certaines exigences
de formation non liées au programme d’études. Citons aussi
les mesures réactives d’atténuation des risques comme le suivi
auprès des étudiants après un risque d’exposition à une maladie
contagieuse. Ces exigences en matière de gestion constituent des
pratiques exemplaires; toutefois, certaines font officiellement
partie intégrante des ententes conclues avec les organismes qui
accueillent les stagiaires.
À l’Université d’Ottawa, les démarches de gestion du risque
sont pilotées par une équipe consolidée qui relève du Bureau
de la gestion du risque et qui regroupe des professionnels spécialisés dans les domaines du risque et des contrats, du personnel infirmier et un administrateur de programme. Cette équipe
offre assistance et conseils à toutes les étapes des programmes
de stages : rédaction et modification des contrats, vérification du
respect par les étudiants de toutes les exigences de formation non
liées à leur programme d’études et résolution des problèmes qui
surviennent pendant les stages, qu’il s’agisse de problèmes de
sécurité, de l’exposition à des maladies contagieuses ou de difficultés de nature contractuelle. Au cours d’une année typique,
environ 12 000 étudiants sont l’objet de mesures proactives de
gestion du risque menées par cette équipe, alors qu’ils étaient
7 000 au démarrage de ce programme, et ce sans ressources
supplémentaires.
Par le passé, ces démarches se faisaient ponctuellement au
sein de chaque faculté. Le fait de consolider les démarches
auprès d’une seule équipe et de travailler en partenariat avec
les facultés a permis d’accroître le soutien offert aux étudiants,
de mieux préserver le caractère confidentiel de l’information et
d’atteindre une meilleure uniformité à l’échelle de l’Université.
Par ailleurs, les risques auxquels l’établissement s’expose diminuent puisque les exigences sont maintenant tout à fait respectées. De fait, le taux de conformité aux exigences en matière de
gestion du risque pour ce qui est des stages cliniques est passé
à 100 % à peine trois ans après le lancement de ce programme.
John Lammey, directeur adjoint, risque et assurance
37
PRIX RÉGIONAL DU QUÉBEC
(G-D) Qiong Huang, Ali Jannatpour, Tuan Mai, Bradley Tucker, Andie Zeliger, Ghada Al-Araj, Serge Bergeron, Tai-Thien Luong et Yu Ding.
(Absent de cette photo) Alex Aragona
Le système d’information
sur les ressources professorales de Concordia
À l’Université Concordia, il y a deux syndicats de professeurs
et leurs membres se répartissent environ 6 000 sections de cours
chaque année. L’Association des professeurs de l’Université Concordia (APUC) compte 1 012 professeurs à temps plein, tandis
que l’Association des professeures et professeurs à temps partiel
de l’Université Concordia (APTPUC) regroupe 1 117 membres,
qui ont des contrats de courte durée pour des cours individuels.
Par le passé, l’attribution de la charge de travail des professeurs à temps plein et l’attribution des cours aux professeurs à
temps partiel de Concordia étaient gérées par les facultés, ce qui
donnait des résultats inégaux. Il y a environ cinq ans, l’Université
a décidé de changer les choses.
Le nouveau système d’information sur les ressources professorales de Concordia (« Faculty Resource Information System »,
FRIS) est entré en fonction le 1er février 2011 et constitue maintenant le point central pour l’affectation de la charge de travail
(ce qui englobe la recherche, l’enseignement et le service) des
professeurs à temps plein tout comme pour l’affectation des cours
(ce qui regroupe les processus d’affichage des postes, d’envoi
des candidatures, de confirmation des recommandations et de
préparation des contrats). Le système traite aussi les paiements
électroniques versés à plus de 2 500 titulaires de charges de cours.
Dès la première année de fonctionnement, le système a permis
de simplifier les méthodes employées par l’Université pour
respecter les dispositions des conventions collectives et les processus automatisés d’embauche des chargés de cours. Il a également permis d’éliminer la saisie manuelle de 100 000 éléments
38
d’information et de fournir aux unités d’enseignement ainsi qu’au
vice-rectorat exécutif aux affaires académiques des données claires
en temps réel sur le déploiement des ressources professorales.
• En quelques clics de souris, les représentants des unités peuvent
maintenant choisir des cours dans une liste « active » tirée du
système d’information étudiants et les afficher.
• Les facultés et l’école de gestion peuvent en tout temps voir
combien de cours sont offerts dans leurs diverses unités et
assurer un suivi, du début à la fin du processus.
• Le service de la paie reçoit maintenant les demandes de paiement par voie électronique et verse l’information dans le
système d’information des ressources humaines. Les membres
sont ainsi payés rapidement et les risques d’erreurs sont considérablement réduits.
Le système FRIS a eu d’importantes répercussions à Concordia.
Il a aidé à centraliser les processus liés à la rémunération, a rendu
ces derniers plus efficaces et efficients, et a aussi eu pour effet
d’améliorer des processus administratifs hors du système FRIS et
même hors du secteur de l’enseignement. Enfin, le système FRIS
a fourni aux unités d’enseignement et aux unités administratives
de toute l’Université une occasion de travailler de concert.
Serge Bergeron
Vice-recteur associé aux opérations académiques
(514) 848-2424 x2099 | [email protected]
PRIX RÉGIONAL DE L’ATLANTIQUE
(G-D En avant) Margaret Murphy, Lorraine Helson, Gabrielle Morrison, Alwyn Gomez et Marie DeYoung. (G-D En arrière) Tom Crowell, Dave Crawford,
John Hussey, Perry Sisk, Paul Dixon et Don MacDonald.
Courriel au choix des étudiants
Le besoin de remplacer le système de courriel à l’intention des
étudiants devenu désuet a fourni à la Saint Mary's University
(SMU) l’occasion de se poser la question : « Pourquoi offronsnous le service de courriel aux étudiants? »
Il y a trente ans, lorsque la SMU a commencé à offrir le
courriel, il s’agissait d’une technologie nouvelle dont peu
d’organisations étaient dotées. Or, les fournisseurs de services de courriel sont maintenant très répandus et ils offrent
un niveau de service supérieur à ce que tout établissement
d’enseignement peut se permettre. À leur arrivée à l’université,
les étudiants possèdent souvent plusieurs adresses de courriel;
parfois, même, leurs communications passent davantage par les
médias sociaux et ils n’utilisent le courriel qu’en cas de nécessité. L’adresse courriel fournie par l’université ne représente
plus de valeur ajoutée à leurs yeux.
L’adresse courriel SMU était sensée améliorer ou du moins
contrôler les communications avec les étudiants et ainsi insuffler
un sentiment de fierté envers l’établissement qui perdurerait
longtemps après la fin des études, puisque les diplômés continueraient d’utiliser leur adresse SMU. Après enquête, il s’est
avéré que l’adresse courriel SMU entravait plutôt les communications avec les étudiants et les anciens. Puisque les étudiants
consultaient rarement leur courriel à cette adresse, les profes-
seurs et le personnel recevaient souvent des messages d’erreurs
indiquant que les boîtes de courriel des étudiants dépassaient
les limites permises. Des recherches ont ensuite démontré que
la majorité des diplômés abandonnaient l’adresse SMU après
leurs études et le service des anciens devaient déployer des
efforts importants pour maintenir le contact.
