2017-20 Strategic Mandate Agreement: Georgian College of Applied Arts and Technology

Preamble

This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Georgian College outlines the role the College currently performs in Ontario’s postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives and government priorities.

The Strategic Mandate Agreement (SMA):

• Identifies and explains the shared objectives and priorities between the Ontario government and the College
• Outlines current and future areas of program strength
• Supports the current vision, mission, and mandate of the College and established areas of strength within the context of the College’s governing legislation
• Describes the agreed-upon elements of the new College funding model, including:
  • a College’s enrolment plans and the initial midpoint levels of weighted funding units that will be funded in the corridor funding model during the period of this SMA; and
  • differentiation areas of focus including metrics, and targets.
• Provides information on the financial sustainability of the institution; and,
• Informs Ministry decision-making and enables Ministry to align its policies and processes to further support the College’s areas of strength

The term of the SMA is from April 1, 2017 to March 31, 2020.

The agreement may be amended in the event of substantive policy or program changes that would significantly affect joint commitments made in the SMA (e.g., Major Capacity Expansion and Highly Skilled Workforce). Any such amendment would be mutually agreed to in writing, dated, and signed by both signatories.

Ontario’s vision for postsecondary education

Ontario’s colleges and universities will drive creativity, innovation, knowledge, skills development and community engagement through teaching and learning, applied research and service.

Ontario’s colleges and universities will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s economy.

Georgian College Mandate, Mission and Vision

Institutional mandate, mission, and vision statements describe where an institution currently is and where it sees itself in the future.

Our mission:

Inspire innovation, transform lives and connect communities through the power of education.

Our vision:

Accelerate success through exceptional learning, innovation and partnerships.

Aspirations

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

Institutional aspirations

Degree-level offerings in Simcoe County and Central Ontario:There is a demand and need to improve choice and accessibility for students seeking degree-level education in the Simcoe County region through a collaborative strategy. Georgian College will take the lead, with Lakehead University and other university partners, in bringing degree-level education to the region it serves.

Georgian degrees: Georgian wants to partner with the government in expanding degree-level education in Simcoe County by increasing the number of Georgian degrees and removing barriers that slow progress.

Institute of Technology and Advanced Learning (ITAL) status and University Partnership Centre (UPC) designation: MAESD provided one-time funding in 2016 to Georgian to review different models for offering degree studies and identify the best model for Georgian to provide access to degree studies in Simcoe County in order to increase the participation rate to meet the provincial average. After extensive consultation and analyses, the recommendation made by David Trick and Associates Inc. was that Georgian should adopt a hybrid model and transform itself into a polytechnic with a full range of programs, including certificates, diplomas, degrees and apprenticeships. Until the polytechnic status of colleges is determined, Georgian will be seeking an extension of its longstanding approval to use the term “university” in conjunction with the UPC.

WILPower model: Georgian has received Ontario Council on Articulation and Transfer (ONCAT) funding to develop an innovative model, titled WILPower, to be piloted in the Hospitality and Culinary programs. Additional detail is provided in Section 2.1.

Research and innovation:Georgian is beginning to develop a strong research and scholarship culture among students and faculty. Georgian’s new $30 million Advanced Technology, Innovation and Research Centre (ATIRC) at the Barrie Campus will play an important role in supporting these areas of study and the centre will be the first of its kind related to research, acceleration and commercialization in central Ontario.

Collaborate to build economic sustainability:A growing issue in two of the communities we serve is declining youth population and economic sustainability. Georgian is interested in working with the government to consider how our college and the community can work together to build stronger community sustainability and increase the sustainability of the college campuses in those communities.

Shared objectives and priorities for differentiation

Student experience

This section captures institutional strengths in improving student experience, outcomes and success. This section recognizes institutions for measuring the broader learning environment, such as continuity of learning pathways; retention; student satisfaction; co-curricular activities and records; career preparedness; and student services and supports.

Institutional approach to improving student experience

Supporting student success, retention and graduation

Georgian continues to support student success and retention through early alert initiatives. It fully implemented a holistic student advising model in the 2016-17 academic year to assist and support first-year students at all seven campuses in their transition to college life. Advisors are the first point of contact for transition support and offer a one-stop source for referrals and connections to the services and resources students require. Advisors also offer supports to help students improve their study, writing, note-taking, assignment comprehension, presentation and time management skills. Student/advisor encounters are formally tracked and aggregate data are produced for the academic program areas. Additionally, separate focus groups were held with the advisors, program coordinators and students to investigate their perceptions of how the advising program is working during its first year of delivery.

In addition, Georgian has developed a comprehensive program assessment process whereby programs are monitored for quality measures and outcomes. The program assessment process focuses on student success, student satisfaction and engagement, program retention and graduate outcomes. The program assessment process includes a detailed scorecard for each program, along with a report that provides historical data for program-specific key performance indicator (KPI) statistics and retention information. The program assessment process led to the development of further analysis regarding course success outcomes. Failed courses affect student retention and negatively affect graduation rates. Each program area reviews the course failure rates by subject areas and the results for individual courses to identify strategies to further improve course outcomes and student retention.

The college also administers the Georgian Profile Survey (GPS) to new students at two points in their first semester to identify students who may be at risk of not persisting with their studies. This helps college service areas (including advisors and counsellors) reach out to offer these students support. It also serves to promote student awareness and use of college support services and activities in a way that is customized to students’ responses to survey questions. The data acquired from the GPS helps Georgian build a better understanding of its new students so that it can help them to be successful at college.

Co-curricular record: Georgian has committed to offering a wide range of co-curricular activities to ensure students have the skills and capabilities to succeed. Georgian implemented the co-curricular record (CCR) to serve as an official document for students to enhance their resumé, career and academic and/or personal portfolios. It officially recognizes students’ participation in co-curricular activities that happen outside the classroom. This participation is confirmed and validated by a staff, faculty or college supporter and officially signed by the Executive Director, Student and Learning Services. Students use their CCR to support their applications for jobs, co-op placements, internships, scholarships, awards and future development experiences. The number of positions and applications for recognition is tracked.

