Preamble

This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Seneca 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.

Seneca 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.

Vision

For Seneca — operating in a time of intense competition, changing demographics and rapidly evolving technology — the need to be nimble and innovative has never been greater.

Seneca’s focus is on the high-quality professional and career-based training that we offer, as well as on a broad-based education that will help our students navigate the dynamism and uncertainty of the future with confidence.

Today, a Seneca education is a global education. Reflecting the diversity of the greater Toronto region, joined by thousands of international students from 150 countries, Seneca’s students bring a global perspective to the classroom and the campus. Increasingly, our students and faculty are learning and teaching abroad.

By their program’s end, our graduates are career-ready, stepping directly from the convocation stage into the world that awaits them. The Seneca graduate is prepared to be the fully participating citizen and leader that our communities require, whether around the corner or around the world. More than 190,000 Seneca alumni prove that every day. They bring great to the world.

Mission/mandate

Our core mission — providing a great education for our students — remains our lodestar. It has been fundamental to Seneca since we opened our doors in 1967. A Seneca education is a valuable combination of practical and sophisticated skills underpinned by theoretical knowledge. It is polytechnic education, enriched by technology-enabled learning.[1]

Our last strategic plan was founded on great teaching and learning, great student experiences and great foundations. Building on the accomplishments of the intensely productive and successful 2012-17 period, we enter our second half-century with a new “great” underpinning our work: bringing great to the world.

It is a simple statement that recognizes a fundamental truth: our ambitions have no boundaries, and when our students aim for the horizon, great things happen.

We are excited by a future where Seneca is:

  • The acknowledged leader in sophisticated career-based and professional polytechnic education, whose graduates are sought by employers
  • An international institution embracing and reflecting globalism, citizenship and pluralism
  • Building a stronger future for postsecondary students by being the preferred partner for colleges, universities and industry
  • Known for innovation to meet the dynamic needs of students, employers and the economy
  • Focused on renewing and strengthening our talent and infrastructure

While the core of our work will always be offering a great teaching and learning experience rooted in an advanced applied, broad-based education, we continue to evolve in exciting ways to serve new markets, a changing world of work and an expanding definition of student. That is how we are defining tomorrow.

Note:This Strategic Mandate Agreement was developed in the context of Seneca’s Strategic Plan (2017-2022), approved by the Board of Governors.

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

Seneca aspires to be Ontario’s leader in high-quality postsecondary education, offering our students opportunities to combine sophisticated skills with theoretical knowledge. Our commitment is to deliver an outstanding polytechnic education and a great student experience, equipping our graduates to thrive in the new world of work.

A Seneca education will give students the experiential, cross-disciplinary and technology-enriched learning that is vital as the workplace, careers and the labour market rapidly evolve. Our graduates will be engaged and informed citizens, participating in and contributing to their communities.

As a polytechnic[2], offering an ever-expanding range of career-focused degrees and graduate certificates, we play a key role in growing Ontario’s economy and strengthening our society. Seneca’s broad range of work-integrated learning opportunities, the invaluable guidance we receive from our Program Advisory Committees and the strong relationships we have built with the employer community all contribute to our students’ success. Our credentials are labour market-responsive and continue to adapt to the demands of a changing economy.

As a leader in pathways in the province’s postsecondary system, we will build more bridges to other colleges, particularly small, northern and rural colleges — as well as other institutions — so their students will have relevant choices and opportunities with seamless routes to collaboratively built credentials. We call it the hub-and-spoke model and it contributes to system stability by offering more attractive options in degree, diploma and graduate certificate pathways to students from across the province.

A Seneca education will be a global education, reflecting the diversity of the greater Toronto region and our thousands of international students who bring a great mix of perspectives to the classroom and the campus. That pluralism will be reflected in our curriculum, our experiential learning opportunities and in the communities we serve.

A Seneca education will be an entrepreneurial education, offering opportunities to students from across our programs to develop and test their innovations. Our new Centre for Innovation, Technology and Entrepreneurship will be a locus to nurture new ideas from students, faculty and the community, bringing innovation into the marketplace.

