malaspina university-college

Transcription

malaspina university-college - Vancouver Island University

M
AL
ASPINA
University-College
Institutional Service Plan
2005/06 – 2007/08
April 2005
900 Fifth Street • Nanaimo, BC • V9R 5S5
Malaspina University-College
Institutional Service Plan 2005/06 - 2007/08
1.
Institutional Overview
1.1.
1.2.
2.
1
1
1
Moving towards university designation
Growing to meet regional needs
Building infrastructure
Financing growth
Recruitment and retention of employees and students
Maintaining quality
Commitment to student success
Supporting International programs
Program balance and enrolment management
Increasing support for research and scholarly activity
2
2
3
4
5
5
6
7
7
8
Goals, Objectives, Key Criteria, and Performance Measures
3.1.
3.2.
3.3.
4.
Institutional description
Mission statement
Planning Context
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
2.8.
2.9.
2.10.
3.
1
9
Accountability Framework
Malaspina University-College Strategic Priorities
Reconciling Strategic Priorities to Accountability Goals and Objectives
9
11
11
Summary Financial Outlook
APPENDIX I:
Baseline Data and Performance Targets for Malaspina
University-College
APPENDIX II:
Strategic Planning Priorities of Malaspina University-College
Malaspina University-College: Institutional Service Plan 2005/06-2007/08
12
i
1. Institutional Overview
1.1. Institutional description
Malaspina University-College is a comprehensive, four-year, post-secondary institution
serving students in the region of central Vancouver Island and coastal British Columbia.
Our main campus is located in Nanaimo and there are regional campuses in Duncan and
Powell River, as well as a campus centre in Parksville. We offer a wide range of
academic, applied, career/technical, vocational, and developmental programs leading to
certificates, diplomas, and degrees.
In 2004-05, over 13,500 individual students, or approximately 5,853 full-time equivalent
students1, enrolled in credit programs at Malaspina University-College. Another 7,600
individuals enrolled in Continuing Education courses, and over 1,500 in contract training.
In addition to serving Canadian students, Malaspina offers a very successful International
Education program that attracted over 1,300 students in 2004-05 from around the world.
One of the primary employers in our region, Malaspina University-College had
approximately 2,042 individual employees at all of our campuses during 2004.
As a university college, our mandate is provided by the British Columbia College and
Institute Act and related legislation2. As specified in the Act, our governance structure is
composed of a Board of Governors and an Education Council with shared
responsibilities.
1.2. Mission statement
Malaspina University-College is a dynamic and diverse educational organization,
dedicated to excellence in teaching, service and research. We foster student success,
strong community connections and international collaboration by providing access to a
wide range of university and college programs designed for regional, national and
international students.
2. Planning Context
Malaspina University-College has experienced a period of considerable growth and change
over the past 15 years and expects further change in the coming decade. Our employees
have shaped and re-shaped the institution through a period of dynamic institutional growth
in which our mandate, programming, and facilities have been transformed. Each employee
has a role to play, through his or her department or area of expertise, in making decisions
about future activities and how they are conducted, thus helping to achieve our mission and
1
2
Based on Winter Interim FTE Report, February 23, 2005.
www.qp.gov.bc.ca/statreg/stat/C/96052_01.htm
1
goals. Our employees have demonstrated extraordinary creativity, openness to new ideas,
and a willingness to participate in this process of shaping Malaspina’s future.
There are many factors that we consider to be part of our planning context, and even a
summary description would be quite lengthy. We have therefore created a separate
document, entitled “Malaspina University-College: Planning Context 2005-08,” that
summarizes Malaspina’s history and provides descriptions of its employees, students,
programs, and facilities, as well as information on pertinent regional demographic and
economic factors, provincial and national factors, and government policies. This document
can be accessed online at www.mala.ca/docs/planningcontext.pdf. Emerging from these
considerations are several themes for planning at Malaspina University-College. Malaspina
also maintains a three-year strategic plan identifying current institutional priorities; the
priorities for 2005-08 are attached to this Service Plan as Appendix II.
2.1. Moving towards university designation
Since its inception, Malaspina has fulfilled its mission to provide comprehensive
programming to meet regional needs, as means have allowed. The drive to continually
improve access to quality programs has led to the institution’s gradual evolution from a
vocational school to a two-year college and then to a four-year university college. It is
this same drive to provide new opportunities and improve access for students that
continues to spur us in our campaign for university designation and continued growth.
Attaining university designation has been identified as our top institutional strategic
priority (see www.mala.ca/university and Appendix II). We see this as an essential next
step that would enable us to provide a greater range of programs to meet regional
demand; improve our success in recruiting and retaining students; improve our ability to
recruit well-qualified faculty and staff; increase tuition revenues generated by more
international students to the advantage of all students; attract more private donations and
improve fund-raising success; provide spin-off economic benefits in our communities;
and contribute more to regional economic, social, and cultural development.
The provincial government has initiated structural changes in the BC post-secondary
sector, and has restructured two of the five university colleges to improve student access
and better meet regional needs. In this context, Malaspina continues to pursue its
campaign for university status through meetings with politicians and community leaders
at the municipal, regional, and provincial levels. Ongoing internal consultations with
employees and input from our communities over the coming year will assist us to build a
more detailed vision of Malaspina as a vibrant new university.
2.2. Growing to meet regional needs
Over the past decade, Malaspina has experienced continued high demand for programs
among both domestic and international students. We have worked to accommodate
2
increased student numbers by expanding programs, faculty and staff, and facilities. This
process will continue with plans for new and renovated facilities at both our Cowichan
and Nanaimo campuses. We are working with the Ministry of Advanced Education to
expand by an additional 1,100 FTE students over the coming five years as announced by
the government last year. Our three-year plan for program development to provide for
this expansion may be found at www.mala.ca/docs/programpriorities.pdf.
Malaspina’s mandate has always been to meet the needs of students in all of its regions
on Vancouver Island from Cowichan to Qualicum, and including Powell River and the