Par conséquent, en octobre 2010, SMU a commencé à demander aux étudiants d’indiquer à l’administration l’adresse courriel de leur choix. Cette approche a considérablement amélioré
les communications entre les étudiants, les professeurs, les
anciens et le personnel. Le temps de réponse de la part des
étudiants peut maintenant être mesuré en minutes ou en heures
plutôt qu’en jours ou en semaines. On n’a plus besoin de faire
des suivis en cas de non-livraison des messages ou d’essayer de
joindre des étudiants par d’autres moyens puisque les étudiants
consultent presque continuellement leurs comptes de courriel
à partir de leur appareil mobile et y donnent suite rapidement.
Perry Sisk, directeur, Systèmes et soutien informatiques
39
MENTIONS HONORABLES
La ferme urbaine
– initiative d’horticulture comestible
À l’automne 2009, le chef du service de la gestion des immeubles
au campus du centre-ville de l’Université Concordia mettait au défi
les membres du projet de la serre de Concordia de se charger d’une
partie des services d’aménagement paysager qui étaient confiés à
l’externe. À l’époque, les responsables du projet de la serre étaient à
la recherche d’espaces à l’extérieur où l’on pourrait mettre en pratique
des compétences en horticulture et stimuler le mouvement en faveur
de l’agriculture urbaine.
La première année, les membres du projet de la serre ont repiqué
30 m2 (320 pi2) de plants dans des bacs à l’intersection la plus achalandée du campus. Ils ont aussi cultivé 7 000 semis horticoles à distribuer
gratuitement dans le réseau des jardins collectifs et parmi divers organismes communautaires à Montréal. L’année suivante, ils ont cultivé
10 000 semis à distribuer et, en plus de repiquer des plants dans les bacs
du centre-ville, ils ont labouré une large bande de terrain sur le campus
Loyola, dégageant environ 353 m2 (3 800 pi2) de terre à cultiver. À partir
de cette petite étendue de terre, une équipe composée en grande partie
de bénévoles a cultivé 183 kg de légumes, de champignons et de fines
herbes, puis en a fait don à la banque alimentaire de Notre-Dame-deGrâce. Les membres du projet de la serre ont recruté un large éventail de
collaborateurs provenant du milieu avoisinant qui les ont aidés à réa-
liser leur projet : écoles, jeunes
à risque, étudiants, employés,
résidants du quartier, banque
alimentaire et organismes sans
but lucratif.
Ce projet, que l’on désigne
maintenant par l’expression
(G-D) Jackie Martin, Marcus Lobb et
« école d’agriculture urbaine »,
Pat Pietromonaco.
consiste en un programme de
formation rigoureux en techniques d’horticulture urbaine. Le
programme compte 20 stagiaires inscrits cette année et une autre
section de jardins de 93 m2 (1 000 pi2) s’est ajoutée. Le projet d’horticulture comestible a eu de nombreux bienfaits du point de vue de
l’environnement et ce, sans frais supplémentaires pour l’Université :
réduction de l’effet d’îlot thermique urbain, diminution des émissions de combustible fossile et contribution à la biodiversité urbaine.
veuillez communiquer avec : Jackie Martin, Serre de Concordia,
Programme de développement durable
514- 848-2424, poste 7351 | [email protected]
Le plan d’action climat de
la UBC : des résultats concrets
En 2010, la UBC a annoncé les objectifs de son plan d’action climat
(PAC), s’engageant à ce que son campus de Vancouver réduise ses
émissions de gaz à effet de serre (GES) - ces objectifs étant parmi les
plus ambitieux des 40 universités les mieux classées dans le monde.
Le PAC, auquel participent plus de 200 étudiants, membres du
personnel et professeurs, est le résultat d’un processus de planification pluriannuelle visant à définir des stratégies pour réduire
les émissions de GES dans les domaines des aménagements et de
l’infrastructure, de la gestion et de l’approvisionnement énergétique,
du parc automobile, des déplacements quotidiens, des voyages
d’affaires, de l’approvisionnement et de l’alimentation.
Pendant les deux premières années du PAC, la UBC a fait des progrès
marqués vers l’atteinte de ses objectifs de 2015, investissant 117 millions
de dollars dans des projets d’efficacité énergétique et d’infrastructure
qui permettront d’économiser dans les services publics :
• Fin de la Phase 1 et début de la Phase 2 d’un projet de conversion
du système de chauffage à la vapeur en système à l’eau chaude, ce
qui nécessitera le remplacement de 14 km de tuyauterie vieillissante,
réduira les émissions de 22 % et permettra d’économiser jusqu’à
4 millions de dollars par année en coûts énergétiques et opérationnels.
• Projet de recherche et démonstration des applications de la
biomasse se chiffrant à 27 millions de dollars, qui permettra de
réduire les émissions de 9 %. Il s’agit de la première application
à l’échelle commerciale du principe de cogénération par gazéi-
40
fication de la biomasse en
Amérique du Nord.
• Programme d’optimisation
continue prévoyant le réaménagement de 72 bâtiments pour réduire de 10 %
les émissions dans les principaux bâtiments.
(G-D) Lillian Zaremba,
En 2010, les émissions de GES
Orion Henderson et Charlene Ponto.
attribuables aux bâtiments sur
le campus, au parc automobile et au papier avaient diminué de
4,5 % par rapport à 2007 et les émissions de GES par étudiant
avaient diminué de 12,3 %.
En plus de contribuer à réduire les émissions de GES, les
investissements de la UBC dans l’infrastructure de l’énergie propre
fournissent des occasions de recherche et de partenariat industriel.
Dans le but de faciliter l’échange de savoir et de pratiques exemplaires, la UBC a élaboré le document Planning for Climate Action
Case Study, accessible en ligne, pour guider les autres universités
et établissements publics.
veuillez communiquer avec : Orion Henderson
Selection Committee/Comité de sélection
ONTARIO:
SPONSOR/COMMANDITAIRE:
Gary Brewer (Chair/président)
Vice-President (Finance & Administration)/
vice-recteur (finance et administration)
York University
Chantal Tourangeau
Regional Travel Manager - Eastern Canada/
EAST/EST:
Gary Bradshaw
Associate Vice President, Administration & Finance/
vice-recteur, administration et finance
Memorial University of Newfoundland
JD Christman
Account Manager/directeur de compte
Macquarie Equipment Finance Ltd.
QUÉBEC:
Michel Jacques
Associate Vice-Rector/Adjoint au vice-recteur
Université Laval
Randy Colwell
Regional Vice-President, Group Retirement Services/
Vice-président régional, Régimes collectifs de retraite
Sun Life Financial
WEST/OUEST:
CAUBO/ACPAU:
Patricia Hibbitts
Vice-President, Finance & Administration/
vice-rectrice, finance et administration
Simon Fraser University
Nathalie Laporte
Executive Director/directrice générale
Chef-régional des ventes – Est du Canada
Budget Car Rental
Learn more online
Great ideas at your fingertips…
The Q&P program has grown over the years to become a very important source of best practices among Canadian
higher education administrators. All Q&P submissions from 2004 onwards can be accessed via a searchable database
on our website. You can now search great ideas for innovative practices that can be applied to your institution today.
