2017-20 Strategic Mandate Agreement: Laurentian University

Preamble

This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Laurentian University outlines the role the University 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 University
• Outlines current and future areas of program strength
• Supports the current vision, mission, and mandate of the University and established areas of strength within the context of the University’s governing legislation
• Describes the agreed-upon elements of the new university funding model, including:
  • a University’s enrolment plans as well as their projections of their enrolments relative to their corridor midpoint and any desired changes to their corridor 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 the Ministry to align its policies and processes to further support the University’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, Highly Skilled Workforce, etc.). 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, 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.

Laurentian University Vision, Mission and Mandate

In its 2012-2017 Strategic Plan, Laurentian University articulated the following purpose statement:

Laurentian University with its federated university partners offers an outstanding university experience in English and French with a comprehensive approach to Indigenous education that prepares students as agents of change by stimulating them to ask new questions, to challenge what we know, and so empower them to create innovative solutions for future local and global issues.

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

Laurentian University articulated the following aspirations in its 2012-2017 Strategic Plan:

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

 French, English and Indigenous cultures thrive together at Laurentian University, offering Canadian and international students an enriched learning environment that is a microcosm of Canada. Laurentian goes to great lengths to ensure personal success by providing a range of academic and social supports for its diverse student population, ensuring its students acquire a strong foundation that meets the challenges and opportunities of the 21^st century.

One of the five key goals in Laurentian’s 2012-2017 Strategic Plan is student engagement and satisfaction. Results pursued included:

• Integrated classroom learning with real-world experience through placements, case-based projects, independent learning, applied research, studies abroad, group work, community service or senior capstone projects, with alumni support
• Support for teaching and learning excellence through the services at a new Centre for Academic Excellence
• One-stop student services, leveraging state-of-the-art technology, that are seamless and respond to student needs
• Informed, diversified, affordable, local and healthy food choices that meet cultural requirements for students, staff, and faculty
• Dynamic student experiences in new social spaces that nurture a strong sense of community and belonging
• Engaged alumni who proactively support Laurentian University’s academic and social activities, including emerging sports such as women’s and men’s varsity hockey clubs

Laurentian students benefit from small classes and meaningful interactions with faculty, staff, and students. Laurentian students enjoy a unique connection between its learning and natural milieu, affording students, faculty, and staff with an enriched learning, working and living environment in a pristine park-like setting in Greater Sudbury.

One of the five key goals in Laurentian’s 2012-2017 Strategic Plan is being a university of choice. Results achieved included:

• Modernizing the Sudbury campus, including classrooms designed flexibly to accommodate diverse teaching-learning s
• Increasing the proportion of international students from 6.1 % in 2011 to 8 %
• Increasing the numbers of students who have enriched learning experiences abroad
• Becoming 100 % 802.11n wireless

As part of the Laurentian’s 2018-2023 Strategic Plan currently in development, the Board of Governors expects a stronger emphasis on mental health.

Examples of institutional initiatives

• In 2012 Laurentian created the Centre for Academic Excellence (CAE). It helps students transition to university and stay on track during their studies. The CAE now offers a variety of academic supports, including academic advising, academic writing assistance, learning assistance and Laurentian Online. It is led by a newly created position of Associate Vice-President, Learning and Teaching. Quality of curriculum and instruction is one of the key drivers of the student experience and student success. Increasingly, the focus of the CAE will be to build capacity among faculty with regards to pedagogy

• In 2018 Laurentian will open its new Cliff Fielding Research, Innovation and Engineering Building. This new facility will include four capstone innovation labs in civil, chemical, mechanical and mining engineering. The labs will allow over 160 fourth-year engineering students to put their knowledge and skills to work to address creative design problems for actual clients. These projects include problem definition, development of concepts, concept presentation to industry and the creation of a working physical prototype at the end of the year-long project. The building will also include: a Materials Analysis Lab to support researchers, students and industry partners in chemical analysis as well as mechanical, metallurgical, corrosion, heat treatment and capability testing; an Environmental and Soil Mechanics Lab; a Prototype Development and Machine Shop; an Integrated Software Lab; and a Hydraulics and Fluid Mechanics Lab
• In 2019 Laurentian will open its new stand-alone $10 million Student Centre funded by the Students’ General Association (SGA). Designed by and for students, this new facility aims to improve the student experience, especially for students living off campus who are looking for additional space to study and benefit from enhanced campus interactions and activities