Ensuring high quality, market-driven programs for a skilled workforce:Georgian has established a successful and comprehensive annual program assessment process for the purpose of continuous improvement to ensure the highest quality programming is consistently delivered to students. The process includes quantitative program metrics, along with program‐specific or credential‐specific benchmarks, so that results can be examined in terms of relevant outcomes in similar programs. The program assessment process includes a qualitative component so that information not centrally available can be collected. The qualitative metrics are aligned to Georgian’s strategic priorities and provide context to the quantitative metrics by telling the story of the program regarding how it supports students, promotes college priorities and contributes to the community.

Examples of institutional initiatives

• The program assessment process provides important data for decision-making for program renewal, recommended changes and/or program closures. In 2016-17, 14 programs were suspended due to duplication at other Georgian campuses or low enrolments and seven additional program intakes will be suspended in 2017-18
• The holistic student advising model was implemented to provide integrated student support
• Development of Degree Works allows students to easily view their progression toward credential completion (diploma, degree or certificate) and to understand which credits can be transferred if a program switch is being considered. Implementation is planned for mid-2017
• Streamlined delivery of student services is provided through a unified online portal

Metrics and targets

Innovation in teaching and learning excellence

This section focuses on innovative efforts including pedagogical approaches, program delivery and student services that contribute to a highly skilled workforce and ensure positive student outcomes.

This section captures institutional strengths in delivering high-quality learning experiences, such as experiential, entrepreneurial, personalized and digital learning, to prepare students for rewarding careers. It includes recognition of student competencies that improve employability.

It begins to identify indicators of quality that are currently available and within an institution’s control.

Institutional approach to innovation in teaching and learning excellence

Building on Georgian’s already strong KPI employment rate of 87.3%, which is well above the provincial average and first among Ontario colleges, as well as the college’s reputation for experiential learning, Georgian has several initiatives to ensure that graduates are prepared for and are successful in Ontario’s and Canada’s evolving labour market.

Expanding entrepreneurial learning, experiential learning and work-integrated learning: Georgian’s Strategic Plan, Accelerating Success: 2016-2021, committed to inspiring innovation through entrepreneurship and social innovation. Georgian has embedded entrepreneurial outcomes in every program and entrepreneurship workshops, training, mentoring and support are provided through the Henry Bernick Entrepreneurship Centre and from the Centre for Social Innovation. Georgian is the first Ontario college to institute a formalized entrepreneurship co-op offering for students who wish to explore business or social entrepreneurship.

Additionally, Georgian offers many internal experiential learning opportunities, including service learning, entrepreneurial activities, internships, applied research projects, capstone and curricular projects, laboratory and simulation activities, and co-curricular activities.

Georgian has committed to further expanding experiential learning opportunities in every program to ensure students have the skills and capabilities to succeed. Students who participate in work-integrated learning, such as co-op and internships, develop strong industry contacts and tend to be more competitive in the job market, thereby increasing their opportunities for graduate employment in their field. A framework for experiential and work-integrated learning has been implemented and benchmarks established. Georgian was a pioneer in offering co-operative education in diploma programs and offers the highest proportion of programs with co-op and has the greatest number of students enrolled in co-op programs (more than 5,400, with another 2,650 students enrolled in internship/work placement programs). Georgian has more than 6,200 employer contacts, including several international contacts, to facilitate co-op work term and graduate hiring. Georgian is the only Ontario college with programs accredited by the Canadian Association for Co-operative Education, representing the highest standard of achievement for co-op programs in Canada[1].

Georgian intends to develop WILPower, an innovative model for Hospitality and Culinary programs that differs from traditional co-operative education by embedding highly relevant, work-integrated learning throughout the academic year, allowing students to study, earn and learn year round, possibly allowing students to graduate with little or no student debt. Using this proposed model, new pathway/transfer programs will be developed for complementary degree programs. Additional detail is provided in Section 5.2.

Expanding degree pathways: Georgian’s Strategic Plan, Accelerating Success: 2016-2021, committed to a progressive and comprehensive degree development strategy for central Ontario, including Georgian degrees, joint diploma-degree programs and partner degrees. Georgian has also committed to creating degree pathways in every diploma program. Currently, Georgian offers five baccalaureate programs, while an additional three Bachelors or Masters degree programs are offered through the UPC with York University, the University of Ontario Institute of Technology (UOIT) and Central Michigan University. Georgian is also continuing its development of articulation and transfer agreements that allow Georgian graduates to enter programs at different institutions with transfer credits. Georgian currently has 660 articulation and transfer agreements with 59 institutions provincially, nationally and globally for 89 of its programs.

A partnership was formed with Lakehead University to increase access to baccalaureate degree education (see Addendum). This has the potential to significantly affect economic development in Central Ontario. In February 2016, Lakehead and Georgian announced plans to introduce more than 20 degrees in the next five years, with the first two programs launching in September 2017. This partnership allows students to earn both a diploma and degree in four years, differentiating these graduates for employment.

Building excellence in teaching practice:Georgian’s Strategic Plan, Accelerating Success: 2016-2021, committed to enhancing professional development opportunities for building excellence in teaching practice. The Centre for Teaching, Learning and Academic Excellence facilitates academic professional development, with emphasis on the quality of the student learning experience and support for those experiences inside and outside the classroom, including support for the program development and review process. Focus is on professional development that leads to improved student learning through improved teaching and learning practices, systems and support. The Centre offers extensive programs, strategies and supports, including: the Teaching Practice Credential that recognizes faculty involvement in professional development activities related to teaching practice; the innovative 14-week, group-based Online Course Development Program; educational technology workshops; the program renewal institute; the college learners and learning series; and the annual Focus on Teaching Conference.