Simply visit our website at www.caubo.ca and click Best Practices.
Plus de détails en ligne
Idées géniales au bout des doigts…
Le programme des prix de la qualité et de la productivité a pris de l’ampleur ces
dernières années et est devenu une source très importante de dissémination des
pratiques d’excellence parmi les administrateurs du milieu de l’enseignement supérieur
au Canada. Tous les dossiers soumis dans le cadre de ce programme depuis 2004 ont été
versés dans une base de données pourvue d’un moteur de recherche, accessible à partir
du site Web de l’ACPAU. Vous pouvez maintenant
effectuer des recherches sur idées géniales pour y
trouver des pratiques novatrices pouvant s’appliquer à
votre établissement dès aujourd’hui. Il suffit de visiter
notre site Web, à l’adresse www.acpau.ca, puis de
cliquer sur « Meilleures pratiques ».
41
LIST OF SUBMISSIONS
Institution/
Établissement
Title of Proposal
Titre de la proposition
Telephone/Email
Téléphone/Courriel
The University of
British Columbia
Delivering on UBC’s Climate Action Plan: Achieving
greenhouse gas emissions reductions by investing in
energy efficiency and alternative energy infrastructure
Orion
Henderson
604-822-9309
[email protected]
The University of
British Columbia
UBC Thrive: Building Positive Mental Health for All
Suzanne Jolly
604-822-8762
[email protected]
Concordia
University
City Farm - Edible Landscaping Initiative
Jackie Martin
514-848-2424 x7351
[email protected]
Concordia
University
Concordia’s New Faculty Resource Information
System (FRIS)
Serge Bergeron
514-848-2424 x2099
[email protected]
Concordia
University
Helping students save money: Launching a textbook
rental solution
Ken Bissonnette
514-848-2424 x3633
[email protected]
McMaster University
McMaster Sustainability Internship Program
Kate Whalen
905-525-9140 x21575
[email protected]
Langara College
Website Redesign and Content Management System
Implementation
Yvonne Ohara
604-323-5014
[email protected]
University
of Manitoba
Energizing and Enabling a Culture of Continuous
Improvement at the University of Manitoba
Deborah
J. McCallum
204-474-9777
[email protected]
McGill University
uPrint: A unified and sustainable campus cloud print
solution
Gary Bernstein
514-398-4279
[email protected]
McGill University
McGill’s Employee Reintegration Program: Stepping
Up to the Plate
Lynne B. Gervais
514-398-3228
[email protected]
McGill University
The “No Money Miracle”
Catherine Bradley
514-398-6554
[email protected]
McGill University
The Teaching and Learning Spaces Working Group:
A collaborative approach to classroom planning and
resource management
Cynthia Weston
514-398-6648
[email protected]
McGill University
Staff-Student Mentoring Program
Rosalia Felice
514-398-4990
[email protected]
McGill University
McGill Food and Dining Services - Leadership
Through Partnership
Mathieu Laperle
514-398-2641
[email protected]
McMaster University
Annual Financial Leadership Conferences and
Financial Administrators’ Forums
Nancy Gray
905-525-9140 x27464
[email protected]
McMaster University
RFP for End User Computer Hardware, Servers,
Storage Products and Services (Collaborative, led
by McMaster, including the City of Hamilton &
Mohawk College)
Angelo DiLettera
905-525-9140
[email protected]
Memorial University
A Service Continuation Plan That Works
Andrew
Macdonald
709-864-8700
[email protected]
Mount Allison
Disaster Recovery Through Cooperation
University and
St. Thomas University
Helmut Becker
506-364-2470
[email protected]
Mount Allison
University
Anthony Frost
506-364-2345
[email protected]
Mount Allison University Brand Positioning Project
42
Contact Person
Personne Ressource
LISTE DES SOUMISSIONS
Institution/
Établissement
Title of Proposal
Titre de la proposition
Contact Person
Personne Ressource
Telephone/Email
Téléphone/Courriel
Educational Placement Risk Management
John Lammey
613-562-5892
[email protected]
Université d’Ottawa
Écrire en groupe – retraites d’écriture pour les
professeurs d’uOttawa
Françoise MoreauJohnson
613-562-5800 x4793
[email protected]
Integrated Enterprise Risk Management
John Lammey
613-562-5892
[email protected]
Université d’Ottawa
Les programmes de mentorat du Centre de
leadership scolaire, Université d’Ottawa
Françoise MoreauJohnson
613-562-5800 x4793
[email protected]
Université du
Québec à Montréal
UQAM mobile : premier site mobile universitaire au
Québec
Nathalie Benoit
514-987-3000 x3974
[email protected]
University of Regina
Print Optimization Project
Ray Konecsni
306-585-5497
[email protected]
Saint Mary’s
University
Student Preferred Email Implementation
Perry Sisk
902-420-5474
[email protected]
University
of Saskatchewan
Credit Card Acceptance for Tuition Payments
Marion Van Impe
306-966-4604
[email protected]
University
of Toronto
The Negotiable RFP in Action at the University of
Toronto
Eddy Jin
416-978-6300
[email protected]
University
of Toronto
The University of Toronto Sustainability Kiosk – An
Interactive Way of Getting the Message Out
Ron Swail
416-978-5098
[email protected]
University
of Victoria
University of Victoria Technology Solutions Centre
Nav Bassi
250-472-4502
[email protected]
University
of Victoria
Masterful Mentorship
Jolie Wist
250-472-5673
[email protected]
Western University
Western’s Bed Bug Protocol
Christopher
Bumbacco
519-661-2111 x86614
[email protected]
Western University
Integrated “Safe Campus” Community Network
Elgin Austen
519-661-4010
[email protected]
Western University
Driving positive change with technology and change
management
Paul Martin
519-661-2111 x85421
fi[email protected]
Wilfrid Laurier
University
Laurier’s Employee Success Factors
Pamela Cant
519-884-0710 x4880
[email protected]
Wilfrid Laurier
University
Problem Oriented Policing Initiative
(Fire Alarm Pull Stations)
Harry
Oldengarm
519-884-1970
[email protected]
York University
The Emergency Preparedness Plan and Activation of
the Emergency Operations Centre
Katherine
Branton
416-736-5258
[email protected]
York University
Conquering PCI DSS Compliance Through
Collaboration and Invention
Laurie Lawson
416-736-5539
[email protected]
York University
YORKW!SE York University Energy Management
Program (EMP)
Brad Cochrane
416-736-2100 x 55216
[email protected]
43
Keep the good ideas
growing in 2013!
Continuez de faire germer
les bonnes idées en 2013!
It is not too early to start thinking
about your submission
for 2013!
Il n’est pas trop tôt pour commencer
à penser à votre dossier de
candidature pour 2013!
For a complete description of
Pour obtenir une description
the criteria and application
complète des critères et du
process, and for details
processus de mise en candidature,
regarding previous submissions
ainsi que de l’information sur les
and winners, visit our website
candidats et lauréats des années
at www. caubo.ca or contact
passées, consultez notre site Web
Alison Larabie Chase at
à www.acpau.ca ou communiquez
[email protected].
avec Alison Larabie Chase, à
l’adresse [email protected].