mainland coast. Malaspina plays a significant role in these communities as an economic
driver, an agent of change, and a catalyst for cultural and social growth. However,
statistical indicators show that there is room for improvement in regional economic
performance and educational participation rates. For example, our region needs to
improve high school and university degree completion rates to meet provincial averages.
Malaspina can contribute to this goal by increasing its number of available seats in
appropriate programs, and by encouraging and assisting students to return to postsecondary education and complete credentials.
While the economy is improving, our region still reports lower than average work force
participation, lower income rates, and higher dependence on income assistance,
emphasizing the economic hardship still faced by many residents. Malaspina intends to
play a central role in addressing these challenges by supporting students as they work to
attain their personal educational and employment goals, leading to a better-educated local
workforce. By providing education and training, incorporating experiential learning such
as practicums and internships into instructional programs, and offering a wide range of
services including career counseling, Malaspina can help students build links with the
community, then find and maintain employment. As a major regional employer,
Malaspina helps to create jobs and generate prosperity.
2.3. Building infrastructure
As part of its general growth and expansion, Malaspina has completed several major
construction projects in recent years and continues to plan for future expansion. In 2003,
Malaspina constructed a $4.8 million self-funded International Education building to
provide a focus for its international students and programs. A $3.7 million Centre for
Shellfish Research was completed in 2004, funded largely by the Canada Foundation for
Innovation and the BC Knowledge Development Fund. Also in 2004, Malaspina
purchased its previously leased Powell River Campus and completed extensive
renovations. A jointly funded $14 million expansion to our Library and a self-funded
$13.2 million expansion of our student residence complex are currently under
construction and scheduled for completion in 2005.
3
Regarding future building plans, Federal funding has been obtained to develop an
International Centre for Sturgeon Research, dependent on our ability to raise matching
funds. Provincial funding of $7 million was recently announced towards a new $9
million School of Management Centre, with the balance to be self-funded. Preliminary
planning is underway for a new Sciences Centre at the Nanaimo campus. We are
currently exploring the feasibility of building a new Cowichan campus in conjunction
with local partners. Clearly, projects underway and planned will have a major impact
across the institution and the region, especially when combined with anticipated increases
in the numbers of students and faculty. Plans must be developed that will harmonize
facilities and program plans and take into account the impacts of expansion on all aspects
of the institution. This has therefore become one of our institutional priorities for the
coming three years (see Appendix II).
2.4. Financing growth
One of the more obvious factors related to institutional growth is the need to finance that
growth, and Malaspina is experiencing pressure to raise funds from multiple sources.
Along with most other BC post-secondary institutions, we have raised tuition in recent
years as a way to maintain the quality and range of current programs and services.
However, we neither want nor expect substantial tuition increases that could adversely
affect students and enrolment in the future.
At the same time, net decreases in government “base” funding in recent years have made
the task of maintaining programming options and student enrolment even more
challenging. While the Ministry of Advanced Education has provided targeted funding
increases and annual increments to general FTE funding, they have simultaneously
decreased the rate of funding per student FTE while increasing student delivery targets
across the system. This has the net effect of requiring institutions to enroll more
students, and incur higher instructional costs with less funding.
Malaspina makes every effort to find innovative ways to maintain or increase
institutional activity in a cost effective way. In keeping with its entrepreneurial spirit,
Malaspina has sought additional revenue from other sources, such as expanded
International programs. Malaspina has also taken an entrepreneurial approach to the
funding of capital projects, constructing a self-funded International building and student
residence complex, a cost-shared Library expansion, and a Centre for Shellfish Research
funded largely through grants. In addition, we are fund-raising in the private sector to
provide matching funds for research chairs. We have an active fund-raising program
operated through the Malaspina University-College Foundation. Despite these efforts,
we still have substantial unmet needs for improved instructional facilities, labs, offices,
information technology, and capital equipment that will continue to challenge us in future
years.
4
2.5. Recruitment and retention of employees and students
Malaspina has dedicated, well-qualified faculty and staff committed to providing the best
possible teaching/learning environment and service to our students and the public. Our
workforce is stable; however, Malaspina’s employees as a group are aging and we
anticipate a substantially higher rate of retirement in the coming decade. This means that
we will need to recruit, hire, and train a large number of faculty and administrators, a
process that is a resource issue in itself. We have already responded by improving our
orientation process for new employees and providing more support for professional
development and scholarly activity. Given that the retirement wave is a demographic
trend throughout North America, we anticipate increased challenges in recruitment as
competition for the pool of qualified applicants increases. We also need to develop
succession plans that ensure the continuity of institutional “memory” and service.
As predicted in demographic statistics, we can anticipate a stable market for postsecondary programs in Malaspina’s region, with consistent population growth over the
coming decade, a gradually aging population, and a slightly increasing proportion of
women to men. We also anticipate increased competition from other post-secondary
institutions, both private and public, given post-secondary expansions underway in other
parts of the province. Malaspina will need to adapt to these shifts in the market in order
to maintain enrolment in existing programs and attract students to new programs. We
will need to develop new, creative, and effective approaches to marketing, and to student
and faculty recruitment and retention.
2.6. Maintaining quality
Malaspina University-College has a reputation for providing good quality educational
programs. Our comprehensive programming, which includes developmental, trades,
applied, career/technology, and university degree programs, as well as contract training
and community education courses, offers a wide range of options for students and
provides for their lifelong learning needs.
