2017-20 Strategic Mandate Agreement: Université de Hearst
Read the agreement between Ontario and Université de Hearst to understand its unique role in the province’s post-secondary education system.
Preamble
This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and l’Université de Hearst 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.
Université de Hearst Vision, Mission and Mandate
Mission
L’Université de Hearst makes university education accessible to francophones in northeastern Ontario by offering them complete programs in their region, using teaching methods that recognize how important sustained interaction among students, and between students and their professors, is for education and academic success.
Teaching always comes first at l’Université de Hearst. Its aim is to develop student self-reliance and sense of responsibility and provide them with an education that will serve them well in both their personal and working lives.
L’Université de Hearst strives to advance and disseminate knowledge. It fosters the intellectual, spiritual, moral, physical, artistic and social development of its members and encourages community involvement. Through teaching, research and community involvement, it plays an important role in the cultural and economic development in northern Ontario, promotes the French language and Franco-Ontarian culture and fosters a sense of belonging in the Franco-Ontarian community.
Through all of its undertakings, l’Université de Hearst assists in the development of a society based on the values of freedom, equality, justice, open-mindedness, solidarity, respect for the individual and protection of the environment.
Vision
Contributing to making northern Ontario’s francophones the highest university-educated population in the province remains one of l’Université de Hearst’s most important and cherished goals. However, l’Université de Hearst is striving hard to position itself at all levels — provincial, national and international — as a novel institution devoted to providing the most innovative methods in the delivery of university programs. To reach this goal, it has developed a pedagogical model based on four pillars: course delivery using the block system as a way to engage students actively and personally in their learning; an interdisciplinary program that aims to prepare skilled, flexible, resourceful graduates who are ready to face the complex world of the 21st century; compulsory field placements where students can apply classroom theory to practice, develop practical working skills and acquire a greater awareness of different working environments; and broad and varied intercultural experiences that foster an openness to the wider world.
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
L’Université de Hearst’s aspirations are very much in line with its vision. The overarching themes that guide the decisions and actions of the institution provide context for the SMA.
L’Université de Hearst remains committed to making northern Ontario’s francophones the highest university-educated population in the province. It is also committed to welcoming a significant number of international students, who could make up as much as 30 % of its total enrolment. As well as providing a healthy diversity in the student population and enhancing the quality of life on our campuses for students and staff, this influx of international students is aligned with the government’s francophone immigration policy. This measure also has a pragmatic objective. In the face of a significant decline of the region’s general population, it is meant to boost l’Université de Hearst’s student enrolment, thus ensuring its financial viability and presence in the region. In addition, given its relatively small size in comparison to other universities, l’Université de Hearst can provide more personalized care for its international students. L’Université de Hearst hopes to become a model of services provided for these students, supporting and helping them adjust to their new environment.
In the past four years, in keeping with its major pedagogical transformation, l’Université de Hearst has provided its students with the opportunity to participate in field placements. It is working on a plan that would increase the number of students participating in these placements. The plan is to make changes to the structure of its programs (e.g., BA) that would make the placements compulsory.
Although l’Université de Hearst has offered very few online courses in the past, we plan within the next three years to implement a series of online courses that will be firmly based on our pedagogical model. Courses will be developed respecting the following criteria: block system delivery; 12 real-time sessions over a period of three weeks; and interactive participation. We recognize that this format is far removed from actual traditional online courses but we believe that the pedagogical merits of such an approach are worth implementing.
L’Université de Hearst wants to maintain the respect it has acquired over the years as an institution that provides quality undergraduate education. It also aspires to being recognized for its innovative pedagogical model. L’Université de Hearst stands firm in its belief that this model will promote the development of the competencies students need in the 21st century.
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
The quality of every student’s experience at l’Université de Hearst and with the services provided is of vital importance to the institution. This is true at all levels of services: from the quality of teaching to the maintenance of its physical installations to administrative services. Over the years, students have expressed a high degree of satisfaction with all the services provided to them at l’Université de Hearst. Very positive comments have been made on a variety of services: a work environment described as stimulating; interactive learning; class assignments that require critical thinking and analysis; and ongoing and friendly interaction with professors. L’Université de Hearst’s dedication to ensuring a high level of service to its students and to their satisfaction has proven successful, as the National Survey of Student Engagement (NSSE) survey results have consistently shown over the last number of years.