QP
Prix de
44
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EFFECTIVE IMPLEMENTATION OF IT GOVERNANCE:
BY TERRY NIKKEL
Performance measurement ensures that:
• enterprise IT achievement of
objectives is tracked, and corrections
made when needed;
• scorecards, assessment tools, and
assurance activities are created to
focus on continual improvement; and
• performance measures are linked to
other focus areas.
Value delivery ensures that:
• mechanisms are in place to ensure
enterprise IT is doing the right things;
• UNB is getting full benefit from
what IT does – both strategically and
financially; and
• IT systems and services are designed
with, and for, users; maximum utility
is obtained from all investments.
With these overarching governance
objectives clearly articulated and widely
supported, the major challenge for IT management is to operationalize them, making
them practical and achievable.
STR
T
N
DELI
T
EN
V E RY
PERFORMANCE ME
AS
UR
EM
E
IC ALI GNME
ATEG
NT
UE
Risk management ensures that:
• optimization of enterprise IT
security, reliability, performance,
and compliance reduces risk; and
• enterprise IT is more than
reactive – it leads, within the
context of a strategic plan,
but always evaluates risks
M
G
SK
EM
RI
AG
EM
ENT
RESO
URC
EM
AN
A
Resource management ensures that:
• IT has the right people and tools to do
the job;
• integrated, economical IT
infrastructure is provided; and
• new technology is introduced as
required, while obsolete systems are
updated or replaced.
GOVERNANCE
MODEL FOCUS AREAS
Strategic alignment ensures that:
• enterprise IT is aligned with the
university's strategic plan;
• the IT strategic plan sustains and
enables goals and objectives of the
university; and
• the IT strategic plan is multi-year,
with short-, medium-, and long-term
goals and objectives.
"With these overarching governance
objectives clearly articulated and widely
supported, the major challenge for IT
management is to operationalize them,
making them practical and achievable."
46
associated with new or continuing
projects and processes.
L
VA
GOVERNANCE MODEL
Over the last few years, however, Information Technology Services (ITS) at UNB has
worked hard to fulfill its vision to ‘delight
users with solutions that work for them’
by adopting an enterprise IT governance
model that ensures wide involvement in
overseeing IT strategic alignment, value
delivery, and risk mitigation. This structure
requires participation from a wide variety
of stakeholders, from senior executives
to students. A committee advises ITS on
policies and priorities, and vets enterprise
project proposals to assess strategic value.
Based on standards and best practices
articulated by ITGI (IT Governance Institute), the new IT framework has been
developed to provide the enterprise level
governance structure for ITS, plus the
internal structure that enables effective,
efficient operation of the department.
AN
At 226 years of age, the University of New
Brunswick (UNB) is Canada’s oldest public
university. Though it possesses a rich and
venerable past, UNB has long been – and
indeed still is – Canada’s smallest comprehensive university, serving 12,000 students
on two campuses through 14 faculties.
Paradoxically, while the university displays
many signs of its maturity in programming
and course development processes, it has
been astonishingly slow to incorporate
standard modern IT business practices
and methodologies. Whether as a result
of economic challenges or technological
advances, change has been inevitable at
UNB, but, as everywhere else, it has not
been easily accepted, nor, at times, managed particularly well. Haphazard project
execution strategies, few internal controls
and risk mitigation plans, and a lack of governance structure to ensure alignment with
the enterprise, left IT at UNB struggling to
understand and fulfill its role.
COBIT
When ITS began to methodically and
objectively review and assess its own
internal processes and quality control
practices, it quickly became clear that a
way had to be found to establish baselines
in different process areas upon which we
could build and improve. We adopted
COBIT (which used to stand for Control
Objectives for Information and related
Technologies, but is now used simply
as a proper name), the standard for IT
process management from ISACA, an
international organization that certifies
individuals in the fields of IT audit, security, governance, and risk control.
COBIT covers all major process areas
found in IT organizations, from strategic
planning, service delivery, and data management, to risk assessment and management, operations, and change management – 37 in all. More importantly, COBIT
defines maturity levels that IT organizations use to assess how well developed
their own processes are, thus determining
where effort must be focused, according
to the specific needs and objectives of the
unit. By comparing the COBIT maturity
levels against its own, the unit can decide
if it needs to expend effort improving its
maturity level. Most organizations will
find that their maturity levels in different
process areas vary because every unit has
a unique history of prioritization, skills,
and resources that have resulted in the
current situation.
Most importantly, COBIT provides
detailed roadmaps guiding users in
advancing from one maturity level to
another – this is extraordinarily helpful
for saving time and effort, and avoiding
confusion over what has to be done to
reach specific maturity levels. COBIT is
intended to be highly flexible to meet the
needs of many different kinds of IT units,
regardless of sector (i.e., corporate, nonprofit, higher education, NGO, etc.).
To ensure that COBIT is used effectively, ITS at UNB has created a unique
position to assess all of its processes and
methodologies according to the COBIT
maturity levels. The Director of Quality Assurance and Process Management
performs process maturity assessments,
in consultation with unit management,
and recommends what prioritization will
be given to different processes, according
to organization needs, and maps out the
paths to improvement.
The role also fosters fundamental cultural changes in ITS staff work attitudes
"Appropriate governance, coupled with
practical tools and methodologies,
has transformed ITS at UNB into an effective
unit that does not merely react to institutional
demands, but rather shapes those demands."
and behaviours. This is accomplished
through leadership strategic thinking;
human relationship skills and emotional
intelligence are critical to the job. The role
has cross-unit authority to ensure compliance with standards, activities, processes
and procedures defined through the maturity assessment and prioritization process,
and has comparable scope and authority
to other IT Directors.
Continuous improvement is a key
method for managing quality. Management
ensures that every process and service has
a definition of what quality is – according
to its purpose and priority – and includes
appropriate measures and resources to periodically review the process or service for
improvement. For example, as part of the
wrap-up of every ITS project, a review is
conducted to identify areas of success and
lessons learned. Managers are accountable
to ensure these reviews take place and that
the information obtained is captured and a
process is in place to ensure that it is readily
available for use in future projects.
Appropriate governance, coupled with
practical tools and methodologies, has
transformed ITS at UNB into an effective
unit that does not merely react to institutional demands, but rather shapes those
demands through leadership and technical
expertise, and expects the university to hold
its IT assets accountable for delivering value
according to strategic direction and planning. Sound assessment practices, made
possible by the COBIT framework, along
with portfolio and project management
methodologies, ensure that the unit understands its strengths and is able to build on
them, and recognizes its weaknesses and is
able to correct them. ITS is well equipped to
fulfill its commitment to ‘delight users with
solutions that work for them.’
ABOUT THE AUTHOR
Terry Nikkel ([email protected]) is Associate Vice-President, Integrated Technology
Services and CIO at UNB. He earned an
MLIS at the University of Western Ontario,
and an MBA at Dalhousie. He is also a PMIcertified Project Management Professional,
and has obtained the CGEIT (Certified in
the Governance of Enterprise IT) credential
from ISACA.