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

One of the five key goals in Laurentian’s 2012-2017 Strategic Plan is national recognition. Results pursued include:

• Advancing in the process of securing an accreditation from the Association to Advance Collegiate Schools of Business (AACSB)
• Securing and retaining highly talented faculty members through multi-year planning and proactive recruitment
• Establishing interdisciplinary executive programs through the Goodman School of Mines
• Uniting professional health programs into one Faculty, contingent on Senate approval, to position Laurentian as a leader in inter-professional health education and research

One of the four key goals adopted by Senate in its 2015-2018 Academic Plan is to improve student retention. Senate adopted the following strategies:

• Review early leavers studies and internal surveys to design and implement a Laurentian response
• Focus on work-integrated learning and develop a central office to support these activities
• Pursue the development of interdisciplinary degree program options and design the timetable to ensure these program options are available to students and facilitate multi-year planning
• Ensure appropriate academic and library supports are available for all students, with a particular focus on Indigenous students.

Another key goal adopted by Senate in its 2015-2018 Academic Plan is to expand the role and use of technology in degree program delivery. The Senate adopted the following strategies:

• Expand opportunities for faculty to embrace technology through start-up or project grants and promote use of the Institutional Repository to publish scholarly activity
• Develop the Laurentian Online Institute to include: a focus on adult and distance education learners; coordinated delivery between online and on-campus courses; library online research skills instruction; a goal of 100 % utilization of the Learning Management System by 2018-19; and a blended learning format in 20 % of courses delivered
• Promote and support a focus on teaching with technology and an expansion of Indigenous content in the online curriculum

Examples of institutional initiatives

• laurentian offers a wide variety of experiential learning opportunities for students, including co-operative education in engineering, computer science and business and practicums and placements in education, midwifery, nursing, speech pathology, social work and human kinetics. as part of its commitment to expand experiential learning, laurentian has developed a co-curricular transcript. this initiative complements the student experience in the classroom with a number of activities related to student leadership, culture and informal learning opportunities. for example, there are a number of indigenous and francophone cultural opportunities documented in the transcript (e.g., a drum circle, beading, mitchif and anisinaabemowin language workshops, etc.)
• as laurentian continues to make progress on its aacsb accreditation, in may 2016 it secured international epas accreditation for its on-campus bachelor of business administration program and for its bachelor of commerce in sports administration, which is one of canada’s only undergraduate business degrees in sports administration. as of may 2016, 98 business programs in 72 universities in 33 countries had the epas accreditation, mostly in europe. epas is an international program accreditation system operated by the european foundation for management development (efmd). it aims to evaluate for accreditation the quality of management programs that have an international perspective and appropriately high quality. the decision to award epas accreditation to the laurentian programs followed a three-year process, which culminated in a peer review team visit by business education leaders from morocco, the united kingdom and france. it involved an in-depth review of the two programs through an intensive comparative evaluation of 25 university-level standards and 56 program-level standards.
• The Goodman School of Mines was launched in 2013 following a gift from the Goodman Family. Unique in Canada, it is led by an Executive Director — a tenured faculty member with industry experience — who reports directly to the Provost so as to encompass all disciplines. A Global Advisory Board recommends directions to meet the needs of industry and provides valuable insights. The Executive Director is empowered to offer resources to relevant departments and schools. The Goodman School of Mines goals are to: expand interdisciplinary majors, thereby enhancing the skills of future professionals in mineral exploration and mining in such areas as occupational health and safety, Indigenous relations, mining management and finance; drive the creation of executive programs at the undergraduate and graduate levels in modular, short-course or distance education formats and other delivery mechanisms as opportunities arise; formalize new provincial, national and international alliances with other postsecondary institutions, including an International Network of Schools of Mines with Laurentian serving as a major hub; and double enrolment in mining-related programs by 2020. Prominent guest speakers have taken part in the Goodman School Lecture Series. An inaugural Goodman Gold Challenge was held (and won by a Laurentian team) in January 2017

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 do not meet admission requirements.

