STRATEGIC MANDATE AGREEMENT - University of … · This Strategic Mandate Agreement between the Ministry of Advanced ... taking advantage of flexible ... that further raises Ontario’s

STRATEGICMANDATE

AGREEMENT‘X’University

2017-20DraftSubmissionTemplatebetweenthe

MinistryofAdvancedEducationandSkillsDevelopmentand‘XUniversity’

Institution logo here

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Ontario’sVisionforPostsecondaryEducationOntario’scollegesanduniversitieswilldrivecreativity,innovation,knowledge,skillsdevelopmentandcommunityengagementthroughteachingandlearning,research,andservice.

Ontario’scollegesanduniversitieswillputstudentsfirstbyprovidingthebestpossiblelearningexperienceforallqualifiedlearnersinanaffordableandfinanciallysustainableway,ensuringhighqualityandgloballycompetitiveoutcomesforstudentsandOntario’seconomy.

[NameofUniversity]Vision,MissionandMandateInstitutionalmandate,mission,andvisionstatementsdescribewhereaninstitutioncurrentlyisandwhereitseesitselfinthefuture.[NameofUniversity]submittedthefollowingduringthe2014-17StrategicMandateAgreement(SMA)process:

• Tobepre-populatedbyMAESD

Ifyourinstitutionalmandate,missionandvisionhavechanged,orwillbechanging,sinceSMA2014-17,pleaseprovidethefollowing:

• Institutionalmandatestatement–identifiesaninstitution’scurrentrolewithinOntario’spostsecondaryeducationsystem,asitrelatestoestablishinglegislation(asapplicable)andcurrentstrategicplan;

• Institutionalmissionstatement–describeshowpriorityactivitiesundertakenataninstitutionhelptofurtheritsmandate;and,

• Institutionalvisionstatement–indicateshowaninstitution’sfutureaspirationsalignwiththegovernment’svisionforhighereducation,skillsdevelopmentanddifferentiationpriorities.

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PreambleThisStrategicMandateAgreementbetweentheMinistryofAdvancedEducationandSkillsDevelopmentand[NameofUniversity]outlinestheroletheUniversitycurrentlyperformsinOntario’spostsecondaryeducationsystemandhowitwillbuildonitscurrentstrengthstoachieveitsvisionandhelpdrivesystem-wideobjectivesandgovernmentpriorities.

TheStrategicMandateAgreement(SMA):

• IdentifiesandexplainsthesharedobjectivesandprioritiesbetweentheOntariogovernmentandtheUniversity;

• Outlinescurrentandfutureareasofprogramstrength;• Supportsthecurrentvision,mission,andmandateoftheUniversityandestablishedareasofstrength

withinthecontextoftheUniversity’sgoverninglegislation;• Describestheagreed-uponelementsofthenewuniversityfundingmodel,including:

o aUniversity’senrolmentplansaswellastheirprojectionsoftheirenrolmentsrelativetotheircorridormidpointandanydesiredchangestotheircorridorduringtheperiodofthisSMA;and

o differentiationareasoffocusincludingmetrics,targetsanddifferentiationgrantallocation.• Providesinformationonthefinancialsustainabilityoftheinstitution;and• InformsMinistrydecision-makingandenablesMinistrytoalignitspoliciesandprocessestofurther

supporttheUniversity’sareasofstrength.

ThetermoftheSMAisfromApril1,2017toMarch31,2020.

TheagreementmaybeamendedintheeventofsubstantivepolicyorprogramchangesthatwouldsignificantlyaffectjointcommitmentsmadeintheSMA(e.g.MajorCapacityExpansion,HighlySkilledWorkforce,etc.).Anysuchamendmentwouldbemutuallyagreedtoinwriting,dated,andsignedbybothsignatories.

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AspirationsTheMinistryrecognizestheimportanceofsupportinginstitutionstoevolveandacknowledgesthestrategicaspirationsofitspostsecondaryeducationinstitutions.TheSMAisnotintendedtocapturealldecisionsandissuesinthepostsecondaryeducationsystem,asmanywillbeaddressedthroughtheMinistry’spoliciesandstandardprocesses.TheMinistrywillnotbeapprovinganyrequestsforcapitalfundingornewprogramapprovals,forexample,throughtheSMAprocess.

InstitutionalAspirations

[Placeholdersectionforinstitutionalaspirations.]

SharedObjectivesandPrioritiesforDifferentiationInthenextsection,universitiesarerequestedtoindicatehowrecentandplannedinitiativesand/orinvestmentshelptofurtherfocusonareasofdifferentiatedstrength,including:

• StudentExperience;• InnovationinTeachingandLearningExcellence;• AccessandEquity;• ResearchExcellenceandImpact;and• Innovation,EconomicDevelopment&CommunityEngagement.