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State
of mind
Addressing mental health
By Christine Hanlon
NOTE: The French version of this article is available on the CAUBO
website at www.caubo.ca/content/university-manager-2012.
Today’s environment
University leaders are actively addressing the issue of mental health on campuses across Canada. No longer seen
as simply a question of crisis management, mental health issues are being
approached in more proactive and systematic ways, as universities increasingly appreciate the advantages of prevention over reaction. “We are exploring
what we need as a sector to deal with
mental health issues in the post-secondary setting,” says Dr. Su-Ting Teo,
Director of Student Health and Wellness
at Ryerson University. Dr. Teo is co-chair
of a working group on mental health for
the Canadian Association of College and
University Student Services (CACUSS),
one of several inter-institutional organizations focusing on the issue. The key
is to identify best practices and then
put into action strategies and plans that
work best for an individual institution
and its specific circumstances.
But, why has this issue now become
an important preoccupation for Canadian
universities? “Often, it takes an event or
crisis to push it to the next level of priority,” says Robert Campbell, President at
Mount Allison University and chair of the
Association of Universities and Colleges
in Canada (AUCC) Working Group on
Campus Mental Health, created following a December 2011 AUCC workshop
on this issue for university leaders. “All
universities have experienced cases of
student suicides or self-harm; but a larger
community took note when a deeply
respected institution such as Queen’s
experienced a series of such incidents in
a highly publicized way.”
A tragic spate of suicides at several
institutions only partly explains why university leaders are now making a point of
tackling this issue. An even more powerful impetus has been the societal trend
towards de-stigmatization and open discussion. Recent developments include the
creation of the Mental Health Commission of Canada (MHCC) and the ongoing development of a national Mental
Health Strategy for Canada, one of the
key responsibilities given to the Commission when it was established in 2007.
The reality is that 20% of Canadians
will suffer from mental illness at one
point in their lifetime. According to Statistics Canada, youth aged 15 to 24 –
hence mostly university students – are the
most likely group to suffer the effects of
mental illnesses, substance dependencies
and suicide.
“The prediction is that, by 2020,
mental health issues are going to be the
leading cause of disability at Canadian
universities,” says David Turpin, President at the University of Victoria.
In fact, at universities, the recent push
to address mental health very much
resembles previous experiences addressing the needs of students with disabilities.
“We are more aware, so it seems that the
incidence of mental illness is going up,”
notes Campbell. “Twenty years ago, most
people did not have a good conception
of depression or the words to describe it.
There are also far more students arriving
on campus and presenting themselves
with their conditions.”
At the same time, it does seem that
today’s students may be facing more
51
pressure than those before them. Despite
lack of quantitative data to indicate a trend
– the first Statistics Canada survey on
mental health was completed in 2001 –
anecdotal evidence suggests that today’s
students experience more stress due to
higher levels of debt, fewer job prospects
upon graduation, higher expectations for
student success, and less preparation for
independent living.
“I am not sure that we have all we
need in place to deal with this situation,”
says Daniel Woolf, Principal and ViceChancellor at Queen’s University. “We
are in the teaching and research business,
not primarily in the mental health business.” Nonetheless, notes Campbell, over
the years, universities have experienced
a certain level of responsibility creep in
regard to mental health.
inaction on the issue of mental health.
At the least, failure to provide an environment that supports mental health can
lead to low rates of student success. At
the other extreme, lack of a mental health
framework can contribute to crises such
as student suicides. Both are damaging to
institutional reputation. Lack of action also
presents risks to the health, well-being and
safety of the entire university community.
Acting comes with risks as well. “It
is important to look at risk strategically
so that when universities do take action
people understand why and in what
context,” says Pari Johnston, Director,
Member Relations at AUCC.
Carleton University enunciates this
principle in its Student Mental Health
Framework: “Developing policies and
procedures based on best practices and
"The best they can do is to create a healthy
environment and encourage people to come
forward so that schools can provide, within their
already constrained budgets, as much care as
they can before handing off responsibility to the
health care system."
On the other hand, mental health is
inextricably tied to a university’s mission
of student success. Studies have shown
that depression is a significant predictor
of a lower grade point average (GPA) and
a higher probability of dropping out.
Woolf agrees that universities are not
“rigged to be fundamentally an agency that
looks after health issues.” The best they can
do, he explains, is to create a healthy environment and encourage people to come
forward so that schools can provide, within
their already constrained budgets, as much
care as they can before handing off responsibility to the health care system.
To act, or not to act
In its document A Guide and Checklist for
Presidents, AUCC urges universities to
define their “roles and responsibilities
within the continuum of possible actions”
and “define, communicate and establish
appropriate expectations.” The checklist
also recommends defining and assessing
the risks represented both by action and
52
ensuring they are applied consistently
will mitigate the risks of possible legal
liability associated with providing support and responding to students in distress.” In addition, although from a legal
perspective the university is not held to
the same provision of service standard as
medical facilities, members of the university who belong to certain professional
groups may be held accountable by their
accrediting bodies when responding to
mental health issues.
Failure to communicate the availability of services or how to access them can
be a risk as well. “The greatest risk is that
members of our community feel that they
have to deal with a mental health issue
on their own,” says Woolf.
At the same time, the stigma of mental
health can prevent individuals from seeking help even when resources and access
are available. “We need to ensure students
not only know what services are available
but also that, if they access them, their
academic careers are not going to be in
jeopardy,” says Queen’s Professor Heather
Stuart, an MHCC consultant on the issue of
stigma. “That message has to be consistent
at every level.”
University presidents play an essential
role in reducing stigma by championing
the issue at their respective institutions.
“I think the first role of senior administration is to become educated on the
issues,” says Michael Goldbloom, Principal at Bishop’s University. “We then have
a responsibility to create a context in which
issues of mental health can be discussed in
an open and constructive way.”
He adds that senior leadership, including the Senate and the Board, needs to
make the issue a priority, setting strategic
goals and allocating financial resources
accordingly. It is their responsibility to
raise universal campus awareness of the
issue. “There may be times when we may
need the Board to help in terms of developing partnerships with government,”
notes Campbell. The president and other
senior administrators should use every
opportunity, both off and on campus, to
raise this issue, including during staff and
student orientation.
Stuart points out that policies and
practices tend to be reactive rather than
proactive. They need to go beyond
responding. “We could throw money at
this issue and triple our number of counselors and that still would not deal with
the issue,” agrees Woolf. “I think we have
to focus much more on the prevention and
environment side.”
Best practices
At the University of Alberta (U of A),
Dean of Students Frank Robinson points
to the importance of promoting a work/
life balance and creating “lifelines” among
members of the university community
through a healthy social support system
of groups, clubs, activities and events. For
instance, for the U of A’s Worlds Largest
Dodgeball Game, the university makes a
point of involving international students,
a segment most vulnerable to isolation and
anxiety. (High expectations from home,
lack of community support and language
barriers are all obstacles to international
students seeking and receiving help.)
Meanwhile, annual events such as Mental
Health Awareness week at McMaster University and UBC Vancouver Thrive at the
University of British Columbia promote
positive mental health for all campus members through everything from healthy food
choices, physical activity and inclusion.
In its description of Thrive, UBC Vancouver notes that mental health “comes
from a community, not just from a counselor’s office.” “It is the responsibility of
the entire community,” agrees Goldbloom.