Institutional approach to improving access and equity

According to the Higher Education Quality Council of Ontario (HEQCO), among Ontario universities, Laurentian has the:

• Highest proportion of first-generation students
• Second-highest proportion of French-language students
• Second-highest proportion of Indigenous students
• Third-highest proportion of part-time students

One of the five key goals in Laurentian’s 2012-2017 Strategic Plan is being a university of choice. Results pursued included:

• Establishing Laurentian as a destination for Francophone and French immersion students from across Canada and targeted French-speaking countries
• Increasing enrolments of First Nations, Inuit and Métis students from across Canada who choose Laurentian for its culturally responsive learning environment and enhanced bursaries
• Opening a front door/welcoming centre with effective signage in French, English and Ojibway

One of the four key goals adopted by Senate in its 2015-2018 Academic Plan is to develop French language and Indigenous programming consistent with Laurentian’s purpose. The Senate adopted the following strategies:

• Review the 100-plus first-year course sections offered in French to determine whether the structure of existing programs could be improved to increase the choice of courses after the first year
• Explore the launch of French programs in signature disciplines in high demand
• Explore the creation of a first-year interdisciplinary seminar in French on contemporary issues and a similar seminar during fourth year in French to allow students to reflect on their learning
• Design programs to accommodate students completing French immersion programs and facilitate bilingual degrees (majors/minors) with students taking courses or writing exams in either language
• Promote an expansion of Indigenous content in the curriculum

Examples of institutional initiatives

• The Maamwizing Indigenous Research Institute was established in September 2016, bringing together researchers pursuing work that embraces Indigenous worldviews while promoting a de-colonizing approach to research and focusing on the needs and voices of Indigenous peoples and communities. The word maamwizing means "coming together” or "collaborating together” in Anishinaabe. Laurentian now has 25 First Nation or Métis full-time faculty, including a new Canada Research Chair in Indigenous Health. The new Scientific Director of the Canadian Institutes of Health Research’s (CIHR’s) Aboriginal Peoples’ Health is also located in Greater Sudbury at the Health Sciences North Research Institute
• A 3,400-sq.-ft. addition and 4,200-sq.-ft. renovation of the Parker Building was completed in 2017, creating an Indigenous Sharing and Learning Centre funded by Laurentian, Glencore and RBC. This enables Laurentian’s 1,000 students who voluntarily self-identify as First Nation, Métis and Inuit to have a home away from home. It provides the space for scholars, students and community members to engage in research in social sciences and humanities and in innovative capacity-building efforts supporting the needs and aspirations of Indigenous communities. Consistent with the Calls for Action of the Truth and Reconciliation Commission, it will become a platform to advance understanding of reconciliation. The location is historically significant, metres away from the Apology Cairn erected in 1986 when the first official apology was made to Indigenous peoples by The United Church of Canada during its 31^st General Council at Laurentian
• In September 2016, Laurentian officially re-opened the renovated Alphonse-Raymond Building. An important building for the Franco-Ontarian community, it now houses the École des sciences de l’éducation, the French Studies Department, the Franco-Ontarian Institute and the new École d’orthophonie (which is now Canada’s second-largest speech pathology program). A modern atrium now welcomes students, faculty and staff and constitutes a new gathering space for the Francophone community
• Laurentian University, Collège Boréal and Cambrian College are developing a bilingual 2+2 pathway for the two colleges to Laurentian’s Bachelor of Business Administration and Baccalauréat en administration des affaires Students can take courses in either language at either college and complete their degree at Laurentian. Anyone who does five courses in any of the three institutions in the other language would get a Laurentian bilingualism certificate, thereby increasing their employability. This particular pathway could serve as a model to be scaled up and replicated in other programs. College pathways of this kind are especially useful in achieving Laurentian’s targets for Indigenous enrolment, because Indigenous students participate at much higher rates in college than university. Pathways from a French-language college to university will also increase access to university programs for Francophone learners. Laurentian works with its college partners to provide opportunities and modes of delivery to reduce time and cost to completion
• Since the 1960s, Laurentian has been on the cutting edge of distance education to reach the rural and remote students it serves. In recent years this has led to the development of more online learning and programs (e.g., Service social, Business Administration) to meet the needs of both distance and on-campus learners. Laurentian Online and its federated universities offer 21 degree programs and nearly 400 online and distance education courses in English and in French, with an enrolment record in fall-winter 2016-17 of 11,726 course registrations. Laurentian is second only to Waterloo in terms of the number of courses advertised on eCampusOntario and has the highest number of courses offered. The flexibility afforded by online learning is an important tool for student success. In addition, the need for lifelong learning makes the ability to learn effectively online a key skill for long-term success