In order to maintain this quality, it is important to assess programs on an ongoing basis.
Although we have program review processes at Malaspina, we have been pressed to
apply these in a consistent and systematic way due to increases in the number and variety
of our programs over a short period. As noted in our Strategic Priorities, we are now in
the process of assessing and revising our program review policies and procedures. We
plan to introduce a more systematic and standardized approach to program review,
incorporating external review panels. Our goal is to have in place within the coming year
a program review model that meets these standards.
As well as program review, Malaspina participates in a wide range of reporting systems
designed to assess and improve the quality of instruction and other operations. In
addition to reports generated for internal management purposes, Malaspina also produces
5
a wide range of reports in response to government requests. For example, Malaspina
produces detailed multi-year plans for FTE delivery and capital development, multiple
annual enrolment reports, student outcomes reports, data warehouse reports, space
utilization and facilities planning reports, financial data reports including audited
financial statements, quarterly GRE reports, forecast reports, tuition revenue use reports,
and human resource reports, among others. All of our program proposals undergo
rigorous internal review; if required, they also undergo external review by the Degree
Quality Assessment Board prior to implementation.
Over the last several years, Malaspina has responded to the new system-wide
accountability measures. We have developed a number of new processes and
administrative structures, and hired and trained additional staff, to meet the requirements
for increased reporting to government and other agencies. However, while we recognize
the need for public accountability, we continue to struggle with the increasing costs and
demands of this required reporting.
2.7. Commitment to student success
We are committed to student success. As a medium-sized institution, Malaspina still
maintains small classes with a personal atmosphere in which students have face-to-face
contact with their instructors. Many of our courses contain experiential components such
as practica, work placements, and research projects giving students real-life experience
and linking them to the community and workplace. Through our service departments, we
provide students with program and career planning advice, personal support and
counselling, targeted assistance with writing and mathematical skills, advice and
instruction in the use of technology, financial assistance, athletic and recreational
opportunities, and many other services to ensure their academic and personal success.
We have identified in our current Strategic Priorities (Appendix II) several other
initiatives that will improve the quality of student life, support students in their learning
processes, and contribute to student success in the broadest sense. For example, we have
developed specific plans for expansion or improvement of student advising, educational
technology, and the library. We are building new student residences and adding more
programs and instructional facilities. Yet there is still much to be done to assess student
needs and find appropriate ways to address them.
We have highlighted aboriginal education as an area for further development in the next
three years. Malaspina’s large proportion of First Nations students (approximately 10%)
has made it a logical focus for innovative programs and services for aboriginal students.
First Nations students have a significant presence in programs and courses across the
institution. We will continue to work in consultation with local bands and tribal councils
to build appropriate programs and services. We have created a new Aboriginal Student
Services team who provide a broad range of support to First Nations students. In 2004,
6
the new position of Director, Aboriginal Education was created to help coordinate the
many activities related to aboriginal students across the institution. We believe that
Malaspina can become the university of choice for aboriginal students in Western
Canada, and that it is well poised to formalize relationships with indigenous studies
programs around the world.
2.8. Supporting International programs
International collaboration is one of the cornerstones of Malaspina’s mission. Through
our recruitment efforts over a period of many years, we have been able to increase
international student numbers substantially, as well as the range of countries represented.
International students bring diversity and cultural variety to our campuses, and revenue
from international programs supports the addition of more courses for Canadian students.
International activities at Malaspina are guided by a strategic plan, “Strategic Directions
for International Education 2003-2008,” which can be found at
www.mala.ca/international/StrategicPlan.pdf. In recent years, Malaspina’s International
programs have faced challenges related to larger international health, security, and
political circumstances. We remain committed to building international enrolment and
activity.
2.9. Program balance and enrolment management
Malaspina is committed to its comprehensive programming because it provides a broad
range of educational options for our region in a cost effective manner. It is an ongoing
responsibility of the institution to manage its programming in a way that maximizes
student enrolment and retention, and leads to the highest possible student completion
rates in all programs. We will continue to search for ways to improve access to, and
timely graduation from, all of our programs.
We also continue to develop new credentials that will provide more options for students.
In 2004-05 several new credentials were approved, including a B.A. Major in Geography,
B.A. Minor in Media Studies, B.A. Minor in Mathematics, B.Sc. Minor in Biology, and
Bachelor of Business Administration. We have a three-year plan for future program
development that will build on the success of existing programs to provide many new
options for students (www.mala.ca/docs/programpriorities.pdf).
There are some specific areas in which we face enrolment challenges. For example, it is
both a regional and a provincial priority to encourage people to return to school and
complete credentials. Yet, for a combination of reasons, Malaspina has experienced
recent enrolment declines in its developmental programs. Malaspina will need to address
recruitment and retention in this area.
The expansion of health-related programs is an institutional, regional, and provincial
priority, and Malaspina has moved to expand and better integrate its health programming.
7
However, there are challenges to be met in building these programs; for example,
recruiting a sufficient number of qualified instructors, finding instructional facilities and
equipment to support expansion, and arranging sufficient practicum and work placements
for students.
We know that there is a growing regional need for skilled workers in trades and applied
fields, and future provincial needs have also been identified, for example, related to the
2010 Olympics. We face challenges related to the government structures and funding
levels for trades and applied programs, which are funded partly through ITA and partly