Examples of institutional initiatives

• Georgian has committed to developing an employer guarantee of student job readiness
• Georgian has committed to expanding experiential learning opportunities in every program to ensure students have the skills and capabilities to succeed
• A data-driven program assessment process continues to drive program sustainability
• Expanded technology-enabled learning options including online learning, compressed and hybrid courses and better integration of full-time and part-time studies to maximize learning choices. Georgian has committed to a goal of offering 30% of all courses online by 2020
• Georgian provides students with authentic learning opportunities through the use of simulation labs and equipment in a variety of programs
• Construction of a new $30 million Advanced Technology, Innovation and Research Centre at the Barrie Campus will play an essential role in propelling local entrepreneurship, economic growth and diversification and will support innovation and dynamic research collaborations with entrepreneurs, industry researchers, academics, students and others

Metrics and targets

Access and equity

This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed.

Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who did not meet admissions requirements.

Institutional approach to improving access and equity

Access pathways for diverse groups of students:Georgian is committed to providing postsecondary access and education to help all students meet their learning and career goals. Simcoe County is experiencing a rapidly growing population, employers who are seeking highly educated and skilled workers in engineering, finance, information technology, business, environmental services and other fields, and a university participation rate that is only two-thirds as high as the Ontario average. Apart from degree credentials, Georgian’s Academic and Career Preparation Program is designed for students aged 19 or older who need to build their skills toward high school credit equivalencies. The college’s specialized Community Integration through Co-operative Education Program is designed for individuals with cognitive disabilities and learning challenges who require academic accommodations and modifications for success. This program provides students with opportunities to enhance their academic and vocational skills in courses and field placements, while integrated courses are modified to students' specific academic abilities and strengths. The program prepares students for diploma programs. Georgian’s Dual Credit and School Within a College (SWAC) programs allows selected secondary school students to get a head start on their college education by taking college credits while still in high school. Students who complete a college course receive a credit on their secondary school transcript that counts toward a college diploma in a related program.

Lifelong Learning: Georgian College is committed to providing lifelong learning opportunities to the community. Through life and leisure courses, professional development, vocational non-credit and credit courses and access to full-time programs for part-time learners, the focus is on access. Credit programs and courses are mapped out with pathways to finish credentials on a part-time basis, whether through evening or day courses or online. Evening classes are scheduled to combine full-time sections with part-time sections, so that the non-traditional student has access to programs and courses in a financially viable model. Further, some graduate certificate programs are delivered using a condensed model, such as three days per week, to increase access for working persons. Georgian’s Bachelor of Business Administration – Management and Leadership degree has been mapped with a part-time evening pathway, so that students can complete the degree by taking two evening courses per semester; the program has also been mapped so that students can elect to complete the program online through both regular and condensed course formats. In addition to part-time learning opportunities, Georgian is committed to providing corporate training to meet a broad range of industry and community needs through off-the-shelf and customized solutions. Georgian is creating and scheduling independent graduate certificates for the corporate market that are delivered in a hybrid (in class and online) format.

Enhancing Indigenization: Georgian’s Strategic Plan, Accelerating Success: 2016-2021 committed to enhanced indigenization by developing curriculum to reflect Indigenous culture and traditions and enriching the college community by engaging in Indigenous knowledge sharing. The Indigenization process was publicly inaugurated through a traditional land acknowledgment plaque unveiling on the Barrie campus, followed by a three-hour Truth and Reconciliation workshop in the Georgian Theatre. Georgian prioritized the 94 Calls to Action outlined in the Truth and Reconciliation Commission report; many are being implemented through curriculum enhancement, Indigenization of the physical plant, Indigenous knowledge sharing workshops and student engagement strategies.

Georgian’s long-standing relationship with the Indigenous community is rooted in the Anishinaabe Education and Training Circle (AETC), formed in 1992. Circle membership has been directly involved with: ongoing program and course development; increasing enrolment and graduation rates; increasing the range of student support services; maintaining physical space through Indigenous Resource Centres at four Georgian campuses; facilitating local program delivery; offering Indigenous knowledge sharing; and partnering with other postsecondary institutions. Every year, students rate their satisfaction and discuss their experiences with the services and supports offered at the Indigenous Resource Centres, alternating annually between a survey instrument for quantitative data and focus groups for qualitative perceptions of service effectiveness.

Georgian’s Anishnaabemowin (Ojibwe language) program is a new postsecondary field of study. Students coming into the program are demonstrating a desire to learn the language and a desire to share their learning with others in their community. The Lakehead-Georgian partnership includes a commitment to collaborate and develop new student pathways and programs specifically for Indigenous learners. Other articulation agreements have been developed with Trent and Algoma universities, among others, to provide opportunities for students enrolled in Georgian’s Indigenous Community and Social Development program. The technological skills of Georgian students, combined with the strong language skills of its faculty and Elders, are resulting in students developing innovative tools and resources to promote and share Anishnaabemowin. Many of the students are creating their own small businesses to promote their new skills and resources while studying the language in a college environment, and Georgian’s Advanced Technology, Innovation and Research Centre will enhance these opportunities.

In Barrie, Innisfil and Springwater Township, the Indigenous population is projected to grow by 175% from 2011 to 2036. Georgian is dedicated to meeting the needs of all students, employers and the numerous communities that the college supports.

Internationalizing the Georgian community and increasing international enrolment:Georgian’s Strategic Plan is committed to internationalizing the Georgian community by enhancing cultural awareness, supporting greater international exchange and study abroad opportunities and by expanding and better integrating supports for international students. Georgian has an opportunity to grow international student enrolments and to expand the number of international experiences available to domestic students through study abroad opportunities.