Metrics and targets

Research Excellence and Impact

This section captures institutional strengths in producing high-quality research on the continuum of fundamental and applied research through activity that further raises Ontario’s profile as a globally recognized research and innovation hub. It also acknowledges that research capacity is strongly linked with graduate education.

Institutional approach to research excellence and impact

One of the five key goals of Laurentian’s 2012-2017 Strategic Plan is national recognition. This aspiration is to be among Canada’s top 10 universities in Laurentian’s category. Outcomes pursued included:

• Raising the total annual research dollars from $21.9 million in 2010 to $30 million, with increased numbers of research grants in social sciences and humanities increasing from $314,400 in 2011 to $400,000
• Enhancing travel supports to faculty and graduate students giving peer-reviewed papers at international or national conferences
• Nationally showcasing Laurentian’s exceptional teaching and research by way of its web presence and communications

Another aspiration was for Laurentian to be known for its expertise in: rural and northern children’s health; stressed watershed systems; mining innovation and exploration; multicultural sport and physical activity; genomics and bioinformatics; particle astrophysics; environment, culture and values; applied evolutionary ecology; and nanotechnology. Outcomes pursued included:

• Expanding research intensity through research chairs and scholars-in-residence in areas of research strength
• Establishing Laurentian world-wide as the university renowned for freshwater research, through the Vale Living with Lakes Centre

To facilitate and encourage initiatives and new collaborations within its nine areas of research excellence, Laurentian University has identified five strategic research themes in its 2012-2017 Strategic Research Plan:

• Environment and conservation
• Health and wellness
• Social and cultural research and creativity
• Engineering, mineral and material sciences
• Subatomic Physics – Sudbury Neutrino Observatory Lab (SNOLAB)

All faculty research is valued and important to Laurentian’s overall mission. In its 2012-2017 Strategic Research Plan, the Senate approved a set of research values:

• Intellectual impact: the pursuit of excellence in all forms of research, based on the highest standards of the peer-reviewed process
• Engagement: the involvement of faculty, students, federated university partners, and the community at all levels as an integral part of the research enterprise
• Mnaddendmiwin (Respect) and inclusivity: the importance of valuing Indigenous knowledge and the importance of supporting outstanding research in all fields
• Interdisciplinarity: the ability to create synergies between disciplines to foster innovative research
• Research integrity: the commitment to creating an environment that promotes responsible conduct by embracing standards of excellence, trustworthiness, and ethical practices
• Dissemination and knowledge translation: the exchange and synthesis of knowledge to address the gap between the large volume of research data and its systematic review and implementation in academic and non-academic outlets

Examples of institutional initiatives

• Laurentian was one of only 16 Canadian universities to have secured funding in the first two rounds of allocations under the Canada First Research Excellence Fund (CFREF). Laurentian is among only four of the 82 non-medical-doctoral Canadian universities to have received CFREF. Laurentian’s seven-year, $104 million program Metal Earth, launched in September 2016, will lead to the discovery of more ore bodies, generate more mineral exploration investments in Canada and create wealth for all Canadians. It will make Laurentian a global leader in mineral exploration research. The Department of Earth Sciences received a $10 million private gift from the Harquail Family in September 2016 and has since been renamed the Harquail School of Earth Sciences
• A 4,000-sq.-ft. expansion to the School of Education building was completed in 2016 to create a Cardiovascular and Metabolic Research Unit, enabling Greater Sudbury to attract a new research unit of 25 people. The mission of this research unit is to foster excellence in cardiovascular and metabolic research by facilitating activity and collaboration among scientists at Laurentian, the Northern Ontario School of Medicine (NOSM) and Health Sciences North. Specifically, its research will focus on the pathophysiological mechanisms, biomarker exploration and novel therapeutic approaches for cardiovascular diseases, diabetes and cancer. Members of the research unit will also be interested in studies on asthma and aging development
• In 2018 Laurentian will open the 10,000-sq.-ft. Norinne E. Perdue Collaborative Research and Development Space, which will support existing research and expand research capacity. It will provide shared space for Laurentian’s research centres from its seven faculties. It will also allow Laurentian to offer more fee-for-service analytical work. Currently, many researchers do not have the resources to fund their own equipment or the expertise to operate highly specialized instruments that require ongoing maintenance. Instead of encouraging research space for individual researchers, Laurentian wishes to encourage collaboration among researchers and across academic departments and schools through the sharing of equipment and expertise. Laurentian has had great success with this collaborative model in the design and construction of research spaces for the Vale Living with Lakes Centre (which has won 7 awards including the Holcim Award) and NOSM. A highly effective centralized analytical facility will benefit faculty, giving them more opportunities to undertake technical and highly scientific analysis. It will play a critical role in developing, attracting and retaining highly qualified, talented people, performing leading research and generating breakthrough ideas