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1.0 StudentExperienceThissectioncapturesinstitutionalstrengthsinimprovingstudentexperience,outcomesandsuccess.Thissectionrecognizesinstitutionsformeasuringthebroaderlearningenvironment,suchascontinuityoflearningpathways;retention;studentsatisfaction;co-curricularactivitiesandrecords;careerpreparedness;andstudentservicesandsupports.

1.1 InstitutionalApproachtoImprovingStudentExperienceUniversitiesareaskedtocommentonexistingorplannedinitiativesaimedatimprovingstudenttheexperience,includingtheuniquenessofyourapproach,targetgroupsandpartnersinvolved.Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievementsovertime.

[Placeholderforinstitutionalinput.]

1.2 ExamplesofInstitutionalInitiativesUniversitiesareaskedtoincludealistofkeyrelevantinitiatives,includingabriefdescriptiontofurtherexplainyourinstitution’sapproach:

• Example1• Example2• Example3

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1.3 MetricsandTargets

NotesforfillingoutSection1.3

Universitiescouldconsiderthefollowingexamplesamongtheirpreferredinstitutionalmetrics:

• Studentexperienceasitrelatestograduatestudents• StudentSatisfactionSurveyResults(NSSEScore)• CompositescoreonNSSEquestionsrelatedtoenrichingexperiencesandextra-curricularactivities(e.g.,

estimatedhoursinco-curricularactivities)

InstitutionalMetrics

InstitutionalTargets

System-WideMetrics InstitutionalTargetsforSystem-WideMetrics

• Metric1• Metric2• Metric3

• Target1• Target2• Target3

• ProportionoffourthyearstudentswithtwoHigh-ImpactPractices(HIPs)oraveragenumberofHIPsperstudent(fromtheNationalSurveyofStudentEngagement)

• Year1toYear2retention(fromtheConsortiumforStudentRetentionDataExchange)

• Proportionofoperatingexpendituresonstudentservices, net of student assistance(asreportedintheCouncilofUniversityFinanceOfficersdata)


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2.0 InnovationinTeachingandLearningExcellence

Thissectionfocussesoninnovativeeffortsincludingpedagogicalapproaches,programdeliveryandstudentservicesthatcontributetoahighlyskilledworkforceandensurepositivestudentoutcomes.

Thissectioncapturesinstitutionalstrengthsindeliveringhigh-qualitylearningexperiences,suchasexperiential,entrepreneurial,personalizedanddigitallearning,topreparestudentsforrewardingcareers.Itincludesrecognitionofstudentcompetenciesthatimproveemployability.

Itbeginstoidentifyindicatorsofqualitythatarecurrentlyavailableandwithinaninstitution’scontrol.

2.1 InstitutionalApproachtoInnovationinTeachingandLearningExcellence

Universitiesareaskedtocommentonexistingorplannedinitiativesrelatedtoinnovationinteachingandlearning(e.g.,co-opeducation,placements,simulations,digitalmodulesandotherhigh-impactpractices),includingtargetgroups(e.g.,part-timestudents,adultlearners,etc.).Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievementsovertime.

Note:Thereisaparticularinterestinlearningmoreabouttheactivities/initiativesthatUniversitiesarepursuingintheareaofexperientiallearning.Asystem-widedefinitionforexperientiallearningiscurrentlyunderdevelopmentandwillbefinalizedinthenearfuture.Inthemeantime,SMAAdvisorsareinterestedinlearningaboutactivitiesthatUniversitiesarepursuingthatmightfallintothiscategory.


2.2 ExamplesofInstitutionalInitiativesInstitutionsareaskedtoincludealistofkeyrelevantinitiatives,includingabriefdescriptiontofurtherexplainyourinstitution’sapproach:


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• Rangeofdeliverymodesusedtopromotedeepand/orcollaborativelearning• Measuresofteachingquality(forexample,proportionoffacultyorcoursesassessedas“good”orabove

onstudentsatisfactionevaluationsand/orperformancereviews)• Measuresrelatedtoeffectiveteachingpractices• Methodologiesand/orpracticesusedtopromotestudent/facultyinteractions• Numberofstudentsenrolledinanexperientiallearningprogramataninstitution

InstitutionalMetrics

InstitutionalTargets System-WideMetrics InstitutionalTargetsforSystem-WideMetrics



• CompositescoreonNSSEquestionsrelatedtostudents’perceivedgainsinhigherorderlearningoutcomes

• Proportionofprogramswithexplicitcurriculummapsandarticulationoflearningoutcomes

• Graduationrate(fromtheConsortiumforStudentRetentionDataExchange)


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3.0 AccessandEquityThissectionrecognizesinstitutionsfortheireffortsinimprovingpostsecondaryeducationequityandaccess.Institutionsplayanimportantroleinprovidingequitableandinclusiveenvironmentsthatmakeitpossibleforstudentsfromdiversecommunitiestothriveandsucceed.