Stuart points out that many universities are developing cross-functional
mental health task groups that are looking
at developing mental health strategies for
the entire institution. Both development
and responsibilities must be shared not
only by health and counseling services,
but also by student affairs, security and
academic leadership. In fact, Queen’s has
undertaken a top-to-bottom review, via a
Principal’s Commission, of what the university is doing regarding mental health.
An assessment, says Woolf, is the first
step to identifying gaps and opportunities
across the entire institution.
“The goal is to have a comprehensive
strategy,” agrees Dr. Teo. “Historically, if
they are addressing the issue at all, insti-
The first level of intervention is aimed
at supporting mental health and wellbeing for all students. One objective at
this level is to review, revise and develop
policies and practices that support student mental health and well-being. For
instance, key policies identifi ed in the
UBC Vancouver ’s Mental Health and
Well-being Strategy include Academic
Accommodations for Students with Disabilities (including mental health) and
Response to At-Risk Behaviour (including
threat of harm to self).
McMaster University is currently refining its Student Code of Conduct to include
the voluntary/involuntary withdrawal
policies described in the discussion paper
on Mental Health Protocols commissioned
by the Council of Ontario Universities’
(COU) Mental Health Subcommittee. After
consulting this same document, The University of Guelph recently reviewed a
number of its policies. Among the recom-
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EARLY ALERT
tutions are addressing it in a piecemeal
way. Instead, there needs to be a preventative, systematic approach.” She notes
that all staff, faculty and students need to
be involved. Furthermore, the framework
adopted by the institution must include an
integrated, coordinated approach for dealing with mental health throughout campus.
This is exactly the approach espoused
by UBC Vancouver’s Mental Health and
Well-being strategy, recognized by many
universities as a repository of best practices by organizations such as the Ontario
Committee on Student Affairs (OCSA) and
emulated by several institutions, including
Carleton University and the University of
Guelph. Both proactive and comprehensive, the Mental Health and Well-being
Strategy is divided into levels of intervention, providing a useful template for
discussing best practices in numerous
strategic areas, both within and beyond
the program.
Time and
resources
to rebound
Time and
resources
to rebound
TIME
WHY EARLY ALERT?
University is a time of excitement, growth and learning. It can also be a time of transition as students face new responsibilities
and challenges. Occasionally, students may face difficulties that put their academic and personal success at risk.
When difficulties arise, UBC students deserve to have the support of a caring community to help get them back on track.
With Early Alert, academic, financial or mental health concerns can be identified sooner and in a coordinated way. By reaching
out to students earlier and connecting them to the right resources and support, students can overcome difficulties before they
become overwhelming.
Chris Sulymka, Early Alert Plan (University of British Columbia, Vancouver Campus, 2012)
54
mendations were establishing guidelines
for requesting that a student undergo a
psychiatric or psychological assessment.
In addition, Guelph is in the process of
striking a Task Force (comprised of the
Associate Vice President Academic, the
Associate Vice-President Student Affairs
and members of the faculty and Student
Services staff) to review its policies and
procedures so as to align these with the
institution’s goals related to wellness. As
noted by Brenda Whiteside, Associate
V.P. Student Affairs, the goal is to focus
on wellness rather than mental health,
as programs that focus on the overall
health and wellness of students will benefit everyone, not just those who may
experience mental health challenges. “It
is the universal design approach,” says
Whiteside.
Many universities are also reviewing
their protocols around exam scheduling
and requirements for medical documentation. As a part of its Student Mental
Health Framework – seen as a best practice for how to address mental health concerns at universities – Carleton clarified
policies and added new protocols both to
mitigate risk and to enhance the university’s broad program on healthy living.
Policy changes are part of broader
initiatives to create a supportive environment. UBC’s Mental Health and Wellbeing Strategy includes creating physical spaces to foster connections among
students – as well as with the university
– and launching other initiatives associated with a proactive approach. “We
are creating collegia, dedicated spaces
to which communities of students can
belong, something which is particularly
important for students commuting to
campus each day,” says Janet Teasdale,
Senior Director for Student Development
and Services at UBC Vancouver. Besides
fostering “small communities” (societies, clubs, online forums, etc.) that are so
important to a proactive approach, UBC
Vancouver also enhanced student advising. Its mandate now includes not only
the enhancement of student coping and
life skills, but also the early identification
of mental health issues.
Increasing awareness and self-management skills is the first level of meeting the needs of all students, including
those who want and need skill development. Awareness campaigns and online
self-assessment resources such as Mental
Health 101 are useful tools at this level.
The next level of action – the early
identification of students needing assistance, consistent recording of mental
health issues, and timely connection to
resources and service – is one of the most
important best practices of a campus
mental health strategy.
“If you can focus on outreach in the
early stages, then those crises we hear
about once in a while in the media can
potentially be averted,” says Johnston.
But, in order for staff and faculty – and
eventually even students – to be supportive, aware and vigilant, they must have
the tools and training to respond effectively and appropriately. “If people are
not educated in what to do, how to spot
the warning signs and how to help, they
may do more damage than good,” notes
Goldbloom.
Stuart agrees. “We need to know our
responsibilities and what we should and
should not be doing.” Developing and
communicating appropriate guidelines is
the first step. At McMaster, for instance,
the Dean of Students Phil Wood has been
distributing an “orange folder” of information to groups of faculty and staff –
including residence life staff – with each
presentation he delivers on the institution’s guidelines for dealing with issues
of mental health and safety.
invite us back to do more,” notes Whiteside. She adds that Guelph also offers
QPR (Question, Persuade, Refer) suicide
prevention training – a common training
tool at universities – and has a website to
which staff and faculty can refer for more
information on specific mental healthrelated issues. They can even take quizzes
online to test their knowledge.
As well, the university subscribes
to Student Health 101, an online tutorial accessible to students. “Students
are going to the Internet, so connecting with them online is important,” says
Whiteside, adding that it is important to
reach out to students in the places where
they are, including at orientation, in residence and through such initiatives as
peer-to-peer outreach. Mount Allison has
embraced this approach, launching a peer
education model in which upper-year
students develop, coordinate and implement various mental health outreach
programs on campus. The university
also offers a program entitled Beautiful
Minds, an online peer forum, moderated
by counseling staff, where students can
post anonymously to give and receive
advice from their peers.
In line with this approach, several
universities, including Guelph, are par-
"In order for staff and faculty – and eventually even
students – to be supportive, aware and vigilant,
they must have the tools and training to respond
effectively and appropriately."
At Carleton, the Student Mental Health
Framework lists training as a priority: “An
aware, educated and trained community
is a fundamental component of delivering
effective services and supports to students.
A Framework should incorporate a strategy for creating such a community.”
Many universities have been using a
modified version of the MHCC’s Mental
Health First Aid Training (the two-day
version is too long and detailed for most
university purposes). Guelph has developed its own modular version that ranges
from a one-hour session for faculty, focusing on warning signs and how to refer, to a
full-day of training for residence assistants,
peer helpers and front-line staff in the
registrar’s office. “Often, faculty would
ticipating in a pilot of The Jack Project,
an initiative that seeks to unite and
strengthen existing resources both in
school and online. The project promotes
mental health literacy, help-seeking and
help-giving behaviour, and building
formal and informal networks of support. The pilot aims to educate, empower
and engage students, as well as educators
and parents, through outreach programs
(workshops, presentations and collaboration) and online resources.