In our 50th year, we celebrate a history of innovation, growth and system leadership. Seneca has many firsts, from the being the first college to have an articulation agreement with a high school to being the system pioneer in offering the first baccalaureate degree. As we look to the future, Seneca will build on these accomplishments and continue to offer our students a great polytechnic approach to postsecondary education, with expanding credential and pathway opportunities that help them achieve their current and future education and professional goals.

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

Initiatives to improve the student experience at Seneca will include:

  • Launching a new student advising model across all program areas
  • Continuing to be a preferred partner in student mobility within the postsecondary system in Ontario and globally
  • Developing inspiring spaces for students to learn, access services and connect with each other
  • Helping students obtain meaningful experiences and develop leadership skills through mentoring, a vibrant campus recreation program, one of Ontario’s top-two most decorated varsity athletics programs, as well as extensive opportunities to study and volunteer abroad

Examples of institutional initiatives

  • Student support: Seneca is focused on ensuring students have the academic advice, career guidance, mentorship and learning support necessary for a great student experience, success in the classroom and a plan for their next steps upon graduation. Examples of these efforts include a triage-informed student advising model, engaging students in career development at the beginning of their studies, which complements the support they will receive throughout their programs. Seneca is also expanding its successful peer-to-peer mentorship program, SMILE.
  • Pathways: Seneca continues to develop options for students to transfer into and out of all credentials and programs. A new emphasis is what Seneca calls the hub-and-spoke model — building seamless pathways from small, northern and rural colleges to Seneca’s degree and diploma programs. As it grows, hubs (generally polytechnics) and their partners will engage in more joint program planning. Hubs can then connect with other hubs to expand options for students. Recent examples of Seneca’s new partnerships include Cambrian, Canadore and Lambton colleges, with both degree and diploma transfer options for students. Seneca and Humber are building mutual diploma-to-degree pathways. Seneca’s existing university partnerships, both in Canada and abroad, continue to thrive. These include the Liberal Arts and Arts and Science transfer programs with the University of Toronto (U of T), York and Trent universities and comprehensive agreements with U of T and York and others. Seneca has also recently opened pathways with George Washington University and San Diego State University, recognizing Seneca graduate certificate credits in their Masters programs.
  • Student space: With infrastructure expansions taking place at Newnham and King campuses, hundreds of thousands of square feet of much-needed new student, academic, collaboration, innovation and incubator spaces will be made available. These will include: laboratories; simulation suites; maker space; student government and event space; a seasonal dome and athletic field and a gymnasium. With the 50th anniversary capital funds from the government, the First Peoples@Seneca space is expanding to better serve Seneca’s large Indigenous student population. The new space will become a destination for connecting students, staff and visitors to culture, education and tradition, with counsellors and elders providing mentoring, tutoring, wellness programs, smudging, water blessings and drum circles

Metrics and targets

System-wide Metrics2019-20
Target
Overall Student Satisfaction Rate
2016-17 Baseline: 73%
≥ 74%
Student Satisfaction with Services (Q39)
2016-17 Baseline: 57%
≥ 61%
Student Satisfaction with facilities (Q49)
2016-17 Baseline: 72%
≥ 73%
Institution-Specific Metrics2019-20
Target
Number of users accessing the Learning Centre’s online resources
(2016-17 baseline: 1,370 users)
1,493
Inventory of career services provided and student and agency participation in career building events/ activities
(2015-16 baseline: 3,859[3])
4,206[4]
Number of new pathway opportunities established
(2016-17 baseline: 10 pathways)
30

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

Seneca’s contributions to innovation in teaching and learning include:

  • Delivering flexible programming and providing experiential learning opportunities, with an emphasis on online delivery and hybrid courses
  • Contributing to building Ontario’s highly skilled workforce by ensuring graduates are equipped with the skills and knowledge required by industry now and in the future
  • Developing academic leaders through a series of institution-wide professional development initiatives
  • Embedding Indigenous education, culture and history into academic curriculum