Examples of institutional initiatives
- Its small size gives l’Université de Hearst an opportunity to establish and maintain personalized contact with its students. This gives it direct access to feedback on the quality of teaching, course content and on all services provided. This ongoing feedback gives the university an opportunity to continuously improve the quality of its services. Any concerns raised can be dealt with rapidly. L’Université de Hearst feels privileged that its relatively small size gives it the opportunity to be close to its students and their needs
- To achieve its goal of maintaining a high level of student satisfaction with the services offered, the Board of Governors created a new position at the university in the spring of 2015: a coordinator in charge of student life and activities. This person is responsible for providing the best possible experience to students during their stay at l’Université de Hearst, from ensuring students’ academic success to making sure they adapt to their new social and geographical surroundings
- Learning centres offer a variety of services designed to give students the best possible care on a variety of levels. For example, le CARU (Centre d’aide à la rédaction universitaire or French Writing Centre) provides expert advice to students who want to improve their writing skills. Senior-level students (BA third and fourth year) are trained to help students develop their research and writing skills in the preparation of academic assignments
- The learning centers also provide a series of practical workshops and seminars on such topics as motivation and perseverance, stress management, time management, preparation of oral presentations in class and a variety of tools to improve class projects and term papers. The learning centers will soon provide career and vocational counselling to students who require help in making career choices. This will include testing of aptitudes, interests and personality to help students select their career path
- The Board of Governors has also ensured proper access to living arrangements by purchasing a residence for its students on the Kapuskasing campus. It is in the process of purchasing a building in Timmins for the students on the Timmins campus
- Since the implementation of its 2014 pedagogical reform, l’Université de Hearst has endeavoured to provide training to its entire staff to ensure a smooth transition. Support and administrative staff have received training to provide adequate services to the students. Professors have also had access to training, especially on teaching strategies that better correspond to the philosophy of education behind the block system. Members from both the administrative and teaching staff of Quest University in British Columbia have travelled to Hearst to give workshops to help in the transition to the block system. Many of l’Université de Hearst’s staff have travelled to Quest University for the same purpose. A few members of its staff also travelled to Colorado College, where the block system was introduced 40 years ago, to meet with administrative and teaching staff
In the last four years, l’Université de Hearst has not spared any effort in providing training to its teachers in diverse methods of course delivery, with the goal of providing its students with the most innovative teaching methods.
Metrics and targets
| System-Wide Metrics | 2019-20 Target Range |
|---|---|
| Proportion of fourth year students with two or more High-Impact Practices (HIPs) (from the National Survey of Student Engagement) | 50% |
| Year 1 to Year 2 retention (from the Consortium for Student Retention Data Exchange) | 75% - 85% |
| Proportion of operating expenditures on student services, net of student assistance (as reported in the Council of University Finance Officers data) | 10% |
| Institutional Metrics | 2019-20 Target |
|---|---|
| L’Université de Hearst (UdeH) students’ well-being index | 75% (to be adjusted after one year) |
| Proportion of courses which, during the year, include one High-Impact Practice | 60% |
| Average number of High-Impact and Innovative Practices per student per year (learning community, community-based project, thesis, internship, study abroad, etc.) | 5 to 10 (to be adjusted after one year) |
| Average number of contacts per first-year student for support services for basic skills (French Writing Centre, Learning Commons) | 5 to 10 per year |
| Proportion of programs that include a culminating senior experience (capstone course, senior project, thesis, portfolio, comprehensive exam, etc.) | 100% |
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
If a student chooses l’Université de Hearst, it is because of its uniqueness among other universities in Ontario: it is the only one that offers all its programs in French. But the difference does not stop there. In the last four years, l’Université de Hearst has undertaken a major transformation in its pedagogy. At its core are four components: course delivery based on the block system; learning based on student involvement and experience; learning based on an interdisciplinary perspective; and an ever-evolving openness to the world. All these factors are meant to add to l’Université de Hearst’s distinctive character. They have therefore guided all of the institution’s decisions and projects of the last four years and they will continue to guide its plans for the next three years.