One of the important goals of developing awareness, connections and
expertise is the early identification of
students in difficulty. The coordinated,
campus-wide collection of information
is vital. For instance, UBC Vancouver’s
55
Early Alert System is the creation of a
centralized database capable of tracking
concerns about students, actions taken
and follow-up. A secure online point of
contact makes it easy for faculty and staff
to submit a concern.
The next step in a comprehensive, coordinated approach is to ensure timely access
to appropriate assessment and referral
services. This requires an effective triage
process. In addition to adding more counselors, both Queen’s and McMaster have
hired a mental health nurse as the keystone
of their triage-based model of care. UBC
Vancouver’s Triage System, implemented
in 2010, provides access to initial assessment within 24 hours and rapid matching
to services and resources. (In cases of more
immediate crises, universities can convene
response teams within the hour.)
Another best practice adopted by
56
many universities is the use of case management to address mental health issues.
McMaster, for instance, has both a Committee to Support Students in Difficulty
that meets once a month and a smaller
Behaviour Assessment and Response
team that meets more frequently to
manage the cases of any person flagged
by the committee. “Many universities
have also hired case managers,” notes
Wood. “Students often need support in
their faculties, while going to appointments on and off campus.”
In dealing with mental issues on
campus, it is important for universities
not only to leverage campus resources,
but also to develop external partnerships.
“From a program perspective, Ryerson’s
counseling centre has a very robust group
therapy program,” notes Dr. Teo. At the
same time, the centre is partnering with
Barbra Schlifer Commemorative Clinic to
pilot and develop programming for young
Muslim women who have experienced
family violence.
External partnerships include everything from private initiatives such as the
Jack Project to resources in the public
health care system, medical authorities,
community health providers and institutions. For instance, Guelph benefits from
the services of one full-time psychiatrist
who has affiliations with Guelph Homewood Health Centre, a mental health and
addictions care facility to which the university can refer students. An addictions
counselor from Homewood also works
part time on campus. At Mount Allison,
in 2007, counselors created a database of
local mental health service providers to
assist with referral efforts and increase
the university’s network and partnerships.
There has also been extensive collaboration among universities, including an
AUCC campus mental health workshop,
an event attended by 55 university leaders
from 36 institutions in December 2011. On
its members-only website, the AUCC will
soon be posting three documents developed
by its presidents’ working group for use
by university administrators: a president’s
checklist to guide institutional response; an
online toolkit of best practices and relevant
information; and a power point presentation presidents can use to build awareness
when addressing collegial bodies.
Meanwhile, the CACUSS working
group is bringing together a community
of practice, along with a student advisory
group, to draft a framework on how to
create a mental health strategy on university campuses. The COU, in partnership with the University of Toronto, York
University and Guelph, is developing an
online training program for faculty that
could be used by any university.
What lies ahead
As AUCC’s Johnston points out, “There
is no cookie cutter approach. There is not
going to be a one-size-fits-all as to how
institutions approach this issue.” Best
practices are the launching points for universities to create a framework that meets
their specific needs.
While awareness and interest is building, the next step will be for every university across Canada to start the process
of developing a mental health strategy.
“The challenge is how to set an agenda
for university presidents so that everyone on their individual campuses can get
the ball rolling,” agrees Campbell. He
adds that a point of differentiation among
universities may soon be which institutions are better equipped to address issues
related to mental health. The expectation
is already there.
“Addressing mental health issues is
increasingly going to be seen as part of
every university’s responsibilities,” notes
Turpin. Thanks to the sharing of best practices, every institution has access to the
tools necessary to fulfill these responsibilities and create a campus that supports student mental health and well-being. It is all
part of enhancing the student experience,
strengthening the growth and learning
that constitutes the very raison d’être of
every Canadian university.
RESOURCES
UBC’s Mental Health and
Well-being Strategy
http://vpstudents.ubc.ca/2012/05/04/
mental-health-well-being-strategy/
Carleton Student
Mental Health Framework
http://www1.carleton.ca/studentsupport/
student-mental-health-framework/
Cornell University
Mental Health Framework
http://www.gannett.cornell.edu/campus/
council/framework.cfm
Mental Health First Aid
http://www.mentalhealthfirstaid.ca/EN/
Pages/default.aspx
QPR
http://www.qprinstitute.com/
Student Health 101
http://www.studenthealth101.com/
The Jack Project
http://www.thejackproject.org/
Investing with
Passion, Perspective & Purpose
for Canadian institutional investors
& non-profit organizations
VANCOUVER • CALGARY • TORONTO • MONTREAL
1-888-880-5588 • [email protected]
Phillips, Hager & North Investment Management is an operating division within RBC Global Asset Management Inc., an indirect, wholly-owned subsidiary
of Royal Bank of Canada. ® / ™ Trademark(s) of Royal Bank of Canada. Used under licence. © RBC Global Asset Management Inc., 2012. ICI205157
58
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More content, more variety, more opportunities!
Now, in addition to our world-class annual conference, CAUBO has expanded its Professional Development offerings,
including workshops, webinars, online courses and access to content through the Live Learning Centre. Explore
and learn with the targeted, practical and effective content tailored to you, the higher education professional.
Coming in fall 2012
• PresentingComplexFinancialInformation, Workshop, Toronto, September 28, 2012
• UnderstandingtheUniversityContextGovernanceandCultureforEffectiveAdministration
(Online, in French) – October 15 - December 7, 2012
Coming in winter 2013
• UnderstandingtheUniversityContextGovernanceandCultureforEffectiveAdministration
(Online, in English) – January 14 - March 8, 2013
Currently in development
• FundamentalsoftheResearchEnterprise(FORE)
• PracticalStrategiesfor CommunicatingEffectivelyAcrosstheUniversityEnvironment(PSCE)
• New webinars and more!
Live Learning Centre
• New content from CAUBO 2012 conference available summer 2012
• Both pre-conference and main conference sessions will be available
Note:AlleventsareofferedinEnglishexceptwherenoted.
ThE CAUBO LivE LEArNiNg CENTrE
— your missing piece to education
The Live Learning Centre (LLC) is your tool for accessing CAUBO educational content. We are excited to
announce that new content from the 2012 CAUBO conference will soon be available!
if you attended the CAUBO 2012 annual conference, you will be able to access all main conference sessions
free of charge, using the personalized login and password that will be emailed to you. New this year, preconference seminar content from CAUBO 2012 will also be available free of charge to members who
attended one of the seminars.
Members who were unable to attend CAUBO 2012 can purchase the educational content from the conference as:
• Individualsessions(mainconferenceorpre-conference):member-$24.95/non-member-$34.95
• Apre-selectedpackageincludingfoursessions:member-$79.95/non-member-$89.95
(Choose from a variety of streams)
• Acompletepackage(allavailablesessions):member-$295/non-member-$395
The CAUBO LLC offers:
• Audiosessionssynchronizedtopresenterslidesforatrulymultimedialearningexperience
• MP3downloadsofsessions–transferthemtoyourmobiledeviceforlearningonthego
• 24/7availabilitysoyoucanlearnwhenever,wherever
• Archivedcontentfromthe2011CAUBOAnnualConferencealsoavailable
SPECIAL BONUS:
Experience the Live Learning Centre free! A complimentary sample session is now available on the site.