Georgian’s international enrolment has increased each year since 2008, and the college is on track to reach the target of 1,800 international students by 2019-20, representing 16% of the total student population. Georgian is also focusing on increasing the diversification of international students; at the beginning of the winter 2017 academic term, approximately 1,500 international students who originated from over 60 countries were studying in 104 different Georgian programs. Recruitment strategies rely largely on recruitment managers, in-country representatives and agents and recruitment success will also depend on Georgian’s ability to expedite the admissions and English-language testing processes for international applications. Like other postsecondary institutions, Georgian also faces increased competition within Ontario, from other provinces and from other countries when trying to attract, recruit and retain international students.

As the proportion of international students at Georgian grows, further investment is required to provide appropriate student services and supports. Georgian’s long-time partner, Guard.Me International Insurance, provided a donation of $400,000 to expand Georgian’s existing international centre. The Segal International Centre opened in September 2016 as a multi-purpose, student-focused space to welcome and support international students and encourage a global perspective for domestic students.

Georgian’s status as a leader in co-operative education and experiential learning assists in successfully attracting international students. At any given time, 25 to 30% of Georgian’s postsecondary international students are participating in a co-op term. Relevant work experiences, domestically and abroad, through co-op, field and clinical placements or internships, combined with global learning experiences through study abroad help Georgian graduates differentiate themselves with potential employers.

The English for Academic Purposes Program has developed a pre-departure testing strategy that allows the International Regional Managers and In-Country Representatives (ICRs) to conduct testing off-site (in-country) with the online version of the Cambridge Michigan Language Assessments testing tool. This tool provides a better window on the length of study a student will require in the English as a Second Language/English for Academic Purposes Program. This information needed by some international students to acquire their study permit. Additionally, testing prior to arrival will allow the college to better predict student numbers, required class sections and faculty requirements.

With increased focus on internationalizing the Georgian community, it will be equally important for the college to continue to develop strategic partnerships with international institutions. The focus of these partnerships will continue to be on student recruitment to Georgian through advanced standing and creating faculty and student exchanges, joint projects and research opportunities.

Since 2011, the college has participated in the International Student Barometer survey, in which more than 200,000 international students participate. Georgian has been ranked either first or second in Ontario for the last five years and has steadily improved its rank in the world, ranking second in 2015-16 and first in both Canada and Ontario.

Positioning Georgian’s campuses for longer-term financial sustainability to ensure access:Georgian has seven campuses that are integrated within four counties and one district. Georgian’s smaller campuses provide an important access point for a number of communities and contribute significantly to the local economy. However, these campuses do not have the efficiency of a larger operation and are not able to contribute proportionately Georgian’s overhead. A recently completed campus review (conducted by Deloitte and funded by MAESD) did not recommend closures and suggested a strategy to move the smaller campus operations to financial viability. For the regional campuses to thrive, they must be successful at drawing enrolment from the local population by meeting local needs. This, however, requires the province to subsidize the cost of these multiple small campuses.

Examples of institutional initiatives

• In response, the Barrie Campus Georgian College Students’ Association (GCSA) donated $25,000 from its reserves in 2016 to support mental health services for children and youth at the Royal Victoria Regional Health Centre (RVH). The donation is rooted in recognition by Georgian students, through the GSCA, that mental health services for local youth are a priority. GCSA's donation will be used to develop a Child and Youth Mental Health program. In addition, Georgian’s Mental Health Awareness and Addictions Committee raises awareness and promotes wellness, encourages conversations and provides information about mental health. The committee helps mark national Mental Health Week each year. Georgian is committed to providing a safe, caring and welcoming community and promotes mental health at all campuses
• Georgian’s commitment to lifelong learning is supported by its more than 1,500 part-time courses in a range of delivery modalities from daytime, evening, weekend and online. A new strategy for non-credit course activity has been developed to focus on industry-specific skills and knowledge acquisition courses. The plan is to leverage existing curriculum and expertise in full-time academic programming to deliver applicable short-duration flexible learning opportunities where a credit and ultimately a full credential is not the focus of the learner. Most recently, the part-time studies website was redeveloped to make it easier for students to find and register for courses. In the future, students will be able to register for non-credit part-time courses in a new web-based registration system to further improve the customer experience and streamline the process
• Georgian has developed a training niche in the marine industry through the training courses and professional development opportunities offered at the Centre for Marine Training and Research in Owen Sound. With state of the art simulation, Georgian is the only English-speaking marine training centre in central Canada. Georgian will seek approval to offer the Bachelor degree in Marine Studies or Engineering, either on its own or with a university partner
• Georgian is working with York University and Seneca College to have all four years of the collaborative Bachelor of Science in Nursing (BScN) at the Barrie campus so that students are no longer required to move or commute to another city to complete their degrees. This initiative should also positively affect retention and graduation rates
• Georgian is realigning programs and opening space for additional labs and classrooms to accommodate additional sections where there is sufficient domestic and/or international demand and it will introduce alternate schedules to accommodate part-time study. In addition, to further support part-time credit, initiatives such as earlier registration, an integrated marketing strategy and an integrated course delivery strategy in the academic areas are being implemented

Metrics and targets

Applied research excellence and impact

This section captures institutional strengths in producing high-quality applied research that further raises Ontario’s profile as a globally recognized research and innovation hub.

Applied research projects create or improve products, services and processes. College applied research gives industry firms access to the skills and competencies of faculty and students, facilities and equipment and markets and networks through the colleges’ connections to local business and communities.

Institutional approach to applied research excellence and impact

Georgian is a leader in experiential learning, with more than 5,400 students enrolled in co-op programs annually. In addition, 6,200 employers, including PowerStream (now part of Alectra Utilities), Algoma Central Corporation, and RVH partner with Georgian to offer student work experiences. Entrepreneurship and environmental sustainability learning outcomes are embedded in every program and every one of Georgian’s full-time programs include hands-on experiences in workplaces, on campus, or in the community.