The Block System (Block Plan)
Since 2014, all courses at l’Université de Hearst are delivered over a three-week period, one course at a time, for a total of five per semester. Following the lead of less than a dozen universities across North America, l’Université de Hearst is currently the only French university in Ontario using the block system. L’Université de Hearst’s major reasons for choosing to move to the block plan are that it provides: better integration and consolidation of learning; better time management for students; and greater opportunities for field trips and work placements.
Experiential Learning
Another priority in l’Université de Hearst’s philosophy of education is using varied student-centered approaches and involving students directly in experiential learning. Field trips, conferences, trips abroad and placements provide students with opportunities regional, national and international experiences.
To reach this goal, l’Université de Hearst has established agreements with a host of social agencies and private businesses from Hearst to Timmins and beyond so that its students can undertake three- and six-week placements. It has also created learning integration centers within its own walls to provide work experiences in psychology and archival work, as well as economic, social and community development. These placements are fully credited and embedded in existing programs.
Interdisciplinarity
The easy flow across programs of knowledge acquired through specific disciplines has long been a desired goal of university education. Many universities strive to achieve this by creating interdisciplinary programs. However, a review of traditional university programs makes clear that this has not, up to now, been easily accomplished. The tendency, especially in undergraduate education, is still to offer of programs that focus on specific disciplines such as psychology, sociology, geography and economics. This is in spite of mounting evidence that more and more employers across sectors are looking for university graduates with a wider base of general knowledge and who have a broad perspective and understanding of the complex issues and challenges facing today’s world. Increasingly, the world needs people who are creative and can think critically. The focus is on the acquisition of general and not specialized knowledge.
In 2014, l’Université de Hearst created its own interdisciplinary program called Enjeux humains et sociaux. The main goal of this undergraduate program is to provide the students with an environment conducive to the development of a general knowledge culture, incorporating different perspectives borrowed from various disciplines such as sociology, psychology, literature, history and geography.
The core curriculum created from these various disciplines encourages the development and nurturing of: the need for solid scientific training; the recognition of the importance of the values inherited from the tradition of the humanities; the importance of working within the framework of an interdisciplinary perspective when dealing with major contemporary issues; the need for a balance between practical and theoretical knowledge; and the acquisition of a second language (and more) if possible.
Openness to the World
L’Université de Hearst recognizes the importance of encouraging the diversity and the mobility of its student population. To this end, it has been host to an annually increasing influx of international students. These students come predominantly from West Africa and France, where there is a significant francophone population. To encourage student mobility, l’Université de Hearst has developed student exchange programs with France. It is also working with other countries to create the same opportunities.
Since 2005, l’Université de Hearst has organized, on a yearly basis, student trips to different destinations, including Europe and to North, Central and South America. The goal of these various initiatives is to enhance student awareness of world and global issues and to develop a sense of world citizenship.
[Central to l’Université de Hearst’s transformation is its educational philosophy, which seeks to develop the following skills in all its students:
- Critical thinking
- Openness and capacity to meet the challenges of an ever-changing world
- Worldwide perspective on current issues
- Capacity to adapt, flexibility, resourcefulness
- Autonomy and commitment to ongoing learning
- Problem-solving and decision-making skills
- Teamwork
- Understanding of the realities of the working world
- Mastery of the French language and of a second language
- Oral communication skills
- Information technology skills
- Initiative
- Citizenship
- Ethical conduct/ethics
L’Université de Hearst believes that these student skills are consistent with the provincial government documents 21st Century Competencies (December, 2015) and Building the Workforce of Tomorrow: A Shared Responsibility (June 2016).
The list of skills helped l’Université de Hearst define the four pillars of its pedagogical model.