Examples of institutional initiatives

  • Work integrated learning: Seneca is developing a comprehensive model for the delivery of work integrated learning (WIL) to ensure a consistent streamlined experience for students and employers and to grow the number of placement opportunities available. Model elements include: management of all WIL opportunities under Academic Learning Services; standardized definitions for the spectrum of available WIL opportunities; increased focus on business and program development to build capacity in harder-to-service/new industries and revisions to course outlines, codes and student/employer handbooks
  • Faculty development: Seneca’s new Faculty Portfolio framework is supporting collaboration between faculty and chairs, contributing to Seneca’s commitment to great teaching. The framework will focus on innovation in teaching and learning excellence, including opportunities for faculty to engage in reflective practice, create professional development plans and complete performance evaluations
  • Indigenous programming: Seneca is developing an Indigenous Education framework. This includes responses to Truth and Reconciliation Commission recommendations related to postsecondary education, career preparation and incorporating Indigenous content into curriculum for Health, Community Services and Journalism programs

Metrics and targets

System-wide Metrics2019-20
Target
Graduation Rate
(2016-17 baseline: 60%)
≥ 65%
Number of students enrolled in an experiential learning programs≥3,994[5]
Total number of registrations in ministry-funded courses offered in eLearning formats
(2015-16 baseline: 11,483 registrants)
13,113
Total number of ministry-funded courses offered in eLearning formats
(2015-16 baseline: 488 courses)
488
Total number of ministry-funded programs offered in eLearning formats
(2016 baseline: 63 programs)
63
Retention rates (Yr1 to Yr2)85%
Retention rates (Yr2 to Yr3)90%
Student satisfaction rate (overall)
(2016-17 baseline: 73%)
≥ 74%
Student satisfaction with knowledge and skills
(2016-17 baseline: 84%)
≥ 85%
Student satisfaction with learning experience
(2016-17 baseline: 77%)
≥ 78%
Institution-Specific Metrics2019-20
Target
Number of students finding work placements
(2015-16 baseline: 1,573 students)
1,667
Number of full-time faculty engaged in Faculty Portfolio process60%
A new Indigenous Education Framework to infuse Indigenous knowledge into the core curricula of programs in Health, Community Services and Journalism3[6]

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

Seneca will continue to improve access and equity for all students by:

  • Providing services and support for first generation students, students with disabilities, Indigenous students, mature learners and those from priority neighbourhoods across the GTHA) and provincially
  • Promoting access to postsecondary education through academic upgrading and bridging programs and financial aid opportunities

Examples of institutional initiatives

  • First generation program: This peer-to-peer call campaign seeks to improve first generation student success and retention through increased awareness and usage of Seneca’s student support services, which include: one-to-one and group tutoring; peer mentoring for first-semester students; skills-based workshops (leadership, career preparation); networking opportunities and one-to-one advisement appointments
  • Mental health: Seneca’s ongoing commitment to maintaining healthy campuses includes an increased focus on mental health and wellness. The Mental Health First Aid program for staff and students will continue to expand, along with increased programming in suicide prevention and mental health awareness. This will include a Mental Health 101 module for staff and faculty. The biannual Royal Bank of Canada (RBC Mental Health Symposium will continue to provide a forum for academics, students and community leaders in the sector to meet, discuss best practices and implement outreach strategies
  • Initiatives to support students with Autism Spectrum Disorder (ASD): Seneca is piloting two programs for ASD students: The first focuses on the education and enrichment of relational skills for young adults. This is a social skills program developed by Dr. Elizabeth Laugeson (University of California, Los Angeles) and Seneca is one of two postsecondary institutions in Canada trained to deliver it. The second is a mentoring program, in collaboration with SMILE, which trains mentors and matches them with students with ASD