Advance Georgian’s applied research and scholarship agenda:Research, innovation and scholarship continue to build momentum at Georgian, with increasing numbers of industry/community partners, projects, faculty researchers and student researchers working through the Centre for Applied Research and Innovation (CARI). A major indication of the growing importance of research, innovation and scholarship at Georgian was its inclusion in the college’s strategic plan, Accelerating Success 2016-2021. Four pillars form Georgian’s strategic plan; accelerated success, meaningful collaboration, inspired innovation and strong foundations. These pillars emphasize the importance of applied research for Georgian: meaningful collaborations allow it to add value for industry and community partners and accelerate innovation for these partners through meaningful experiential learning opportunities.

In 2016, key organizational structure changes were implemented to provide the leadership and support required for establishing a research culture at Georgian. These changes elevated CARI, research and scholarship and were intended to eliminate the existing perception that applied research at Georgian focused solely on technology. A second initiative to provide an inter-departmental forum to discuss research, innovation and scholarship at Georgian College is the Research Advisory Council (RAC). This council is made up of academic and non-academic participants tasked with promoting cross-college interdisciplinary research, capturing and supporting the dissemination of research activities college-wide and assisting with the development of research and scholarship capacity at the college.

In addition, Georgian has cultivated and sustained many multi-faceted relationships with regional and provincial industry partners involving co-op placements for students, workforce development training, applied research projects, participation on program advisory committees, and more.

Prioritizing innovation, research and advanced technology: Georgian has begun to develop a strong research and scholarship culture among students and faculty, which is greatly needed to propel the development of degree programs further. Georgian has implemented an annual Research, Innovation and Scholarship Day to bring industry and community to Georgian for a showcase of work from faculty, staff, students and partners. In addition, the new Advanced Technology, Innovation and Research Centre (ATIRC) at the Barrie Campus will play an important role in supporting these areas of study. Currently under construction, ATIRC will provide Georgian and industry with an environment where they can work together, collaborate to innovate and create new economic opportunities. The $30 million, three-storey, 56,000-square-foot new building has been designed with research, innovation and commercialization in mind. It has dedicated incubator, changemaker and fabrication spaces and multi-purpose classroom and lab areas. The addition of the ATIRC at Georgian means the college will be able to meet the growing demand for engineering and technology programs. Further, the ATIRC provides Georgian’s faculty, staff and students the opportunity to collaborate with local business and industry partners and support their research, innovation and commercial needs to ensure advancement in such areas as environmental sustainability, engineering, green energy, robotics and smart manufacturing.

Industry partnerships include PowerStream Inc., Toronto Hydro Corp., Hydro One Corp., Wolf Steel/Napoleon, Southmedic, Honda of Canada Inc., TNR Doors, Kuka Robotics, ventureLAB, Algonquin Natural Stone, Direct Energy, and Brotech Inc. New partners will be attracted to the innovative facility, ensuring an increase in specialized training to meet industry needs.

Examples of institutional initiatives

• A highlight of the new ATIRC building will be the dedicated space for the Centre for Research, Innovation and Commercialization (C-RIC). The C-RIC will offer presentation and commercial space to highlight projects executed with industry/community partners, as well as those carried out in association with expanded degree opportunities with Georgian’s university partners. The C-RIC is fundamental to the economic growth and prosperity of Central Ontario and will support dynamic research collaborations with entrepreneurs, industry researchers, academics, students and others
• Georgian will increase the learning opportunities available to students in Science, Technology, Engineering, Arts and Math (STEAM) as well as ensure that graduates have acquired the advanced skills, credentials and experiential learning critical to our evolving economy. Supported by Georgian’s partnership with Lakehead University, students will have access to innovative diploma, degree and joint diploma-degree programs to prepare them for a successful future whether in the labour market or through entrepreneurial opportunities
• Toronto Hydro and Georgian College have signed a four-year (2016-2020) agreement to support curriculum development, equipment, recruitment and marketing activities, co-op and graduate hire promotion and applied research. This follows a successful five-year partnership
• In 2015, Direct Energy Marketing Ltd. contributed $90,000 for the installation of an EV charging station with solar array feature at Georgian’s Owen Sound campus. Georgian will partner with Direct Energy to conduct research projects. Specifically, green energy from the charging station will be net metered and will serve the EV charging bay or be consumed by the campus building when no vehicles are present. Energy generated will be tracked, displayed and made available for research activities
• To ensure a rich pipeline with commercialization potential, Georgian will continue to work with current partners to advance applied research activities, cultivate new projects with current and potential partners and conduct an environmental scan of the clean technologies industry regionally and provincially to identify additional products, technologies and services that can be developed for commercialization

Metrics and targets

Innovation, economic development and community engagement

This section recognizes the unique role institutions play in contributing to their communities and to economic development, as well as to building dynamic partnerships with business, industry, community members and other colleges and universities. It focuses on regional clusters, customized training, entrepreneurial activities, jobs, community revitalization efforts, international collaborations, students, partnerships with Aboriginal Institutes and a program mix that meets needs locally, regionally and beyond.

Institutional approach to innovation, economic development and community engagement

WILPower model:Georgian’s Strategic Plan, Accelerating Success: 2016-2021 includes a commitment to meaningful collaborations, along with accelerating success through enhanced experiential learning and quality market-driven programs. These priorities are very much aligned with Georgian’s proposed innovative redesign of its suite of hospitality, tourism, resort, event management and culinary programs to depart from a traditional co-operative education model and through industry partnerships provide students with year-round experiential learning.