Examples of institutional initiatives
- L’Université de Hearst’s decision to adopt the block system was motivated by its desire to offer a different undergraduate university educational experience to francophone students of Ontario and the world. It marks a major shift away from the traditional way of providing courses. It moves away from the very notion of providing courses (i.e., lecturing) to placing the student at the heart of the learning process. At the core of this model is the student-researcher — students in charge of their learning. The block system engages the student in an intense three-week process, where daily class sessions are geared to group work, the use of various technologies, critical thinking and interactional activities. This system of one course at a time over a three-week period gives students and teachers a wide possibility of different experiences, such as field trips and experiential learning opportunities, all designed to place the student at the heart of the learning process
- L’Université de Hearst’s education philosophy also creates opportunities to bridge theory and practice. It is the university’s firm belief that workplace experiences should not be reserved for graduate programs. The need to grasp the importance of bridging theory and practice is even more important for undergraduate students, as they widen their perspective on the world and are choosing a career path. That is why l’Université de Hearst has struck formal partnerships with local and regional agencies, services and businesses who welcome its students for three- and/or six-week placements. These placements help students learn more about workplace realities and translate theory into practice. They also provide the host agency with willing and skilled individuals who can assist with projects underway in their workplace. These placements have strengthened the link between the university and the regional community and have helped raise awareness of the importance of collaboration between university and community
- Since 2014, l’Université de Hearst has had an interdisciplinary program called Enjeux humains et sociaux, a four-year undergraduate program designed to provide employers and communities with graduates who have a general and broad base of knowledge and skills, enabling them to meet the needs of new workplace realities
- L’Université de Hearst’s efforts to open its programs to international students have been successful, as its increasing numbers of students demonstrate. L’Université de Hearst views these efforts as an enhancement of an older and still current initiative; for the past 15 years the university has organized educational trips around the world in an effort to heighten student awareness of the cultures of the world
- The digital portfolio is one of l’Université de Hearst’s latest initiatives and it has become one of the requirements for graduation. Broadly speaking, it is seen as a learning tool designed to help students make their course and work placement experiences more significant. The student is required to build a portfolio that reflects their personal and professional development and identity as they move through their chosen four-year program. It is based on material drawn from courses taken, class projects, extracurricular experiences, workplace experiences; anything linked to their educational experience
Metrics and targets
| System-Wide Metrics | 2019-20 Target |
|---|---|
| Composite score on National Survey of Student Engagement questions related to students’ perceived gains in higher order learning outcomes | 30-35 |
| Proportion of programs with explicit curriculum maps and articulation of learning outcomes | 100% (curriculum map/ program mapping) |
| Graduation rate (from the Consortium for Student Retention Data Exchange) | 50-75% |
| Institutional Metrics | 2019-20 Target |
|---|---|
| Proportion of courses that use experiential learning | 50% |
| Proportion of programs that offer the option of a work experience placement | 100% |
| Proportion of graduates who enrol in at least one internship course while pursuing their studies at l’Université de Hearst | 30% |
| Proportion of courses that integrate technological learning (e-skills development) | 50% |
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
On all three of l’Université de Hearst campuses, students who present with special needs are provided with services tailored to their particular requirements. It has also developed policies, programs and practices to create an environment that favours learning in its broadest scope and that also supports special student populations, such as first-generation, Aboriginal, international and French-language students. L’Université de Hearst adopts practices that provide a learning environment most favourable to student diversity in all its forms. This is also why it undertakes many initiatives to enable student transfers from and to other postsecondary institutions.