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

Laurentian University was founded to serve resource-based and rural regions. Fresh water surrounds Greater Sudbury and is a key element in the Laurentian identity, with its focus on "Clean Water Now and Forever" and on healthy communities through professional health programs, including the Northern Ontario School of Medicine. Laurentian University is vital to the socio-economic and creative life of the communities where we live, learn, and work.

One of the five key goals in Laurentian’s 2012-2017 Strategic Plan is community responsiveness. Outcomes pursued included:

• Establishing a cutting-edge curriculum that draws students internationally to the School of Architecture in downtown Sudbury
• Launching new programs (subject to Senate approval) responding to community needs, including: occupational health and safety; Indigenous relations; information technology security/data centres and management; théâtre et littérature franco-ontariens; integrated approaches to environmental science and environmental studies; and northern policy
• Developing new partnerships that further engage local communities to work with Laurentian on emerging priorities, including the performing and film arts
• Implementing quality housing solutions to meet changing student needs
• Continuing to support Laurentian’s high-quality French-language programs, including those that respond to community need for services in health, education, culture, and business
• Revitalizing the Certificate of Bilingualism, awarded to 500 students per year
• Completing the Indigenous Sharing and Learning Centre to serve as the gathering place to support Indigenous knowledge on the Sudbury campus
• Enhancing proactive hiring practices to increase the proportion of Indigenous faculty and staff
• Increased Indigenous content in courses from 13 % of all courses to 16 %

One of the four key goals adopted by Senate in its 2015-2018 Academic Plan is to expand graduate programs. Senate adopted the following strategies:

• Expanding academic supports for graduate students, e.g., teaching workshops, including meeting space needs, instrumentation for advanced study and appropriate library/archival resources
• Supporting the creation of new graduate programs, including a focus on health, Indigenous perspective, and the north
• Supporting the appointment of internal research chairs to help expand existing degree programs or establish new programs.