Georgian intends to develop WILPower, an innovative model for Hospitality and Culinary programs that differs from traditional co-operative education by embedding highly relevant, work-integrated learning throughout the academic year, allowing students to study, earn and learn year round. Using this proposed model, new pathway/transfer programs will be developed for complementary degree programs. Students will work with approved industry partners in the resort and hospitality industry throughout the academic year to achieve specific workplace outcomes. This integrated model will benefit students and industry. Students will gain valuable work experience by putting into practice their academic learning in a live resort environment while they are learning, rather than waiting months before applying their education and they will graduate with pathway opportunities. Employers will have a trained workforce year round and access to a pool of experienced, work-ready graduates. This may be particularly important to non-direct students who may have dependents and could find it difficult to leave the work force to attend college. Industry partners in Collingwood and surrounding areas are committed to developing work-related learning outcomes for the new program model and to hiring and providing work experience to students.

Development of the new curriculum delivery model and complementary pathways will be necessary to map these programs to other college and university degree programs. Initial research involving stakeholder interviews has revealed a high level of support for this proposed model. Georgian believes that the proposed academic model can be repurposed to fit any program that includes a distinct co-op semester or work term such as, Engineering Technology, Environmental Technology, Computer Studies and Human Services.

Ensuring community access to high-quality postsecondary education is a key priority for Georgian. The college’s partnership with Lakehead University facilitates degree pathways for students in Central Ontario, providing the groundwork for a highly educated and skilled labour force and for innovation and economic development.

Enhanced Indigenization: One of the priorities in Georgian’s Strategic Plan, Accelerating Success: 2016-2021 focuses on providing accelerated access by enhancing Indigenization. The Indigenous population continues to grow faster than the general Canadian population as a whole, and has a younger median age. In Barrie, Innisfil and Springwater Township, the Indigenous population is projected to grow by 175% from 2011 to 2036. In 2014, in comparison to the non-Indigenous population in Ontario, the Indigenous community had lower levels of educational attainment and less successful labour market outcomes, including lower participation rates and higher unemployment rates.

Georgian’s long-standing relationship with the Indigenous community is rooted in the Anishinaabe Education and Training Circle (AETC), formed in 1992. Circle membership has been directly involved with: ongoing program and course development; increasing enrolment and graduation rates; a range of student support services; maintaining physical space through Indigenous resource centres at four campuses; facilitating local program delivery; offering Indigenous knowledge sharing; and partnering with other postsecondary institutions. By providing academic upgrading, a range of part-time courses and programs and pathways to and from diploma programs to advanced diploma, degree and graduate certificate credentials, Georgian is dedicated to meeting the needs of all students, employers and the numerous communities that the college supports.

Also, the Lakehead-Georgian partnership includes a commitment to develop new student pathways and programs for Indigenous learners. Georgian and the Office of Aboriginal Initiatives at Lakehead University will partner to collaborate on the development of new student pathways and programs specifically designed for Indigenous learners. An example involves the creation of a transfer pathway from the Anishnaabemowin (Ojibwe language) diploma language program at Georgian to a teacher’s certificate at Lakehead.

Lastly, Georgian’s international collaboration efforts have resulted in expanded partnerships for increased study abroad opportunities for domestic students, which positively affects their career development. Conversely, the international students who attend Georgian contribute economically to the local communities they live in while in Canada.

Examples of institutional initiatives

• In September 2017, Georgian’s Design and Visual Arts program is relocated to downtown Barrie. A 17,000-square-foot building in downtown Barrie will be home to approximately 250 students in Georgian’s Design and Visual Arts programs. The new location will provide students with expanded opportunities for collaboration and work-integrated and experiential learning in Barrie’s creative community and will include space for students to display and sell their artistic works. The relocation of the programs, which include Digital Photography and Imaging, Digital Video, Graphic Design and Graphic Design Production, will strongly contribute to revitalizing Barrie’s downtown core. The move downtown fulfills an agreement reached several years ago between Georgian and the City of Barrie and the city will contribute $1.5 million to the project
• The high proportion of first-generation students, students with disabilities, international students and students from lower-income families underscores the great need among Georgian students for additional supports and services and the college’s ability to support the access agenda
• Georgian’s Anishnaabemowin (Ojibwe language) program is a new postsecondary field of study and students coming into the program are demonstrating a desire to learn the language and a desire to share what they are learning with others in their community. The technological skills of Georgian students, combined with the strong language skills of its faculty and Elders, lead students to develop innovative tools and resources to promote and share Anishnaabemowin. Many of the students are creating their own small businesses to promote their new skills and resources, while studying the language in a college environment. In addition, the Anishnaabemowin language faculty are exploring new strategies for Indigenous language acquisition. A new building that supports research and innovation will enhance these opportunities. Georgian has also developed a number of other articulation agreements that provide opportunities for students enrolled in the Indigenous Community and Social Development Program. These include Trent University and Algoma University among others

Metrics and targets

Enrolment strategy, program direction, sustainability and partnerships

Enrolment strategy and program direction

Enrolment plan

The purpose of this section is to identify institutional enrolment plans and aspirations. The enrolment projections are based on Georgian’s plans and assumptions for the coming years.

As stated in the College Funding Formula Technical Manual, the introductory corridor midpoint in 2019-20 will be calculated based on the “three-year average, two-year slip”, the average of three years of enrolment two years prior to the funding year.

Domestic projected funding eligible enrolment

Projected eligible full-time head count

International projected funding-eligible enrolment

Projected eligible full-time head count

International strategy and collaboration

Georgian has increased the number of international partnerships to expand opportunities for student recruitment, student exchanges, faculty exchanges, workforce development and research. In addition to enrolment growth, these partnerships support diversification and study abroad opportunities for domestic students. Partnerships are vetted within the academic areas and where there is significant commitment or change in delivery the Senior Leadership Team engages in discussion.