Examples of institutional initiatives
- L’Université de Hearst believes that course delivery based on the block system increases access to university education. Special needs students can more easily take five consecutive courses, one at a time, during a given academic term than five courses concurrently, as is the case in the semester system. Students forced to abandon their education during a particular session can still obtain credits for courses completed. The block system also provides students with the great advantage of registering at any given time during a semester, as a different course is offered every three weeks
- Being a small institution, it is easier for l’Université de Hearst to train and inform staff, faculty members and the entire student population on accessibility standards for customer service and on the existence of its Accessibility Service. It is also easier to identify students with physical disabilities and those who could benefit from accommodation measures offered by the Accessibility Service. Faculty are very committed to student inclusion, developing models of assessment that consider student needs and limitations
- In keeping with Universal Design for Learning principles, faculty members have also adopted flexible teaching models. Learning objectives, assignments and evaluation tools are varied, take into account the special needs of students and provide all students with learning based on their involvement in the learning process
- To serve international students not eligible for various programs funded by the Ministry of Advanced Education and Skills Development (MAESD), l’Université de Hearst is working on agreements with community services that offer training courses to upgrade their skills in French, English and computer science. This collaboration between the university and various community partners allows students to be more successful in their studies
- L’Université de Hearst’s goal is to improve support to students who are not eligible for programs funded by the MAESD. To do so, it organizes an orientation week to which all new students are invited. During this week workshops are presented on such topics as Accessibility Services, Writing Skills Centre and the Learning Commons
- L’Université de Hearst offers a bursary to each first-generation student, through funding received from MAESD
- L’Université de Hearst offers a bursary to every Aboriginal student, through funding received from MAESD. It participates in various initiatives (e.g., ad hoc training, seminars, formal presentations, discussion forums) to improve access for Aboriginal students and foster their success. For several years, l’Université de Hearst has offered courses on the history of Canada’s First Nations. This increases student awareness of First Nations culture, history and perspectives. L’Université de Hearst also plays a key role in building Aboriginal awareness in its communities
- Francophones are particularly well served at l’Université de Hearst, the sole French-only university in Ontario. Inhabitants of francophone countries are discovering that it is possible to pursue postsecondary education in French in Canada outside Quebec
Metrics and targets
| System-Wide Metrics | 2019-20 Expected Value |
|---|---|
| Number and proportion of the following groups at an institution: | |
| Indigenous students | 5 persons 3.3% of the student population |
| First generation students | 20 persons 13.3% of the student population |
| Students with disabilities | 10 persons 6.6% of the student population |
| Francophone students | 150 persons 100% of the student population |
| Share of OSAP recipients at an institution relative to its total number of eligible students | Target for 2019-2020: 50% |
| Number of transfer applicants and registrations, as captured by the Ontario University Application Centre | Targets for 2019-2020: Applicants: 12 Registrations: 10 |
| Institutional Metrics | 2019-20 Target |
|---|---|
| Course success rates of the following groups at l’Université de Hearst: A. Indigenous students; B. First generation students; C. Students with disabilities; D. Francophone students. | 85% or higher 85% or higher 85% or higher 85% or higher |
| · Number of students who take advantage of mobility or transfer agreements | Increase from one year to the next |
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
Université de Hearst is a teaching- and learning-focused undergraduate institution. While it is expected that faculty give priority to the quality of training and to classroom experience, the institution’s mission and practices recognize the importance of research.
Examples of institutional initiatives
- Currently, 20 % of a professor’s workload is attributed to research
- Course delivery based on the block system makes it easier for faculty who wish to do so to devote more time to research
- Some faculty members collaborate in the supervision of research papers (theses) for students enrolled in Masters and Doctoral programs at other universities
- L’Université de Hearst has established a fund to support research and publication. This fund is available to all faculty members who undertake research and creative (artistic or literary) work. The funds are distributed on an annual basis
- The long distances that separate l’Université de Hearst campuses from larger urban centres and other institutions increase the costs of faculty maintaining and enhancing their knowledge (i.e., participation in congresses and symposiums, participation in groups and in research teams). Therefore, the university offers more generous funding for professional development than most other provincial institutions
- L’Université de Hearst recognizes the importance of providing faculty with time away from their teaching duties in order to pursue research activities or to further their education. Sabbatical leaves provide the opportunity for ongoing professional development. Over the past decade, the majority of requests for sabbatical leaves have been granted
- Learning Integration Centres (Innovanor, formerly known as Centre régional de recherche et d'intervention en développement économique et communautaire [CRRIDEC]) boost the l’Université de Hearst’s research potential. Third- and fourth-year students conduct research projects under the supervision of qualified faculty in areas of particular importance for the region of northeastern Ontario, including:
- Economic, social and community development
- Mental health
- French-speaking communities in Ontario and in Canada (Archives Center)
- Each spring, l’Université de Hearst organizes a science fair, La journée du savoir, where students from various programs gather on one of its three campuses to present the results of their research projects. The entire community is invited to attend and the event has been highly successful
Recently, l’Université de Hearst participated in the development of two research projects focused on its transformation. the first research project would focus on the adoption of block system course delivery and the second relates to the internationalizing of its campuses and its impact on students, the university and the community. if these research projects materialize, they would report on fundamental changes that have occurred and could help others prepare for similar changes.