through Ministry of Advanced Education. Malaspina is actively reviewing ways to build
and integrate applied programs within the institution, as well as working with other
institutions to promote an integrated system approach to trades and apprenticeship
programs.
Malaspina is also reviewing its options for developing graduate programs. We currently
offer an MBA program through our partnership with the University of Hertfordshire.
Based on recent amendments to the College and Institute Act, Malaspina and other
university colleges are now mandated to offer applied Master’s degrees. The question of
whether to build graduate programs at Malaspina and, if so, whether to pursue them
independently or through partnerships, is currently being considered.
The creation of an Education Plan was one of our institutional priorities in 2003-04.
Through a broadly consultative process carried out under the auspices of Education
Council, in January 2005 Malaspina approved a document entitled “Charting Our Course:
Malaspina’s Education Plan.” The full text can be found at
www.mala.ca/EducationCouncil/bylaws_and_procedures/MU-C Education Plan.pdf, and
many of the recommendations have been incorporated into our 2005-08 Strategic
Priorities.
2.10.Increasing support for research and scholarly activity
Malaspina’s interest in building research activity and capacity is relatively new,
emerging in the context of degree-granting status in the 1990s. Over the past five years,
Malaspina has built an infrastructure to support faculty research, including a Research
Office, staff to support the process of grant applications, financial and accounting
systems, ethics and other policies, and internal funding sources. We have competed for
and won national research grants and Canada Research Chairs. Funds from the national
agencies have supported construction of dedicated research facilities at Malaspina, such
as the Applied Environmental Research Lab, the Centre for Digital Humanities
Innovation, and the Centre for Shellfish Research.
In 2003, Malaspina adopted a strategic research plan to guide development
(research.mala.bc.ca/docs/Strategic_2003/MUC_Strategic_Research_Plan_2003Dec15_Glossy.pdf).
8
We will continue to direct our attention and resources to the areas identified in our
Strategic Research Plan as institutional “themes” for research that will benefit our
students and contribute to regional economic development. The key themes are:
Community Health, Cultural Communication and Expression, Environmental Resource
Management and Policy, and the Scholarship of Teaching and Learning. We have
created three research structures to provide facilities and coordinate interdisciplinary
work on our institutional themes: the Institute for Coastal Research, the Centre for
Digital Humanities Innovation, and the Teaching and Learning Centre. Implementing
these plans, raising sufficient targeted funding, and increasing general support for faculty
scholarly activity will continue to be challenges for the future.
3. Goals, Objectives, Key Criteria, and Performance Measures
3.1. Accountability Framework
In cooperation with the Accountability Framework initiative of the Ministry of Advanced
Education, Malaspina University-College has adopted the goals, objectives, and key
criteria presented for the British Columbia public post-secondary system. The Ministry
has identified two primary goals for the post-secondary system: a top-notch postsecondary education system, and economic and social development. These goals have
been further broken down into five objectives:
•
•
•
•
•
access and choice for BC post-secondary students;
a more efficient and integrated post-secondary education system;
a quality post-secondary system;
a post-secondary system capable of knowledge generation, innovation and
research;
a relevant and responsive post-secondary system.
The plan further outlines the criteria and performance measures against which progress
will be assessed. The Ministry has provided a schematic illustration of its goals,
objectives, key criteria, and performance measures, which is reproduced below. A
summary of Malaspina University-College’s baseline data and performance targets
within the accountability framework for 2005/06-2007/08 is presented in Appendix I.
We will report on these performance measures in our Service Plan Report.
9
Summary and Alignment of
Goals, Objectives, Key Criteria and Performance Measures
for the Accountability Framework, 2005/06 – 2007/08
Goals
Objectives
Key
Criteria
A top-notch
post-secondary
education system
Access and
choice for
BC postsecondary
students
Capacity
Performance Measures
Total student spaces in BC public post-secondary
institutions
Number of degrees, diplomas, and certificates awarded
BC public post-secondary graduate rate
Percent of annual educational activity occurring
between May and August
University admissions GPA cut-off (direct entry and
university transfer)
Accessibility
BC public post-secondary participation rate for
population 18-29
Student spaces in developmental programs
Number and percent of public post-secondary students
that are Aboriginal
A more efficient
and integrated
post-secondary
system
Efficiency
Degree completion rate (direct entry and university
transfer)
Student satisfaction with transfer
A quality postsecondary system
Quality
Student outcomes – skill gain (seven skills)
Student satisfaction with education
Student satisfaction with quality of instruction
Trades training student satisfaction with education
Economic
and social
development
A post-secondary
system capable of
knowledge
generation,
innovation, and
research
Research
Funding support for research
Number of licences, patents, and start-up companies
A relevant and
responsive postsecondary system
Comprehensivenes
s
Number of student spaces in identified strategic skill
programs (DTO, nursing, social work and medical)
Student assessment of usefulness of knowledge and
skills in performing job
Student outcomes – unemployment rate
3.2. Malaspina University-College Strategic Priorities
Malaspina University-College also has in place its own Strategic Planning Priorities,
developed through internal consultation processes. These priorities are in all ways
compatible with system-wide goals and objectives, but are structured in a different
format. We have therefore chosen to present the two plans side by side, as separate but
complementary approaches to planning. Our institutional Strategic Planning Priorities
are presented in Appendix II.
Malaspina’s strategic priorities are, in effect, strategies for achieving the goals of both the
Ministry and the institution. The results will be measurable through the same
performance indicators identified in the Accountability Framework. Progress against
specific projects and tasks will be reported along with performance measures in our
Service Plan Report.
3.3. Reconciling Strategic Priorities to Accountability Goals and Objectives
Some of the specific ways in which Malaspina’s strategic priorities link to the goals and
objectives of the Accountability Framework are as follows.
Priority 1 (Attain university designation) links to both major goals of the Accountability
Framework – a top-notch post-secondary system, and economic and social development.
We believe that university designation would allow Malaspina to contribute to multiple
government objectives such as increasing access and capacity, improving student