Strategic international partnerships are also driven by the academic areas, with most of these agreements, including memoranda of understanding (MOUs), allowing for articulation, exchanges and collaboration. Currently, Georgian’s strategic partners include the Continental Institute for International Studies (CIIS) in Chandigarh, India; VIA University College in Aarhus, Denmark; and the Shanghai University of Traditional Chinese Medicine (SUTCM) in China. Risks to international enrolment at Georgian include visa changes, natural disasters, political or civil unrest and program and seat availability. In addition, housing availability for international students has become a more recent risk. To try to mitigate such risks, Georgian’s internationalization strategy is to try to slow and diversify international growth so that the college is less vulnerable. Georgian’s strategy also includes a formal process for enrolment setting and international tuition fees.

Strategic areas of program strength and expansion

Program areas of strength

1. Health Miscellaneous
2. Civil/Engineering/Environmental
3. Marine
4. Social Services/Human Services
5. Marketing/Retail Sales/Automotive/Business
6. Small Business/Entrepreneurship
7. Travel/Tourism
8. Hospitality Management
9. Art/Design and Visual Arts
10. Trades

Program areas of expansion

1. Health Miscellaneous
2. Business Management
3. Travel/Tourism
4. Civil/Engineering/Environmental
5. Public Relations

Apprenticeship

Georgian offers 1,200 apprenticeship seats in five communities (Barrie, Bracebridge, Midland, Orillia and Owen Sound) in a variety of trades. In addition, pre-apprenticeship programs are offered across multiple communities and trades. In the past five years, Georgian has received over $3 million for new equipment, renewals, upgrades and renovations.

Georgian also provides apprenticeship students with pathways and success strategies. Employers are often looking for experience before hiring an apprentice and the pathway for the apprentice is often upgrading (literacy and basic skills/academic and career preparation), pre-apprenticeship and/or a one-year techniques certificate. Apprentices have access to all of the student supports that Georgian students have including counselling, academic support, library services and accessibility advising. The college also works with Indigenous communities and women to promote and support entrance into the trades.

Financial sustainability

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

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

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

Institutional collaborations and partnerships

Lakehead-Georgian partnership: Ensuring community access to high-quality postsecondary education is a key priority for the college. Georgian’s leadership in co-op education, student work experience and entrepreneurial education delivers powerful ways to accelerate its students’ learning, careers and future. The proposed Lakehead-Georgian partnership will introduce much-needed innovative programming to Simcoe County and Central Ontario. The proposed model has the potential to attract 900 additional first-year students, which will result in a growth in enrolment of 3,000 students by 2025. The Lakehead-Georgian partnership will expand the range of degree opportunities available in Simcoe County and offer the best of college and university, through a joint delivery model that is cost-effective and sustainable by leveraging existing facilities at Lakehead’s Orillia campus and Georgian’s Barrie campus. Existing resources, infrastructure, support services, governance and academic processes, will provide innovative programming, joint diploma-degree programs, and new pathways for students.

Ashoka Changemaker campus designation:In August 2017, after an extensive selection process, Georgian achieved the designation of Changemaker Campus by Ashoka University. This significant recognition makes Georgian the first college in Canada to be designated as a Changemaker Campus[2] along with four universities in Canada. As a Changemaker Campus, Georgian will continue its role as a leader in social innovation and changemaking in higher education. Currently, Georgian has embedded entrepreneurial outcomes in every program. In 2014, Georgian received a $500,000 donation from the J.W. McConnell Family Foundation for social entrepreneurship. The funding is part of the Foundation’s RECODE initiative to encourage students to become social entrepreneurs, while contributing to Canada’s capacity for social innovation. Social entrepreneurship provides non-profit organizations with creative strategies to address complex issues, generating both social and economic returns. Through the McConnell grant and Georgian’s efforts to attain the designation of an Ashoka Changemaker Campus, Georgian is well positioned to realize the college’s vision of growing social innovation and changemaking across the institution. Students graduate with the skills and mindsets to be innovative thinkers and changemakers, turning ideas into businesses, innovations into careers and challenges into opportunities. Entrepreneurship workshops, training, mentoring and support are provided by the Henry Bernick Entrepreneurship Centre and the Centre for Social Innovation.

Articulation agreements: Georgian is continuing its development of articulation and transfer agreements that allow Georgian graduates to enter programs at different institutions with transfer credits. In 2016-17, Georgian had 660 articulation and transfer agreements with 59 institutions provincially, nationally and globally for 89 of its programs.

BScN programs and access to Masters degree programming. Georgian provides a seamless and effective pathway for students for Registered Practical Nurse-BScN degree completion (UOIT) and for the BScN – collaborative program (York). In addition, Georgian’s partnership with Central Michigan University provides an innovative Masters degree opportunity in the local area through its Master of Arts in Education (community College concentration) program.

Centre for Marine Training and Research:The Centre for Marine Training and Research (CMTR) is rooted in industry partnerships. As a centre of excellence for marine training, with simulation technology and marine emergency duties facilities, the shipping industry is an active partner. From its input into Georgian’s postsecondary programs to identifying the certification needs of its employees to assisting with co-ops and expertise, the marine industry is well rooted in the CMTR. The latest feature of the CMTR is the recently constructed Algoma Central Corporation Marine Emergency Duties Centre, which was made possible thanks to government support at the federal, provincial and county levels, in addition to industry support from Algoma Central Corporation and Lower Lakes Towing. As the only English-speaking marine training centre in central Canada, the Algoma Central Corporation Marine Emergency Duties Centre brings marine emergency duty training to the City of Owen Sound, the County of Grey and the Ontario Great Lakes region. The Algoma Central Corporation Marine Emergency Duties Centre allows for active mariners and cadets to learn basic and advanced techniques in firefighting and lifeboat training. Using a propane-fuelled fire training facility and a davit launched survival craft simulator, students are taught emergency duty training in a controlled environment. The simulated scenarios allow for instructors to be responsive regarding changes in regulation, weather conditions and participants’ background and skill level. The fire training facility and lifeboat simulator has enhanced Georgian’s ability to partner with public institutions and private sector for training and applied research. It further complements the college’s strength in advancing innovative training solutions using technology.