Metrics and targets
| System-Wide Metrics | 2019-20 Target[1] |
|---|---|
| Tri-council funding (total and share by council) | |
| Number of papers (total and per full-time faculty) | |
| Number of citations (total and per paper) |
| Institutional Metrics | 2019-20 Target |
|---|---|
| Percentage of graduates who conduct at least one scientific research project during their studies at l’Université de Hearst | 40% |
| Number of community organizations that benefit from research initiatives led by students, faculty or InnovaNor (research institute affiliate with l’Université de Hearst) | 5 per year |
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
L’Université de Hearst continues to be an important vector of social and economic development in northeastern Ontario. It has contributed significantly to the region’s economy and the development of its communities by providing much-needed professionals in various fields, mainly in health, education and social services. It has also provided the region with expertise in various fields of knowledge, thus contributing to the vitality of the Franco-Ontarian community.
Examples of institutional initiatives
- L’Université de Hearst has been a driving force behind the creation of many key institutions in Hearst, in the region and also across all of francophone Ontario. These include: La Place des Arts de Hearst; Le Nord, Hearst’s local and, at one time, regional newspaper; CINN, Hearst’s local community radio; the Hearst Ecomuseum; the bi-annual book fair; regional child and youth and family services; regional mental health services; and the area’s addiction services. These initiatives came about because of the commitment of many citizens across the region to enhance the quality of life of its inhabitants. L’Université de Hearst has shared in this commitment by involving its faculty directly in these initiatives. Approximately 10 % to 20 % of faculty’s workload is dedicated to community development. This involvement has had a considerable impact and accounts in large measure for the success of these initiatives
- When Monseigneur Louis Levesque, a true pioneer of northern Ontario, founded Le Séminaire de Hearst in 1953, he knew that, beyond the stated goal of providing the region with priests for the parishes served by the Diocese of Hearst, he was also providing education to the youth of the region in the hope that they would remain and contribute to the development of the region. More than 60 years later, his goal has been reached. The majority of l’Université de Hearst’s graduates (80 %) decide to settle in northern Ontario and contribute to the well-being of their respective communities and the region. Many of them serve on various boards of directors of organizations dedicated to the economic, cultural, artistic and community development of the region. Its alumni are this and the next generation’s francophone leaders of the region’s economy and industry. With their high-quality training and attachment to French Canadian language and culture, l’Université de Hearst’s graduates have no difficulty in carving out a place within the teaching workforce of northeastern Ontario’s French public and catholic school boards
Metrics and targets
| System-Wide Metrics | 2019-20 Target |
|---|---|
| Graduate employment rates | 90% after 6 months; 100% after 2 years |
| Number of graduates employed full time in a related job | 85% of a given year’s total number of graduates |
| Institutional Metrics | 2019-20 Target |
|---|---|
| UdeH social balance sheet: UdeH or Innovanor’s initiatives and collaborations in social and economic development (business startups, development of various projects) Number of community organizations which benefit from initiatives/projects led by students, faculty or InnovaNor (target: 50 per year) Other possible considerations: number of students who do volunteer work, impact of UdeH or its initiatives on the quality of life of people of the area, sponsorships, proportion of alumni who work in the north after graduation, etc. | A sum of initiatives sufficiently important to conclude to a positive social balance sheet for the region More specific targets will be set once we have drawn up our first social balance sheet, but the concept of "quantity” does not apply well to many of the initiatives that will be considered here |
Enrolment Strategy and Program Direction
Enrolment plan and corridor midpoints
This section 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, 146.23 Weighted Grant Units (WGU) will be the corridor midpoint value for Université de Hearst. This value was determined using the institution’s actual enrolment (expressed as WGUs) from the 2016-17 academic year. Université de Hearst 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 Université de Hearst
| Projected 2017-18 | Projected 2018-19 | Projected 2019-20 | |
|---|---|---|---|
| Undergraduate Full-time Headcounts | 66 | 69 | 72 |
Note – for this table, Full-time Headcount should be reported for Fall term only.