satisfaction, and increasing capability for knowledge generation and research.
Priority 2 (Implement Education Plan recommendations) speaks largely to internal
processes that are intended to improve efficiency and lead to better program quality and
higher rates of student success. The seven goals of the education plan direct activity in
specific areas.
Goals 1 and 3 (Create a regular, responsible and responsive institutional
educational planning process and undertake focused program planning) will
allow us to make longer-term plans for developing and implementing new
programs, particularly in the context of future growth. Goal 2 (Improve and
consolidate existing educational programs and instruction) is a response to the
need to assess quality by revising our program review process, encouraging
instructors to use course evaluations, and reviewing curricular breadth
requirements. Such processes are intended, in the long run, to maintain or
increase student satisfaction measures and employment outcomes.
Goal 4 (Improve enrolment management) suggests strategies for improving
recruitment and retention of students, as well as improvements to our technical
11
systems for tracking and reporting on student enrolment. These improvements
will contribute to improving access and institutional efficiency. Goal 5 (Foster
student success) proposes continuing improvements to Malaspina’s support
services and facilities for the benefit of students. Again, we expect such
improvements to be reflected in improved student retention, success in
completing credentials, and greater student satisfaction. These goals therefore
relate to both capacity and quality.
Goal 6 (Support professional development and research) links directly to the
government goal of increasing capability for knowledge generation, research, and
innovation. We hope that increased employee satisfaction will increase our
ability to recruit and retain qualified employees, leading to better quality in
instruction and learning activities for students. Goal 7 (Develop a strategy to
recruit and retain qualified faculty) is also linked directly to our ability to provide
quality instruction for students.
Priority 3 (Develop coordinated capital and program plans for major building projects)
emphasizes our need for integrated internal planning for growth. Growth to meet
regional needs is important both locally and provincially. Integrated facilities and
program plans are required to guide development and safeguard the quality of life on our
campuses, while supporting the simultaneous expansion of programs and the facilities to
house them. This goal therefore addresses both access and quality of programs, and
relates broadly to the success of all endeavours located on our campuses.
4. Summary Financial Outlook
Malaspina University-College’s Summary Financial Projections are as follows.
12
VI. Summary Financial Outlook
a. Financial Projections - Operating Statement
PROJECTIONS ( Thousands)
2005/06
2006/07
2007/08
Revenue - (credits)
Operating contributions from the Province
Operating contributions from other sources
Recognition of DCC/Contributed Surplus - Provincial sources
Recognition of DCC/Contributed Surplus - Other sources
Other sales of goods and services
Fees and licences
Investment earnings
Other revenue (not included above)
(44,200)
(2,000)
(3,500)
(150)
(6,800)
(34,000)
(250)
(3,000)
(45,700)
(2,000)
(3,700)
(150)
(7,000)
(35,000)
(250)
(3,000)
(47,133)
(2,000)
(4,000)
(150)
(7,300)
(35,000)
(250)
(3,000)
(93,900)
(96,800)
(98,833)
Salaries and benefits
Cost of goods sold
Other operating costs (less amortization & debt servicing)
Capital asset amortization expense
Debt service costs (net of sinking fund earnings)
Other
64,400
3,500
17,500
7,000
700
66,000
3,500
18,600
7,000
1,077
68,000
3,500
19,600
7,000
1,051
Total Expense
93,100
96,177
99,151
Total Revenue
Expenses - debits
Operating (Gain) Loss
(Gain) loss on sale of capital assets
(800)
-
(623)
-
318
-
Net (Income) Loss
(800)
(623)
318
850
870
900
Staff Utilization (FTEs)
APPENDIX I: Baseline Data and Performance Targets for
Malaspina University-College
14
APPENDIX II: Strategic Planning Priorities of
Malaspina University-College 2005-08
17
Strategic Planning Priorities of
Malaspina University-College 2005-08
Introduction
We define strategic planning priorities as mid-range institutional goals that are achievable within
the time frame of a three-year plan and have wide implications and impacts across the institution.
The current priorities represent an update from the previous year and reflect an awareness of our
current planning context and work underway within the institution, as well as the priorities and
goals of the Ministry’s Accountability Framework. (Last year’s priorities can be found at
www.mala.ca/docs/Institutional_Service_Plan_2004-07.pdf.) Malaspina’s strategic priorities for
2005-08 have been reviewed by Education Council, the Management Committee, and the
Executive Committee, and approved by the University-College Board.
Malaspina’s strategic priorities for 2005-08 are:
1. Attain university designation for Malaspina
2. Implement Education Plan recommendations
Goals 1/3: Create a regular, responsible and responsive institutional educational
planning process; undertake focused program planning
Goal 2:
Improve and consolidate existing educational programs and instruction
Goal 4:
Improve enrolment management
Goal 5:
Foster student success
Goal 6:
Support professional development and research
Goal 7:
Develop a strategy to recruit and retain qualified faculty
3. Develop coordinated capital and program plans for major building projects
Our primary goal remains the campaign for university designation, and student success and
improved enrolment management remain important priorities. The primary change this year is
based on the fact that last year’s goal to “Develop an Education Plan” has been achieved and the
approved plan is now being implemented as Priority 2. Given the potentially broad impact of
several new facilities in the planning stages, it was also agreed that coordinated planning to link
program and activity plans with facilities plans has become an institutional priority, and this has
been added as Priority 3.
Each strategic priority is outlined in terms of its purpose and the projects and tasks that are
underway to achieve it. The projects and tasks do not represent all of the important and valuable
activity taking place within the institution, but simply identify some of the areas targeted for
work in the coming three years. For each task, the person or group responsible for reporting on
progress is indicated. However, it should be stressed that the day-to-day work related to these
Malaspina University-College: Strategic Planning Priorities 2005-08
18
projects is being carried out by many employees in many different jurisdictions working together
to achieve common goals. Progress on projects and tasks will be reported in Malaspina’s
Service Plan Report.
It is our intention to undertake an institution-wide strategic planning process in 2005 that will
allow for broader input from Departments and Faculties to inform the 2006-09 strategic plan.
19
Strategic Priority 1: Attain University Designation for Malaspina
Context and description
Over the last 40 years in British Columbia, the provincial government has put in place a series of
policies and initiatives to improve access to post-secondary education for people in all areas of