Examples of institutional initiatives

• The new McEwen School of Architecture was launched in downtown Sudbury in September 2013, after strong advocacy and leadership by a local steering committee dedicated to urban renewal. This is the first school of architecture to open in Canada in more than 40 years and the first to offer courses in French in Canada outside Québec. Students have already won global design competitions such as the Bergen International Wood Festival in Norway. The School benefited from a generous $10 million donation from Rob and Cheryl McEwen in June 2016. Like NOSM, Laurentian’s McEwen School of Architecture develops new knowledge in the North, for the North. Use of design and materials that respond to northern cultures, communities and climate are expected to generate new opportunities for industry to grow in northern communities. The $45 million capital project was completed in 2016-2017. The Master of Architecture degree is being launched in 2017-2018
• In February 2016, Laurentian launched the Laurentian Mining Innovation and Technology (LMIT) The newly formed umbrella organization coordinates and promotes all mining-related research conducted at Laurentian through centres such as the Mineral Exploration Research Centre (MERC), the Centre for Research in Occupational Safety and Health (CROSH), the Vale Living with Lakes Centre (VLWLC) and the Mining Innovation Rehabilitation and Applied Research Corporation (MIRARCO). This one-stop approach to mining research enhances opportunities through synergistic and intuitive project alignments, shared resources, and focused coordination. It supports the provincial government’s new Mineral Development Strategy
• In 2018 Laurentian will open the Jim Fielding Innovation and Commercialization Space. By creating an incubator-zone to ignite and stoke both innovation and commercialization, Laurentian will help local industry and emerging start-ups by bridging the existing gap between laboratory and market. Laurentian has the opportunity to partner with the Northern Centre for Advanced Technology Inc. (NORCAT), Sudbury’s Regional Innovation Centre. Laurentian will leverage NORCAT’s expertise, programming and credentials as a leading innovation centre to directly support the projects undertaken in the new incubator. The Jim Fielding Innovation and Commercialization Space will deliver an array of dynamic programs, services and resources for start-up clients. These will encourage cross-disciplinary linkages, industry collaborations, community engagement and critical problem solving to accelerate the process of creation, development, growth and sustainability of new enterprises
• In 2017-18 Laurentian will hire a new Research Chair in Sustainable Northern Economic Development to help build capacity for informed public policy development and practice in Northern Ontario. Through his/her research program, the Chair will provide leadership in the field of regional development, one of the priority areas identified in Laurentian University’s Strategic Research Plan. The successful candidate will be a compelling public intellectual who acts as a thought leader in civil society on issues of community and economic development. This initiative is partially funded by generous donors who are passionate about the sustainable development of Northern Ontario. Their efforts also led to the creation of the popular Goring Family Lecture Series on Sustainable Northern Economic Development
• In 2017-18 Laurentian is launching Canada’s first Masters program in Science Communication. Delivered in partnership with Science North, Canada’s second-largest science centre, it will build on the success of the Science Communication Graduate Diploma introduced in 2006-2007, which was the first and only comprehensive Science Communication program of its kind in North America co-delivered with a science centre
• Other successful partnerships between Laurentian and Science North include the Northern Leadership Program (NLP). The goal of the NLP is to develop and accelerate leadership skills and capabilities, strengthen networks and build leadership capacity within the North. Using a model that includes monthly classroom sessions, diagnostics, individual development plans and action learning, participants have the opportunity to put new leadership skills into action immediately. NLP Fellows also work with an executive coach, are mentored by community leaders and participate in peer coaching groups to further develop themselves as leaders. The program partners for NLP Cohort 4 in 2015-2016 — Child and Community Resources, Child and Family Centre, the City of Greater Sudbury, Collège Boréal, Laurentian University, North East Community Care Access Centre, and Science North — each nominated Fellows to participate in this one-year program. Each partner also developed leadership stretch initiatives that provided opportunities for the NLP Fellows working in cross-sectorial teams to put their leadership skills into action. New partners are joining the program for Cohort 5 in 2016-2017

Metrics and targets

Enrolment Strategy and Program Direction

Enrolment plan and corridor midpoints

This section also establishes the agreed-upon corridor midpoint that will form the basis of enrolment-related funding over the course of the SMA period.

Corridor midpoint

For funding purposes 15,891 Weighted Grant Units (WGU) will be the corridor midpoint value for Laurentian University. This value was determined using the institution’s actual enrolment (expressed as WGUs) from the 2016-17 academic year. Laurentian University will receive funding consistent with this level of enrolment and subject to the policies contained within the Ontario University Funding Model Technical Manual, May 2017, Version 1.0.

Projected funding-eligible undergraduate enrolments

Below is the institutions projected enrolment of funding-eligible undergraduate enrolments for Laurentian University

Note – for this table, Full-time Headcount should be reported for Fall term only.

Graduate allocation – SMA 2017-2020

Below are the allocation of funding eligible graduate and PhD spaces for Laurentian University

Note – allocation shown in FTEs

Projected international enrolment

Note:  International enrolments include all funding ineligible international students.

International enrolment strategy and collaboration

As stated in its 2012-2017 Strategic Plan, Laurentian’s purpose includes an expectation that students be empowered to create future solutions to global issues. A number of outcomes were identified in the 2012-2017 Strategic Plan, including: food choices meeting cultural requirements; enhanced travel supports to faculty and graduate students giving peer-reviewed papers at international conferences; seeking international AACSB accreditation for the Faculty of Management; being recognized for expertise in specific areas of research excellence, including at the Vale Living with Lakes Centre; and seeing an increase in the proportion of international students and in the number of students who have enriched learning experiences abroad.