Projected international enrolment
| Projected 2017-18 | Projected 2018-19 | Projected 2019-20 | |
|---|---|---|---|
| Undergraduate Full-time Headcounts | 65 | 100 | 140 |
Note: International enrolments include all funding ineligible international students.
International enrolment strategy and collaboration
One of the four pillars of l’Université de Hearst’s pedagogical model is the international component. To help students gain a heightened awareness of the wider world and international issues, faculty members have organized annual educational trips abroad. In the last 15 years, more than 350 students have participated in this annual activity. While this activity remains popular and has become an attractive yearly event, l’Université de Hearst is also working hard to expand the international component and give it even greater prominence in the student experience. It is doing this by focusing even more effort on student recruitment, student mobility and solidarity and development. While the latter has not yet been developed, the other two areas are progressing rapidly. With respect to recruitment, l’Université de Hearst has identified target markets in Senegal, Morocco, Tunisia, Cameroon and France and has deployed resources to recruit in those areas. It was among the founding group of the Avantage Ontario consortium, which contributes to the internationalization of Ontario French-language postsecondary institutions. In 2013-2014, l’Université de Hearst welcomed its first international student, a number that increased to five in September 2014. By September 2015, after receiving over 80 applications, the number of international students had increased by 300 %. The number of international students continues to climb.
L’Université de Hearst has also signed its first student mobility agreements with l’Université de Bretagne-Sud and Le Centre universitaire Jean-François Champollion. In 2015-2016 and 2016-2017, 14 students took advantage of these agreements. It is expected that a third agreement, specific to business administration programs, will be signed shortly with l’Université de Valenciennes.
Collectively, these efforts contribute very significantly to the internationalization of university education in northern Ontario. L’Université de Hearst is pleased to be working with MAESD on a research project that will measure their impact on students, institutions and communities.
In 2016, the international students enrolled at l’Université de Hearst originated from 10 different countries, two more (Morocco and France) than the previous year. L’Université de Hearst hopes to further diversify the national origins of its students, as this enriches the classroom and university experience by providing a diversity of culture and viewpoints.
L’Université de Hearst intends to build on its success in increasing international enrolment. The Board of Governors has approved the university’s plan to substantially increase its proportion of international students over the next three years. The target is 140 international students, which could represent a little over 60 % of enrolment at its peak, expected in 2020-21. This proportion should gradually decrease afterwards , as it is expected that the number of "eligible" enrolments will increase. In time, the desired proportion would be approximately 30 % of enrolment. This would help l’Université de Hearst:
- Ensure diversity within the student population
- Support provincial government policy relating to francophone immigration
- Increase the current level of enrolment at l’Université de Hearst to:
- improve financial sustainability, given the marked decline in the local and regional population
- preserve the richness of the university experience for faculty and students
- help to revive the management and business administration programs at the Timmins campus
The rapid influx of a large number of international students will pose some challenges. L’Université de Hearst remains committed to ensuring that all concerns are dealt with rapidly and effectively. It continues to work with its colleagues in francophone Ontario to create the most favourable conditions and services, welcoming international students and helping them to better integrate in the community. L’Université de Hearst has a reputation for providing high-quality, personalized services to its students. It intends to apply these same principles of service to international students and hopes to become a model other institutions can follow regarding intake, assistance and support services for students coming from all areas of the world.
Strategic areas of program strength and expansion
Program areas of strength
- Administration des affaires (Business Administration)
- Psychologie (Psychology)
- Études interdisciplinaires – enjeux humains et sociaux (Interdisciplinary Studies – Human and Social Issues)
The proposed areas of program strength are intended to inform program approval processes.
Program areas of expansion
- Administration des affaires (Business Administration)
- Psychologie (Psychology)
- Études interdisciplinaires – enjeux humains et sociaux (Interdisciplinary Studies – Human and Social Issues)
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.
| System-wide Metrics | 2015-16 Actuals |
|---|---|
| Net Income / (Loss) Ratio | (5.90%) |
| Net Operating Revenues Ratio | (0.94%) |
| Primary Reserve Ratio | 72 days |
| Interest Burden Ratio | 1.94% |
| Viability Ratio | 0.45 |
Institutional Collaborations and Partnerships
The following lists highlight some of the partnerships not mentioned elsewhere in the document.