the province by gradually creating and expanding post-secondary institutions. As part of this
system, Malaspina has very successfully fulfilled its evolving mandate to provide comprehensive
programming for the increasing population of our region, first as a community college merged
with a vocational school, and later as a university college. Our programming has grown from
vocational training, career programs, and university transfer courses to include developmental
programs, a wide range of university-level baccalaureate degrees, and selected graduate degrees
in partnership with other institutions.
Malaspina’s Board initiated a request for university designation in 2002, seeing this as the next
logical step in institutional growth to meet regional needs. In 2003-04, we built on this
foundation by producing a more comprehensive case statement and documentation to support
our request. In the meantime, in 2004 the Ministry of Advanced Education announced structural
reorganizations for Okanagan University College and University College of the Cariboo, placing
university programs at the former under the auspices of University of British Columbia and
announcing independent university status for the latter. In this context, Malaspina UniversityCollege and its community continue to pursue a public campaign with the goal of achieving
university designation.
Some of the primary reasons we want regional university designation for Malaspina are listed
below (more information may be found at www.mala.ca/university).
1. Malaspina University-College is already a comprehensive, “primarily undergraduate
university” in every way except name, offering a wide range of vocational, trades,
career, technical, and upgrading programs in addition to university degree-completion
programs.
2. Without undermining our ability to offer a comprehensive range of vocational,
technical, and developmental programs, university status would enable us to provide a
greater range of undergraduate and graduate programs to meet regional demand for
post-secondary education.
3. A wider range of degree-completion options would provide more choices and
opportunities for our students at a significant cost advantage.
20
4. Our graduates would receive more recognition for their university credential when
seeking employment or applying for post-graduate studies.
5. University designation would improve our success in recruiting and retaining new
students, faculty, and staff. It would particularly enable us to retain students in
university programs who would otherwise transfer elsewhere to complete their
degrees.
6. Increased tuition revenues generated by more international students would allow us to
self-fund new courses, services, and facilities for all students.
7. University status would improve our ability to attract private donations and carry out
more successful fund raising activities outside the institution.
8. University designation would enable us to build appropriate research activities
through more opportunities for grants and infrastructure funding.
9. Increases in students and activities at Malaspina would have spin-off economic
benefits in our communities.
10. Regional university designation would enable us to contribute more to regional
economic, social, and cultural development.
We believe the transition to regional university can be accomplished in a way that maintains the
cost-effective approach inherent in the current university college system. We have a strong
commitment to maintaining the comprehensive nature of our institutional programming so that
our vocational, applied, and technical programs are supported in their continued growth. We
believe that we can become a regional university with a global reach, bringing enormous benefits
to our students and communities, while retaining our local focus and our emphasis, above all, on
excellent teaching.
Authority for changing the legal status and legislated mandate of Malaspina University-College
rests with the provincial government, specifically the Ministry of Advanced Education. There is
no defined process for initiating or requesting such a change, and it is essentially a political
decision. Our approach to achieving this goal has therefore been to clarify and communicate our
case internally among employees, rally support in our community, communicate and collaborate
with other institutions, lobby for support, and prepare a cogent case for government support.
21
Projects planned or underway
(for projects completed see 2004-07 Service Plan Report)
Project
1. Work with institutional committees (Education
Council, Management Committee, Board) on
transition planning
2. Work with MFA, BCGEU and CUPE to form
internal advisory groups
3. Work with Students’ Union on transition
planning
4. Work with Foundation Board and Friends of
Malaspina to build support for university
campaign
5. Undertake an assessment of human resources
issues and complete a preliminary human
resources transition plan
6. Develop master vision document for Malaspina
University
7. Liaison with politicians and policy makers,
including Ministry of Advanced Education
8. Presentations to and meetings with community
groups, decision makers, and officials re
regional university role
9. Presentations by selected university
administrators
10. Establish a communication strategy to ensure
community awareness that Malaspina will
continue to provide a supportive learning
environment for all students, and provide
trades, vocational, and developmental
education, as well as continuing education and
contract training programs.
Status
Underway
Responsibility
Executive
Completion
Ongoing
Underway
Executive
Underway
Executive
(Spring
2006)
Ongoing
Underway
Executive
Ongoing
Underway
Human
Resources;
Administration
Executive
(Spring
2006)
Underway
Executive
(Spring
2007)
Ongoing
Underway
Executive
Ongoing
Underway
VP Instruction
and Research
Executive;
Media Relations
Ongoing
(December
2005)
22
Strategic Priority 2: Implement Education Plan Recommendations
Beginning in 2003, Malaspina undertook to develop an education plan under the auspices of
Education Council. Through two discussion papers and broad consultation across the institution,
Education Council formalized a series of recommendations for future educational directions.
The full document, “Charting Our Course: Malaspina’s Education Plan,” can be found at
www.mala.ca/EducationCouncil/bylaws_and_procedures/MU-C Education Plan.pdf.
Recommendations that fall within the parameters of strategic planning as defined above have
been extracted in the following strategic priorities and projects.
Goals 1/3:
Create a Regular, Responsible and Responsive Institutional
Education Planning Process; Undertake Focused Program
Planning
In order for Malaspina to carry out its mission, it is important that it be able to identify and
coordinate its educational priorities and goals. It is the role of Education Council to advise the
University-College Board on educational matters; therefore Education Council must be prepared
to undertake its own educational planning activities informed by current information on Faculties
and campuses, institutional resources, demographic trends and external initiatives.
Over the next five years, Malaspina will expand by 1,100 FTE students, providing an
opportunity to examine and improve the balance of programs. Developing and implementing
new programs to meet student needs therefore remains a priority for the institution. The new