Start learning today! Visit: caubo.sclivelearningcenter.com
Visit: caubo.ca
60
Plus de contenu, plus de variété, plus de possibilités!
En plus de son congrès annuel d’envergure mondiale, l’ACPAU offre maintenant une multitude d’activités de perfectionnement professionnel :
ateliers, webinaires, cours en ligne et accès à du contenu enregistré par l’entremise du Live Learning Centre. Explorez ces diverses avenues et
augmentez vos connaissances grâce au contenu ciblé, pratique et efficace, conçu expressément pour vous, les professionnels du milieu de
l’enseignement supérieur.
À venir, à l’automne 2012
• Présentationdedonnéesfinancièrescomplexes, atelier, Toronto, 28 septembre 2012
• Comprendrelecontexte,lagouvernanceetlaculturepropresaumilieuuniversitairepouradministrerplusefficacement
(en ligne, en français) – Du 15 octobre au 7 décembre 2012
À venir, à l’hiver 2013
• Comprendrelecontexte,lagouvernanceetlaculturepropresaumilieuuniversitairepouradministrerplusefficacement
(en ligne, en anglais) – Du 14 janvier au 8 mars 2013
En cours de préparation
• L’entreprisederecherche :notionsfondamentales(ERNF)
• Stratégiespratiquespourcommuniquerefficacementdanslemilieuuniversitaire(SPCE)
• Nouveaux webinaires et plus encore!
Live Learning Centre
• NouveaucontenutiréducongrèsACPAU2012offertdèsl’été2012
• Desséancesdesséminairesprécongrèsetducongrèsproprementditserontaccessibles
Note :Àmoinsd’indicationcontraire,lesactivitéssedéroulentenanglais.
LE LivE LEArNiNg CENTrE DE L’ACPAU
— La pièce manquante de votre formation
Le Live Learning Centre (LLC) est un outil qui vous permet d’accéder à du contenu de formation offert par l’ACPAU.
Nous sommes heureux d’annoncer que le contenu du congrès ACPAU 2012 sera bientôt accessible!
Si vous avez assisté au congrès ACPAU 2012, vous aurez accès à toutes les séances du congrès proprement dit,
sans frais. il suffira d’utiliser le nom d’utilisateur et le mot de passe personnalisés que nous vous transmettrons par
courriel. Nouveau – Cette année, le contenu des séminaires précongrès sera également offert sans frais
aux membres ayant participé à l’un des séminaires.
Les membres qui n’ont pas pu se rendre au congrès ACPAU 2012 peuvent acheter le contenu éducatif du congrès
selon l’une des formules suivantes :
• Séancesindividuelles(séminairesprécongrèsetcongrèsproprementdit) :membre–24,95 $/non-membres–34,95 $
• Groupede4séancesprésélectionnées :membres–79,95 $/non-membres–89,95 $(Choisissezparmi4 thèmes)
• L’ensemblecomplet(touteslesséancesenregistrées) :membres–295 $/non-membres–395 $
Ce qu’offre le Live Learning Centre de l’ACPAU :
• Desenregistrementsaudiosynchronisésaveclesprésentationsdediapositives.Résultat?Unevéritableexpérience
d’apprentissage multimédia.
• DesfichiersMP3desséancesàtéléchargersurvotreappareilmobilepourapprendreentouteliberté.
• Accessibleentouttemps.Vouspouvezdoncapprendren’importequand,n’importeoù.
• ContenuarchivéducongrèsACPAU2011.
EN PRIME :
Essayez le Live Learning Centre sans frais! Une séance gratuite est maintenant accessible sur le site.
Commencez à apprendre dès aujourd’hui! Allez à : caubo.sclivelearningcenter.com
Visitez : acpau.ca
61
Doing business with our ADVERTISERS
COMPANY
AGF Investments
BNP Paribas Investment Partners
Chartwells
CHERD
CURIE
D.L.G.L. Ltd
Dol Turf
Eckler Ltd.
Follett of Canada
Franklin Templeton Institutional
Interac Association
Invesco Trimark Ltd.
Legg Mason Canada
Matrix Hotel
Maytag Commercial Laundry
Mercer
MNP LLP
Phillips, Hager & North Investment
Management Ltd.
Rogers Communications
Standard Life Investments
Stantec
Teknion
Travelex
Varscona & Metterra Hotels on Whyte
WEBSITE/EMAIL
www.agf.com/institutional
www.bnpparibas-ip.com
www.dineoncampus.ca
umanitoba.ca/cherd
www.curie.org
www.dlgl.com
www.dolturf.com
www.eckler.ca
www.follettofcanada.ca
www.ftinstitutional.ca
www.interac.ca
www.institutional.invesco.ca
www.leggmasoncanada.com
www.matrixedmonton.com
www.maytagcommerciallaundry.com
www.mercer.ca
www.mnp.ca
PHONE
416-865-4253 (Michael Peck)
647-826-4400
905-568-4636 ext. 466
204-474-8309
905-336-3366
450-979-4646
800-794-9664
416-696-3000
800-323-4506, ext. 7029
416-957-6165 (Duane Green)
416-362-8550
416-324-7448
800-565-6781
866-465-8150
800-662-3587
416-868-2000
403-537-7624 (Maggie Kiel)
www.phn.com
www.rogers.com
www.standardlifeinvestments.ca
www.stantec.com
www.teknion.com
www.business.westernunion.ca/industry/eduction
www.varscona.com or www.metterra.com
800-661-6141
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800-223-9392
866-465-8150
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48
Call for Articles
As a valued reader of University Manager, we
invite you to participate in its content by sharing
your ideas and experiences.
Article ideas can be submitted
to Alison Larabie Chase at
[email protected].
Demande d’articles
En votre qualité de lecteur de la revue Gestion universitaire, vous êtes invité á contribuer á son contenu
en partageant idés et vos expériences.
Les sujets des articles peuvent être transmis à Alison Larabie Chase, [email protected].
62
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In late 2011, Western Union Business Solutions acquired
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• Increase efficiency. The ability to easily reconcile and
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Visit our website at:
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Tel: 1-800-223-9392
© 2012 Western Union Holdings Inc. All rights reserved.
anagement
1. Enterprise Risk M
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2. Inte
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3. Internal Control A
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6. Information Technolog
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Today’s post secondary institutions are being put to the test, challenged to do more with less. These are dynamic times as you
not only have to prepare for today, but be well positioned for the future. At MNP, we have created the Centre for Excellence, a
specialized unit dedicated to reducing risk and optimizing opportunities for educational bodies. Our trusted professionals have
the experience and insight, tailoring specific strategies to post secondary institutions nationally and internationally. We take a
holistic approach to determine what drives value in your organization, maximize efficiencies and identify potential risks so you
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To determine which formula will be most effective for your organization, contact Maggie Kiel, Leader of Post
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