Metrics and targets

System-wide Metrics2019-20
Expected Values
Number of students with disabilities enrolled
(2016-17 baseline: 3,088)
3,088*
Proportion of students with disabilities enrolled
(2016-17 baseline: 13%)
13%*
Overall student with disabilities satisfaction rates
(2016-17 baseline: 70%)
≥ 72%
Overall graduate satisfaction rates for students with disabilities
(2016-17 baseline: 73%)
≥ 77%
Employment rates for students with disabilities
(2016-17 baseline: 69%)
≥ 74%
Number of first-generation students enrolled
(2015-16 baseline: 3,924)
3,924*
Proportion of first-generation students enrolled
(2015-16 baseline: 18%)
18%*
Number of Indigenous students enrolled
(2016-17 baseline: 474)
474*
Proportion of Indigenous students enrolled
(2016-17 baseline: 2%)
2%*
Overall student satisfaction rates for Indigenous students
(2016-17 baseline: 73%)
≥ 73%
Overall graduate satisfaction rates for Indigenous students
(2016-17 baseline: 58%)
≥ 78%
Employment rates for Indigenous students
(2016-17 baseline: 68%)
≥ 83%
Number of French-language students enrolled
(2016-17 baseline: 256)
256*
Proportion of French-language students enrolled
(2016-17 baseline: 1%)
1%*
OSAP recipients as a proportion of all eligible students
(2016-17 baseline: 73%)
73%*
Percentage of university graduates enrolled in college programs
(2016-17 baseline: 2%)
2%
Percentage of college graduates enrolled in university programs
(2016-17 baseline: 21%)
23%

*There are no growth targets associated with these metrics. Seneca will continue to welcome, and provide services for, all demographics of students.

Institution-Specific Metrics2019-20
Target
Percentage of self-identified first generation students who have received services, or participated in programs, related to orientation, mentorship, advising, tutoring, leadership and career preparation
(2016-17 baseline: 61%)
65%
Number of staff and students engaged in mental health training200
Number of students with ASD engaged in Seneca social skills development and mentoring programs50

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

Seneca’s contributions to research and development include:

  • Offering opportunities for students to be involved in applied research projects that build on their classroom experience and create new, ongoing relationships with industry, particularly small- and medium-sized enterprises
  • Expanding students’ innovation literacy, such as creative problem-solving skills, which help prepare them for the workforce
  • Providing faculty members with the opportunity to maintain industry currency and gain knowledge that can be integrated into the curriculum at project completion, benefiting current and future students
  • Helping external partners address business challenges by leveraging Seneca expertise, infrastructure and equipment and opening doors to government funding opportunities, including the Natural Sciences and Engineering Research Council of Canada and Ontario Centres of Excellence

Areas of research focus at Seneca include: software development; open source software and technologies (specifically through the Centre for Development of Open Technologies); prototype design and manufacturing; building systems; Internet of things; emerging digital technologies; big data/analytics; aviation; analytical lab services and health technology.

Examples of institutional initiatives

  • A Seneca research plan: This plan will outline Seneca’s future direction in applied research, including: academic areas of strength; establishing an industry advisory board; government relations and advocacy; curriculum development opportunities and metrics
  • Applied Research, Innovation and Entrepreneurship Showcase: This is an annual event with the goal of promoting and growing awareness of applied research at Seneca and celebrating the public-private partnerships developed through specific projects. The format will include keynote addresses, panel presentations and an interactive, gallery- showcase of current projects
  • Centre for Innovation, Technology and Entrepreneurship (CITE):With funding from the provincial and federal governments, Seneca will be opening CITE, a 273,000-square-foot building at its largest campus. This facility will house the new Centre for Applied Research and Innovation, a hub for various applied research activities and a resource for external collaborators, students and faculty. Amenities will include maker space, labs, classrooms, meeting rooms and an innovation gallery. An expanded version of Seneca’s on-campus business incubator and accelerator, Health Entrepreneurship and Life Innovation Xchange (“HELIX”) will also be housed at CITE