position of Director, Educational Planning was created in 2005, and the Educational Planning
Office will play a central role in coordinating the program planning process. New programs
must be planned within realistic timeframes and through a careful process of curriculum review
and resource analysis to ensure their future success.
Project
1. Education Council to institute its own threeyear educational planning process that will
address issues on which Education Council
must advise the Board.
2. Initiate a systematic institutional educational
planning process in which Education Council
Status
Underway
Responsibility
Education
Council
Completion
(Fall 2005)
Underway
VP Instruction
and Research;
(Fall 2005)
23
will play a primary role.
3. Undertake a program planning process to
recommend priorities for use of 1,100 new
FTEs
Completed
4. Faculties to assume primary responsibility for
the development of curriculum within explicit
priorities and long-term plans.
5. Develop a process for the review and approval
of partnership programs
Underway
6. Increase programming collaboration with other
regional post-secondary institutions
Underway
Education
Council;
Educational
Planning
VP Instruction
and Research,
Educational
Planning
VP Instruction
and Research;
Education
Council
Joint
Committee of
Education
Council and
Management
Committee
VP Instruction
and Research;
Deans;
Education
Council
April 2005
(Spring
2006)
(May 2006)
(Spring
2007)
24
Goal 2:
Improve and Consolidate Existing Educational Programs and
Instruction
While Malaspina is committed to improving student access, it is also important that it promote
and actively support excellence in all of its educational endeavours and ensure that programs
have the resources and support they need to maintain quality. New approaches to assessing
quality are needed as a basis for improvement.
Project
1. Implement an improved process for periodic
program review.
2. Encourage instructors to use course evaluations
on a regular basis and departments to review
them as part of a periodic assessment of their
programs.
3. Initiate a review of Malaspina’s breadth
requirements in undergraduate curriculum.
4. Adopt a policy that requires all instructors to
produce course outlines. Develop an
appropriate template for this purpose.
Status
Underway
Underway
Underway
Responsibility
Executive;
Education
Council;
Educational
Planning
Education
Council; VP
Instruction and
Research
VP Instruction
and Research
VP Instruction
and Research;
Education
Council
Completion
(Spring
2006)
(May 2006)
(Spring
2005)
(December
2005)
25
Goal 4:
Improve Enrolment Management
Enrolment management at Malaspina has become increasingly important as we strive to meet the
challenges of providing access for as many students as possible, optimizing course availability,
providing support for students at risk, and ensuring that students are able to graduate in a timely
manner. Some of these goals require recruitment, retention, and communication plans, and some
require changes to technical systems.
Project
1. Form a new committee to examine factors
affecting enrolment management.
Status
Underway
2. Replace admission to generic university
programs with specific admission to BA, BSc,
and BBA.
Underway
3. Develop a plan to increase recruitment and
retention in Adult Basic Education programs.
Underway
4. Advise Departments to revisit courses where
there are no prerequisites and review rationale
and implications with Curriculum Committee.
5. Explore and make recommendations about
assigning and using student and alumni email
addresses as a vehicle for communication.
6. Explore and make recommendations on the
creation of programs in support of retention,
such as University 101.
7. Introduce degree audit software
8. Convert our information technology to an
Oracle-based system
Underway
Underway
Responsibility
Registrar/
Director of
Enrolment
Management
Registrar/Direct
or of Enrolment
Management;
Admissions
Dean, Adult and
Continuing
Education, VP
Student Support
Services
Registrar/
Director of
Enrolment
Management
VP Student
Services
Completion
(Fall 2005)
VP Student
Services
(Spring
2007)
Registrar/
Director of
Enrolment
Management
Information
Systems
(Summer
05)
Completed
(May 2005)
(Summer
2005)
(Spring
2006)
(Spring
2006)
26
Goal 5:
Foster Student Success
The purpose of this priority is to increase our institutional focus on initiatives that will improve
the student experience at Malaspina, leading to greater student success in its broadest
interpretation. Fostering student success and motivating our best students to achieve excellence
is a primary activity at Malaspina, not limited to a three-year plan. As an institution devoted to
meeting the learning needs of its students, Malaspina will remain perennially interested in
assessing and improving the support it offers its students. Targeting specific services to students
at risk, advising students about programs that best suit their interests and level of academic
preparedness, providing library and other resources, and fostering an institutional climate
responsive to the learning needs of students are some of the things that Malaspina can do to help.
Malaspina’s recent expansion of its Library will make available a number of services in a
centralized location. It will house an expanded Writing Centre, an Information Commons, and
increased space designed for student researchers. Malaspina plans to offer improved online
support to students participating in Web-CT courses, and an overall increase in support for
educational technologies. New programs proposed for the coming three years will help to
provide more options for students. Expansion in our university programs will help to retain
students in degree programs who would otherwise be required to transfer elsewhere to complete
degrees.
Malaspina has been a leader in First Nations education with innovative programs in Arts One
First Nations and First Nations Studies. Overall, approximately 10% of Malaspina’s student
body is made up of First Nations students. Improving student success rates, as well as
coordinating and integrating First Nations services and programs, has emerged as a strong
institutional priority. In 2004, Executive created the position of Director, Aboriginal Education,
to oversee and coordinate the many activities at all campuses relating to First Nations students.
In addition to measuring progress on the basis of projects, there are some other general
measures on which we can assess progress toward improving student success. These include the
following performance measures, which are assessed and reported on a regular, ongoing basis
through published provincial Student Outcomes Reports. It is our intention to maintain or
improve our institutional ratings in all of these categories.
•
•
•
•
•
Number of degrees, diplomas and certificates awarded
Student satisfaction with education
Student assessment of quality of education
Student assessment of usefulness of knowledge and skills in performing job
Student outcomes - employment rate
27
Project
1. Identify and consolidate existing services to
support student success, and develop a longrange plan with measurable goals and
objectives
2. Review and improve advising services
Status
Underway
Responsibility
VP Student
Services
Completion
(Spring
2006)
Underway
(Spring
2005)
3. Expand Writing Centre services for students
Underway
VP Student
Services;
Advising
Dean, Arts and