Laurentian has recently signed a five-year Memorandum of Understanding with the China University of Mining and Technology (CUMT). The partners will jointly establish the Sino-Canadian Ultra Deep Mining Research Center (SCUDMRC), whose research focus will be to build an advanced scientific platform in the mining field. Working collaboratively, Laurentian and CUMT will promote, through SCUDMRC, scientific and industrial research and projects in the mining area of Deep Ground, Deep Ocean and Deep Space Mining technologies.

In 2012 Laurentian signed an agreement with Zhejiang University of Finance and Economics (ZUFE) to offer a dual degree in accounting. https://laurentian.ca/news/laurentian-and-zhejiang-university-offer-innovative-dual-degree ZUFE is recognized as the top accounting program in the Chinese province of Zhejiang (population: 55 million). Up to 100 students are admitted by ZUFE in year one on a competitive basis. Students complete most of their courses in China, complete 12 consecutive months of intense courses in Greater Sudbury and receive a degree from both institutions. The first cohort graduated in June 2016. Laurentian’s Senate approved the program. Senate’s Institutional Quality Assurance Process applies.

The main risk factor relates to geopolitical changes that can occur in other countries. To mitigate this risk, Laurentian increased the number of countries represented in its student population from 31 in 2000-2001 to 61 in 2016-2017. International enrolment has been stable over the last five years, ranging annually between 574 and 609 (headcount). Saudi Arabia (33 %), China (23 %) and Nigeria (nine %) constitute Laurentian’s three most popular sources of international students. Enrolment from Saudi Arabia peaked in 2014 at 264 and now stands at 188. Enrolment from China peaked in 2004 at 271 and now stands at 133.

Approval of the international strategy rests with the President and Vice-Chancellor, within the Board-approved annual budget and policies. Approval of programs or pathway agreements rests with Senate.

Strategic areas of program strength and expansion

Program areas of strength

1. Geology, including Mineral Exploration
2. Engineering and Architecture
3. French-Language Programs
4. Forensic Science
5. Medicine/Rural and Northern Health
6. Indigenous Relations
7. Restoration and Conservation Ecology
8. Education
9. Business and Sports Administration
10. Interdisciplinary Arts

The proposed areas of program strength are intended to inform program approval processes.

Program areas of expansion

1. Engineering and Architecture
2. French Language and Bilingual Programs
3. Indigenous programming
4. Earth Sciences, Forensic Science and Information Technology
5. Northern Health and Development including PhD in Human Kinetics, Physical Therapy and Occupational Therapy