Metrics and targets

System-wide Metrics2019-20
Target
Number of externally funded applied research projects
(2015-16 baseline: 6)
50
Number of partnerships / collaborations with community / industry firms
(2015-16 baseline: 22)
60
Institution-Specific Metrics2019-20
Target
Number of students engaged in applied research projects in collaboration with industry and/or community partners
(2015-16 baseline: 509)
1,850
Number of faculty engaged in applied research projects
(2015-16 baseline: 34)
80

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

Seneca’s innovation, economic development and community engagement priorities include:

  • Providing flexible, responsive programs that support students and industry partners, including corporate training opportunities that address identified skills gaps
  • Continuing to build a reputation for entrepreneurship training, resource provision and establishing industry partnerships
  • Leveraging programs and sector partnerships in social services, nursing, mental health, and early childhood education to help build strong, safe and healthy communities
  • Contributing to the economy — in the long-term by developing a well-educated, innovative workforce and offering employment opportunities — and in the short-term through two capital build projects totaling approximately $200 million
  • Developing new international revenue streams through development projects and contract training

Examples of institutional initiatives

  • HELIX:Launched in 2014, HELIX is an on-campus incubation and acceleration centre designed to foster the entrepreneurial potential of Seneca students and young entrepreneurs from the broader community, helping them launch successful, sustainable and scalable entrepreneurial ventures. To date, 100 youth-led ventures have accelerated through HELIX, including one company currently valued at more than $5 million. Central to HELIX’s success has been a group of partnering organizations and advisors, including ventureLAB, Southlake Regional Health Centre, the City of Markham and Ontario Centres of Excellence. The new CITE building will allow HELIX to expand, including welcoming more members of the community
  • The Mentoring Partnership:Seneca supports the Mentoring Partnership, a program developed by the Toronto Region Immigrant Employment Council (TRIEC) that connects skilled immigrants with industry leaders in the GTHA labour
  • Corporate training:Seneca has developed more than 25 corporate training partnerships over the past three years. One example is its partnership with the global communications technology solutions provider, Huawei. Seneca has become a Huawei Authorized Learning Partner. According to Huawei, Seneca is the first HALP in North America and the first postsecondary institution to be chosen as a HALP
  • Expanding King Campus to support growing needs in the caring professions:The new Magna Hall at King Campus will add 140,000 square feet of space for classrooms, labs, a library, a learning centre and study room. This expansion provides a necessary response to societal calls for more early childhood development professionals, diverse primary healthcare providers, community safety personnel and mental health practitioners. There are currently more than 3,100 King Campus students who are involved in work placements at hospitals, daycare centres, long-term care facilities and social service agencies. Seneca also works with community partners across York Region and the broader GTA, including United Way and Yellow Brick House
  • RBC Mental Health Symposium:In 2016, Seneca and RBC partnered to bring together community and social agencies, mental health practitioners, researchers, scholars and students at the inaugural RBC Mental Health Symposium at King Campus. The event was the first of its kind in York Region and provided a forum for the mental health community to discuss best practices and research on emerging trends in mental health care and the emotional well-being of children and adults. The bi-annual symposium is the result of a $150,000 commitment from RBC over five years. RBC also donated an additional $150,000 for mental health community outreach, including a capstone research project for students in Seneca’s Mental Health Intervention graduate certificate program
  • Community engagement:Seneca is committed to supporting its neighbours and community partners in having a positive social impact that draws on the skills and expertise of its faculty and students
  • Seneca Event Management–Event and Exhibit Design students and faculty transform five Bloor Street retailers into elegant dining spaces for Bloor Street Entertains. The annual event takes over boutiques and galleries in the Bloor-Yorkville corridor to raise between $500,000 and $1 million for the Canadian Foundation for AIDS Research
  • Seneca’s community-focused Yorkgate Campus provides a range of programming for a diverse set of learners, including academic upgrading services, along with diplomas and certificates in the Practical Nursing, Social Service Worker and Personal Support Worker career tracks. Yorkgate also offers Youth to Postsecondary (Y2P), a unique initiative for those without the math and English skills to consider college. Y2P consists of a 30-week academic and life skills program, a meal program, transportation subsidies, child care and counselling
  • Seneca is a member of one of Toronto’s largest employment districts, the DUKE Heights Business Improvement Area (BIA), which is home to Yorkgate Campus and 2,300 businesses. Seneca provides counsel to the BIA to support the large manufacturing operations and strong unified community of business leaders and entrepreneurs in the district
  • Seneca’s annual Immigrants and Refugees Forum is hosted by students and staff from the Social Service Worker–Immigrants and Refugees program and Seneca International, with support from First Peoples@Seneca and the Seneca Student Federation. The event focuses on a different theme each year but generally tackles the issues and challenges to integration that immigrants and refugees continue to face. In addition, several non-profit organizations from across the GTA regularly attend the Forum to talk about placement and career opportunities within their organizations. Students also showcase artwork they have developed that represents the history of immigrant migration and its long-lasting impacts
  • Seneca’s Employment Services division offers practical workshops and specialized employment programming and training for skilled immigrants and job seekers and supports employers through various recruitment/placement and incentive services at its campuses across Toronto and York Region