Humanities
Director,
Library
Director,
Library
Director,
Business
Operations
Director,
Aboriginal
Education
Principal,
Cowichan
Campus
4. Increase the learning and research capacity of
Underway
the Library
5. Create a comprehensive educational technology Underway
support environment for students
6. Update and expand student residences on
Underway
campus
7. Develop a strategic plan to improve First
Nations programs, services, facilities, and
human resource development
8. Cowichan Campus to design a three-year
transitional post-secondary experience for
students.
Underway
Underway
(May 2005)
(April 2005)
(April 2005)
(Summer
2005)
(March
2006)
(March
2006)
28
Goal 6:
Support Professional Development and Research
As a growing and evolving institution, we are working to increase support for faculty research in
future years. Currently, many kinds of internal support are offered to assist faculty to engage in
professional development and research activities that help them keep current in their respective
fields and provide research opportunities for students. Malaspina is particularly eager to
encourage research projects that allow for the participation of students and regional partners in
order to widen educational opportunities. Malaspina would like to build its reputation as a
leader in meeting regional needs for research and development. The Strategic Research Plan,
approved in 2003, can be found at
research.mala.bc.ca/docs/Strategic_2003/MUC_Strategic_Research_Plan_2003Dec15_Glossy.pdf.
Malaspina faculty have been increasingly successful in securing funding from external sources to
fund research initiatives. Research revenues have increased dramatically from $292,000 in
2000-01, to over $2 million in 2003-04. Our strategy has been to build research capacity by
creating infrastructure in the form of labs and facilities, and by creating research Chairs. A new
Centre for Shellfish Research was completed in 2004, and projects underway for the coming year
include a Centre for Sturgeon Studies and development of an off-shore laboratory site for
shellfish research. Two Canada Research Chairs have been approved for Malaspina. One in
Sustainable Shellfish Aquaculture has been filled and it is our goal to fill the second in the
coming year. We have also received approval for two BC Regional Innovation Chairs in
Aboriginal Early Childhood Development and in Rural Tourism and Sustainable Community
Development.
Project
1. Implement Malaspina’s Strategic Research
Plan
Status
Underway
2. Encourage all faculty to pursue a goal of
innovation and development within their fields
of expertise
3. Plan and implement a Teaching and Learning
Centre
Underway
Underway
Responsibility
VP Instruction
and Research;
Research Office
VP Instruction
and Research
Completion
(Spring
2008)
VP Instruction
and Research;
Teaching and
Learning
(Fall 2005)
(Spring
2006)
29
Goal 7:
Develop a Strategy to Recruit and Retain Qualified Faculty
According to Malaspina’s Institutional Service Plan 2004/5-2006/7, Malaspina’s workforce in
2002-03 consisted of 489 full-time faculty, 255 support staff, and 94 administrators. 33% of
faculty and 31% of administrators were 55 years or older. Only 7% of faculty and administrators
were younger than 35 years old, although 50% of support staff were under 35. It is well known
that the national market for qualified faculty and administrators will become increasingly
competitive over the next few years, and Malaspina should prepare a strategy to address this
emerging challenge.
Project
1. Develop a timeline of expected employee
retirements to determine where and when
effects will be experienced.
2. Identify core competencies to support
recruitment of faculty.
3. Identify core competencies and outcomes to
support recruitment of support staff and
administrators.
4. Research faculty recruitment strategies at other
institutions.
5. Plan ways to promote the institution as an
attractive employer, including incentives to
encourage existing faculty to expand
knowledge of their disciplines.
Status
Underway
6. Review and improve training and orientation
for new employees and plan retention
strategies.
Underway
Responsibility
Human
Resources
Completion
(September
2005)
Human
Resources
Human
Resources
(Fall 2007)
Human
Resources
Executive;
Media
Relations;
Human
Resources
Human
Resources;
Teaching and
Learning
(Fall 2006)
(Spring
2008)
(May 2006)
(Spring
2007)
30
Strategic Priority 3: Develop Coordinated Capital and Program Plans
for Major Building Projects
Malaspina University-College is experiencing a period of rapid growth and expansion. In 2003,
Malaspina constructed a 35,000 sq. ft., $4.8 million self-funded International building to provide
a focus for its international students and programs. A $3.7 million Centre for Shellfish Research
was completed in 2004, funded largely by the Canada Foundation for Innovation and the BC
Knowledge Development Fund. Also in 2004, an extensive renovation of the Powell River
Campus was completed. Both a $14 million major expansion to our Library, jointly funded by
the Ministry of Advanced Education and Malaspina University-College, and a self-funded $13.2
million major expansion of our student residence complex, are currently under construction and
scheduled for completion in Spring 2005. Federal funding has been obtained to develop an
International Centre for Sturgeon Research, dependent on our ability to raise matching funds.
In March of 2004, the University-College Board passed a resolution endorsing the concept of a
new stand-alone site for the Cowichan Campus to replace the existing leased facility, and
requested that a feasibility study be undertaken. Various plans are being explored in conjunction
with local partners with an eye to having a new campus facility in use by 2010. Preliminary
planning is also underway to request funding for a new Sciences Centre for the Nanaimo
Campus. If successful, the move of Science and Technology programs to the new Centre would
free up existing space for renovation to accommodate other programs in what would become a
major re-design of the western part of the campus.
The projects underway and planned will have a major impact on the institution, especially when
combined with the anticipated increase in both students and faculty. Plans must be developed
which will take into account the specific areas of growth and need, and match long-term program
plans to capital building plans.
Project
1. Develop integrated plan for Management
Building
2. Develop integrated plan for Sciences Centre
and western campus redevelopment
3. Develop integrated plan for Cowichan Campus
4. Develop integrated facilities/educational plan
for Malaspina University-College
Status
Underway
Underway
Underway
Responsibility
Executive; Dir.
Facilities
Executive; Dir.
Facilities
Executive
Executive; Dir.
Facilities
Completion
May 2005
June 2005
Spring 2007
Spring 2007
31
Nanaimo Campus
Powell River Campus
Parksville•Qualicum Centre
Cowichan Campus
Nanaimo Campus
900 Fifth Street • Nanaimo, BC • V9R 5S5
Phone (250) 753•3245 • Fax (250) 740•6489
www.mala.ca

malaspina university-college - Vancouver Island University

Transcription

Similar documents

Alessandro Malaspina

President of the Malaspina (now Vancouver

Vital Signs week 2 - Love God

Star Wars Aquatic Special Event

Microsoft Imagine Academy

British Columbia Historical News

Teach Accounting

upcoming events - Casino Public School

Earthquakes