Financial sustainability

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

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

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

Institutional Collaborations and Partnerships

• Laurentian University is an active member of Universities Canada, the Council of Ontario Universities, the Association des universités et collèges de la francophonie canadienne (ACUFC) and its Consortium national de formation en santé (CNFS) and Consortium national de formation en justice, the Ontario Council on Articulation and Transfer (ONCAT), eCampusOntario, Contact North and of the Consortium des universités de la francophonie ontarienne (CUFO)
• Laurentian University respects the autonomy of its affiliated and federated universities (Université de Hearst, Huntington University, Thorneloe University, University of Sudbury) and is always willing to collaborate with some or all of them on areas of common interest.
• Laurentian University shares the Northern Ontario School of Medicine (NOSM) with Lakehead University
• Laurentian University created the Northern Policy Institute in partnership with Lakehead University
• Health Sciences North, Northeastern Ontario’s academic health science centre, and its Health Sciences North Research Institute, are affiliated with Laurentian University, enabling collaborations in health-related teaching and research
• No other university has nursing collaborations with as many Ontario colleges as Laurentian University (Cambrian College, Collège Boréal, Northern College (two sites), Sault College, St. Lawrence College (three sites)
• One of Greater Sudbury’s strengths is the close collaboration among its three postsecondary institutions‎ (Laurentian University, Cambrian College, Collège Boréal), covering two languages and two postsecondary education sectors. Senior leaders and Governors from the three institutions meet regularly. This a national success story to be highlighted and nurtured. The institutions plan to build on this success in the next three years, including through new program pathways, new joint recruitment efforts and increased research collaborations
• Another noteworthy collaboration is with Northern College in mining-related education, research and innovation
• The University of Sudbury, with its Department of Indigenous Studies, supports Laurentian University’s mandate of offering a comprehensive approach to Indigenous education
• Laurentian’s three federated universities all offer undergraduate programming in the Arts
• Huntington University offers undergraduate programming in Communications Studies, Religious Studies and Gerontology. In 2016-2017, it served 158.5 full-time equivalent (FTE) students declaring one of Huntington’s programs as their program of study and the equivalent of approximately 230 FTE students when factoring in all students taking course sections at Huntington
• Thorneloe University is home to the departments of Ancient Studies, Religious Studies, Theatre Arts and Motion Picture Arts and Women’s, Gender, and Sexuality Studies. It offers Certificate, Diploma and Bachelors Degree programs in Theology through the School of Theology. In 2016-2017, it served 63.4 FTE students declaring one of Thorneloe’s programs as their program of study and the equivalent of approximately 323 FTE students when factoring in all students taking course sections at Thorneloe
• The University of Sudbury offers programs in Indigenous Studies, Philosophy, Religious Studies, Études journalistiques and Folklore et ethnologie. In 2016-2017, it served 62.6 FTE students declaring one of the University of Sudbury’s programs as their program of study, including 11.2 FTE students enrolled in French-language programs, and the equivalent of approximately 291 FTE students when factoring in all students taking course sections at the University of Sudbury
• The Université de Hearst offers programming in Administration des affaires (three or four years), Arts, Arts – Étude des enjeux humains et sociaux (three or four years) and Arts – Psychologie (four years) at its campuses in Hearst, Timmins and Kapuskasing. Over the last five years, the Université de Hearst has delivered on average 19 degrees per academic year across its three campuses
• Health Sciences North is the academic health science hub of Northeastern Ontario. Its mission is to improve the health of northerners by working with its partners to advance quality care, education, research and health promotion. Its vision is to be globally recognized for patient-centred innovation. It has a $450 million budget, 3,900 employees, 280 physicians and 600 volunteers, and is affiliated with Laurentian University and the NOSM
• Governed by its own board of directors, the Health Sciences North Research Institute (HSNRI) research institute of HSN is affiliated with Laurentian. Its purpose is to contribute to sustainable solutions for health challenges faced by the people and communities of Northeastern Ontario. HSN RI has generated over $21 million in research funding, created 75 full-time equivalent positions, and successfully raised $15 million in funding for the new Walford research facility. HSNRI has already proven to be an appealing destination to conduct innovative research with the attraction of world-renowned research chairs in Healthy Aging, Personalized Medicine, Cancer Solutions, and Northern and Indigenous Health, all of which are leading research programs tailored to the health priorities of the region, wrapped around a population health focus to achieve health equity for Ontario’s Northern and Indigenous communities

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 commits to continue to work collaboratively with universities to assess the anticipated need for additional graduate spaces related to programs that are currently under development.
• Starting in fall 2017, the ministry commits to undertake a review of the university Northern Grant working collaboratively with universities to examine whether the criteria for access and allocations of the Northern Grant represent an equitable approach.

[1] Laurentian tends to have data reporting issues on such rankings because its faculty may use either the English or French name of the university when they publish, or the English or French name of one of its federated or affiliated universities or of NOSM.

[2] Laurentian is prioritizing investments in IT (which will indirectly improve student services) and research.

[3] Laurentian tends to have data reporting issues on such rankings because its faculty may use either the English or French name of the university when they publish, or the English or French name of one of its federated or affiliated universities or of NOSM.

[4] In 2015-16, Laurentian University had the highest 6 month graduate employment rates at 91.9% (6 six months) and 95% (2 two years). Laurentian has led the province in the 6 six-month category for the last 6 six years. Source: Key Performance Indicators, Employment Rate of Graduates in Undergraduate Programs, MAESD, Ontario University Graduate Survey.

[5] Based on the 2013 cohort, 92% of graduates were employed full-time in a job closely or somewhat related to their schooling

2014-2017 Strategic Mandate Agreement, Laurentian University