Metrics and targets

System-wide Metrics2019-20
Target
Number of active Program Advisory Committees (PACs)
(2016-17 baseline: 90)
90
Number of employers engaged in PACs500*
Graduate employment rates
(2016-17 baseline: 76%)
≥ 81%
Employer satisfaction rates
2016-17 baseline: 91%)
≥ 93%
Proportion of Graduates employed full-time
(2016-17 baseline: 52%)
≥ 56%
Proportion of Graduates employed full-time in a related job
(2016-17 baseline: 37%)
≥ 39%

*Seneca does not track the number of employers engaged as PAC members. Growth of PACs is secondary to maintaining activeness and quality.

Institution-Specific Metrics2019-20
Target
Number of new ventures accelerated through HELIX program
(baseline - since December 2014: 58)
150
Number of Seneca students participating in HELIX activities
(2016-17 baseline: 900)
3,300
Number of employees serving as TRIEC mentors
(2016-17 baseline: 15)
15
Number of corporate training partners
(2015-16 baseline: 12)
21

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 Seneca’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

LevelActuals 2015-16Actuals 2016-17Projected 2017-18Projected 2018-19Projected 2019-20
Ontario College Certificate1,3021,1221,1981,2101,222
Ontario College Diploma/Advanced Diploma12,58211,92712,37212,49612,621
Ontario College Graduate Certificate573580586592598
Baccalaureate Degree in Applied Area of Study1,7721,6711,7431,7601,778
All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR)3,0342,8512,992.33,022.223,052.44

International projected funding-eligible enrolment

Projected eligible full-time head count

LevelActuals 2015-16Actuals 2016-17Projected 2017-18Projected 2018-19Projected 2019-20
Ontario College Certificate129127127131135
Ontario College Diploma/Advanced Diploma3,6883,8153,9184,0364,157
Ontario College Graduate Certificate438525558575592
Baccalaureate Degree in Applied Area of Study291322341351362

International strategy and collaboration

Seneca’s priorities for international enrolment and collaboration include:

  • Working to diversify international student recruitment markets and strategies with the goal of attracting students from a sustainable range of countries
  • Building a network of international business partners, including student recruitment agencies, academic partner institutions, government agencies and non-governmental organizations/community-based organizations
  • Achieving modest growth in the international student population at Seneca over the SMA2 period
  • Developing new international revenue streams through development projects, educational consulting and contract training
  • Employing risk mitigation strategies related to diversifying international recruitment efforts and responding to global instability

Strategic areas of program strength and expansion

Program areas of strength

  1. Media, Fashion and Design
  2. Community Service
  3. Information and Communications Technology
  4. Business
  5. Health and Wellness
  6. Chemical and Biological Sciences
  7. Engineering Technology
  8. Aviation

Program areas of expansion

  1. Media, Fashion and Design
  2. Information and Communications Technology
  3. Business
  4. Health and Wellness
  5. Engineering Technology

Apprenticeship

Seneca offers the Child Development Practitioner program for Early Childhood Education practitioners who are already working in their field and wish to receive certification. Seneca will continue to offer the Child Development Practitioner program from 2017 through 2020

Financial sustainability

The Ministry and Seneca 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.