L’Université de Hearst recognizes the importance of partnerships with various institutions to improve access to postsecondary education across the province. It has an agreement with Collège Boréal for transfers from the Business Administration Techniques program to l’Université de Hearst’s Bachelor’s degree in Business Administration.
For all other programs not yet covered by specific articulation agreements, credits are granted to those with a college education, according to the terms of Laurentian University’s completion and education equivalency program, an institution to which l’Université de Hearst is affiliated. Because of this academic affiliation, l’Université de Hearst works very closely with Laurentian University. This ensures consistency in the granting of equivalencies.
L’Université de Hearst is partnered with nine French-language school boards in Ontario. This agreement allows grade 12 students from these boards who meet the eligibility requirements to take a university-level French course and obtain a secondary school credit and a university-level credit at the same time. This initiative eases the students’ transition to postsecondary education. It also fosters retention in the French-language education system by promoting awareness of l’Université de Hearst’s existence and raising its profile at the provincial level. The nine participating school boards are:
- Conseil scolaire de district catholique Centre-Sud
- Conseil scolaire de district catholique Centre-Sud-Ouest
- Conseil scolaire Viamonde
- Conseil scolaire catholique de district des Grandes-Rivières
- Conseil scolaire catholique du Nouvel-Ontario
- Conseil scolaire catholique Franco-Nord
- Conseil scolaire de district catholique des Aurores boréales
- Conseil scolaire public du Grand Nord de l’Ontario
- Conseil scolaire public du Nord-Est de l’Ontario
At the international level, l’Université de Hearst has mobility agreements with two French institutions: L’Université de Bretagne Sud and l’Institut National Universitaire Champollion. Under these agreements, students from one university can attend the other for one semester or one full year. L’Université de Hearst has chosen to work with institutions that closely resemble it and that share its vision on pedagogy by placing high value on teaching and personalized relationships with students. L’Université de Hearst is also in discussions that could lead to an agreement with a third institution, l’Université de Valenciennes. This agreement would be specific to the business administration program.
In recent years, l’Université de Hearst has worked closely with Quest University. This western Canadian institution has been a guiding inspiration in several strategic choices l’Université de Hearst has made in recent years. The two universities have shared best practices and allowed professor mobility in an effort to expand and enrich their respective pools of resources, knowledge and expertise.
Discussions have also been held with l’Université de Moncton regarding a joint forestry program.
In March 2017 l’Université de Hearst submitted its institutional strategic initiative proposal to the Ontario Council on Articulation and Transfer (ONCAT) for francophone and bilingual transfer pathways. L’Université de Hearst is considering a coverage-type strategy for all the programs it offers. It believes that such a strategy would offer greater flexibility to students to move in and out of a particular program. Therefore, it wishes to move towards signing agreements for all programs with Ontario’s two French-language colleges, Collège Boréal and Collège La Cité. Such agreements could lead to students registering to programs offered by l’Université de Hearst.
In addition to these joint projects with the two French-language colleges, l’Université de Hearst will seek out different collaborative projects with universities in Canada and abroad.
While it wishes to grow and multiply formal relationships with its partners, l’Université de Hearst is focusing on quality, not quantity. Its aim is to ensure that its collaborations with other institutions are promising and relevant and that the quality of the pathways and agreements remain the priority.
Over the next three years, l’Université de Hearst intends to work closely with seven different postsecondary institutions. Close to 100 programs will be assessed in order to establish various links, always with a view to facilitating student mobility.
Partner institutions will have to commit to creating the conditions necessary to ensure system-wide success of collaborative initiatives. Individually and collectively this will include: identifying means to raise awareness of issues linked to student mobility in the university and college community; promoting the new articulation agreements and the new pathways in student recruitment; collecting data on student mobility within our institutions to facilitate research; and creating profiles of students who could or will benefit from the agreements developed by the postsecondary institutions.
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] Given its mandate, l’Université de Hearst focuses on teaching. In this undergraduate context, the greater proportion of faculty resources is oriented towards teaching rather than research. The institution favours active, community-oriented research conducted by its clientele, under faculty or Learning Integration Centres (LIC) supervision.