International partnerships:As part of Georgian’s internationalization strategy, it has increased the number of international partnerships to expand opportunities for student recruitment, student exchanges, faculty exchanges, workforce development and research. In additional to enrolment growth, these partnerships support diversification and study abroad opportunities for domestic students. Examples of Georgian international partnerships include:

• Georgian’s long-standing partnership with the Continental Institute for International Studies (CIIS) in Chandigarh, India where students attend one year at CIIS and are granted advanced standing into year two at Georgian. This partnership was recently renewed for another two years. In addition, two new agreements signed in India this year that will grant advanced standing to students in areas of business, hospitality and graphic design through Gujarat Law Society and Chitkara University
• Georgian has been active in Mexico developing partnerships and in 2016 signed an agreement with the Sub-secretary of education to collaborate on numerous educational initiatives with any of Mexico’s estimated 1,200 institutions of higher education. Georgian College has already been working with Mexican polytechnic and technology institutions in offering teacher training and English as a Second Language
• A reciprocal Articulation Agreement has been signed with Shanghai University of Traditional Chinese Medicine (SUTCM). The agreement will allow graduates of SUTCM’s Traditional Chinese Medicine, Acupuncture and Tuina program to transfer to Georgian College’s Acupuncture program to study in Canada, or Georgian College graduates to transfer to SUTCM to pursue their bachelor’s degree
• Georgian has signed a bilateral agreement with VIA University College in Aarhus, Denmark. Last year, a delegation of 10 VIA University College representatives including the president visited Georgian College and initiated discussions regarding opportunities for internationalization projects. Just recently a three year plan was finalized outlining the partnership timelines for research, student and faculty exchanges

University Partnership Centre (UPC):Established in 2001 and recognized by MAESD, Georgian College’s UPC enrolls over 1,500 full- and part-time students. It provides learners with multiple pathways to degree and graduate studies through partnerships with universities, offering its own degrees in niche areas and graduate-level certificate programs and expediting transfer credit recognition through seamless pathways to degree completion and articulation agreements. The programs span the social sciences and humanities, sciences, business and education at both the undergraduate and graduate levels. While Georgian’s principal partner will be Lakehead University, Georgian will continue to seek university partners to offer degree programs that are not offered by Lakehead and that are in demand in Simcoe County and the surrounding area. The UPC at Georgian currently includes five university partners offering undergraduate and graduate degrees. Partners include Central Michigan University, Lakehead University, Laurentian University, UOIT and York University. Additionally, Georgian currently offers five college degrees. Georgian will be reapplying to use the “university” nomenclature to attract partnerships with universities to deliver curriculum outside of its area of expertise. Current approval must be reviewed this year. The Lakehead-Georgian partnership and degree programs, augmented by additional partner degree programs, will provide the range of degree-level programming that the City of Barrie sought through the Major Capacity Expansion process.

Ministry/government commitments

• The SMA2 process has focused on implementing the first stages of the new funding model and demonstrating the ongoing commitment by all colleges and universities to student success. Future growth will only be funded through negotiated changes to an institution’s funded enrolment corridor
• Through the SMA2 cycle, the ministry will continue to work closely with institutions to ensure all dimensions of the funding model are implemented.
• In a memo to colleges and universities dated March 7, 2017, the ministry committed to using the SMA2 (2017-20) process as a transitional phase to commence the collaborative and joint development of performance metrics and targets, tied to funding, for SMA3 (2020-23). The ministry reiterates this commitment and reaffirms that metrics and targets included in SMA2 are not tied to funding at this time and are a beginning point for further discussions with the sector prior to their application in SMA3. Colleges and universities will have the opportunity to reset and realign metrics prior to the application of metrics in SMA3. The ministry will also engage other stakeholders as part of discussions on a broad metrics strategy
• The ministry commits to establishing a joint working group with each of the sectors and to begin detailed discussions in fall 2017 on metrics/targets and to seek input on the performance measurement methodology for SMA3.

• Colleges, universities and the ministry all benefit from processes that are transparent and non-duplicative. The ministry commits to work with colleges and universities to continue to streamline processes and seek opportunities to further reduce red tape (in part through increased access to other tools), including reducing or eliminating duplicated reporting requirements.

• Through SMA2 discussions, the ministry has heard concerns about the challenges of delivering breadth in programming for Francophone and Francophile students, including the cost and funding of such delivery. Starting in fall 2017, the ministry commits to consulting institutions who have a formal mandate for bilingual and/or French-language delivery to review the delivery of French-Language programming and consider these concerns

• In 2016, an extension of the existing tuition policy framework was announced to support a major reform in OSAP. The ministry will engage with both the college and university sectors around the next tuition policy framework, including examining the issue of tuition anomalies in certain professional programs as a result of past changes to tuition policy, and, for colleges, examining tuition levels relative to competitive college tuition frameworks in Canada.

• In recent years and during the SMA process, there has been an increased interest in the creation of a new polytechnic designation in the Ontario postsecondary education system. Starting in fall 2017, the ministry commits to undertake a review that examines whether improved benefits for students and employers are sufficient to make such a change. The ministry commits to working collaboratively with institutions across the sectors on this review.

• The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including reviewing part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials.

• The ministry commits to continue to work collaboratively with colleges to review the eligibility criteria and allocation method for the Small, Northern and Rural Grant to help target funding to best meet sustainability challenges.

[1] http://www.cafce.ca/accreditation-co-op_programs.html

[2] http://ashokau.org/programs/changemakercampus/georgian-college/

2014-17 Strategic Mandate Agreement: Georgian College of Applied Arts and Technology