System-wide MetricsBenchmark2015-16 Actuals2016-17 Actuals2017-18
Projections
Annual Surplus (Deficit)>0$19,065,596$ 16,945,657$12,410,646
Accumulated Surplus (Deficit)>0$178,618,216$ 195,563,873$207,974,519
Net Income to Revenue Ratio>1.5%5.17%4.36%3.19%
Net Assets to Expense Ratio>60%77.55%81.15%89.31%
Quick Ratio>10.821.04[7]0.75
Debt Servicing Ratio<3%1.76%1.66%1.67%
Total Debt to Assets Ratio<35%27.55%26.47%21.99%

Institutional collaborations and partnerships

  • Seneca’s leadership in pathways bears repeating, and it is an integral part of our strategy to become a hub for students from other institutions seeking diploma and degree completion as well as graduate certificates to build on their existing education
  • Seneca will continue to work collaboratively with the OntarioLearn consortium to provide a variety of online learning options for learners across Ontario. This model is particularly valuable for mature, part-time students who are most comfortable taking a course or program offered through their local college
  • The Centre for Student Mobility investigates how and why students transfer between postsecondary institutions and programs, with a focus on student pathways from high school, college, university and the labour market. The Centre’s research helps inform policy, program and pathway development, student advising, student support services and institutional partnerships. Knowledge obtained is disseminated through research reports, conferences and meetings with policy makers
  • Seneca will continue to build on its strong relationship with York University, with a focus on the development of joint and parallel degree programs and opportunities for shared service delivery within the York University-Markham Centre Campus
  • Siemens Canada chose Seneca to help address the technical skills gap in Canadian manufacturing. With the help of the Ontario government, Siemens and Seneca partnered to create Ontario’s first Mechatronics Simulation and Demonstration Centre. The internationally recognized Siemens’ certification has been incorporated into Seneca’s Mechanical Engineering Technology/Technician programs
  • An applied research partnership between Seneca’s Centre for Development of Open Technology and the Mozilla Foundation and Corporation has provided students and alumni of the School of Information and Communications Technology with the opportunity to work on open source software fixes for real-world projects. This has helped improve Mozilla’s competitiveness and these Seneca-generated solutions have been integrated into both commercial and open source browsers developed by Microsoft, Mozilla and Google

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] The ministry acknowledges Seneca College’s request for a polytechnic designation. The ministry will be undertaking a review of this issue and has noted Seneca’s position.

[2] The ministry acknowledges Seneca College’s request for a polytechnic designation. The ministry will be undertaking a review of this issue and has noted Seneca’s position.

[3] one-to-one appointments, workshops, clinics and events took place, and 13,366 students and employers participated

[4] one-to-one appointments, workshops, clinics and events, and 14,569 students and employers participating in events/activities

[5] Target as per ministry’s SMA metrics data dictionary definition of Experiential Learning (students in EL categories: co-op work placement, clinical placements, fieldwork, field placement/work placement; and mandatory college baccalaureate degree EL); 2019-20 Target as per Seneca’s definition: 15,911 - Experiential Learning at Seneca includes formal (embedded in the curriculum) and informal (augmenting the curriculum) opportunities such as: apprenticeship; co-op; field experience; mandatory professional practice; internships; applied research; case studies; lab work; workshops; fieldwork; capstone projects; mobile intensive learning experiences; service learning and field trips.

[6] Indigenous knowledge infused into the core curricula of three programs within the identified subject areas.

[7] The quick ratio calculation excludes operating funds invested in highly liquid securities that are classified as long-term investments for audit purposes. Seneca’s quick ratio would be 1.58 if these invested operating funds were included in current assets.

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