Institutionswillalsoberecognizedforcreatingequitableaccessopportunitiesthatcanincludemultipleentrancepathwaysandflexiblepoliciesandprogramming,withthefocusonstudentswho,withoutinterventionsandsupport,wouldnototherwiseparticipateinpostsecondaryeducation.Examplesincludeoutreachtomarginalizedyouth,transition,bridgingandaccessprogramsforadultswithatypicaleducationhistoriesandwhodonotmeetadmissionrequirements.

3.1 InstitutionalApproachtoImprovingAccessandEquityUniversitiesareaskedtocommentonthecharacteristicsofthestudentsforwhomaccessisbeingprovided,aswellastheprogramming;policiesandpracticesthatareuniquelysupportiveofaccessfordiversegroupsofstudents.Universitiesarealsoaskedtocommentontheinvolvementofcommunitypartnersandexpectationsanddefinitionsofsuccess.




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• Number/percentageofstudentsfromdiversedemographic/socio-economicgroupssuccessfullycompletingtheirprograminsomenumberofyears,andsubsequentlabourmarketparticipation

• Number/percentagetakingadvantageofflexibleprogramoptions• Numberofstudentsinaccesspathway(s)andnumber/percentagesuccessfullycompletingthepathway

(s)• Number/percentageofstudentsenteringaregulardegree/diploma/certificateprogramaftercompleting

anaccesspathway• Number/percentageofstudentsfromaccesspathwayscompletingtheregular

degree/diploma/certificateprogram• NumberofCollegegraduatesenrolledinUniversityprograms

InstitutionalMetrics InstitutionalTargets

System-WideMetrics

InstitutionalTargetsforSystem-WideMetrics



• Numberandproportionofthefollowinggroupsataninstitution:A. Indigenousstudents,B. Firstgeneration

studentsC. Studentswith

disabilities,andD. Francophonestudents

• ShareofOSAPrecipientsataninstitutionrelativetoitstotalnumberofeligiblestudents

• Numberoftransferapplicantsandregistrations,ascapturedbytheOntarioUniversityApplicationCentre


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4.0 ResearchExcellenceandImpactThissectioncapturesinstitutionalstrengthsinproducinghigh-qualityresearchonthecontinuumoffundamentalandappliedresearchthroughactivitythatfurtherraisesOntario’sprofileasaglobally-recognizedresearchandinnovationhub.Italsoacknowledgesthatresearchcapacityisstronglylinkedwithgraduateeducation.

4.1 InstitutionalApproachtoResearchExcellenceandImpactUniversitiesareaskedtocommentonexistingandplannedcontributionstoresearchandscholarlyendeavours,areasofresearchstrength,partnersinvolvedandkeyresearchfundingsources(e.g.,federal,provincial,private,etc.).Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievements.




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Notesforfillingoutsection4.3


• Tri-councilfundingperuniversityfaculty(eligiblefortri-councilfunding)• Totalsponsoredresearchfromindustryandothersources• Numberofresearchchairs• Numberofgraduatedegreesawarded(HighlyQualifiedPersonnel)• Graduatetoundergraduateratio• PhDdegreesawardedtoundergraduatedegreesawarded• Graduatedegreesawardedtoundergraduatedegreesawarded• Citationimpact(normalizedcitationperpaper)• Rationofinternationaltodomesticgraduates• Percentageofauniversity’scollaborativepublicationsthatincludeaninternationalco-author


System-WideMetrics




• Tri-councilfunding(totalandsharebycouncil)

• Numberofpapers(totalandperfull-timefaculty)

• Numberofcitations(totalandperpaper)


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5.0 Innovation,EconomicDevelopmentandCommunityEngagement

Thissectionrecognizestheuniqueroleinstitutionsplayincontributingtotheircommunitiesandtoeconomicdevelopment,aswellastobuildingdynamicpartnershipswithbusiness,industry,communitymembersandothercollegesanduniversities.Itfocussesonregionalclusters,customizedtraining,entrepreneurialactivities,jobs,communityrevitalizationefforts,internationalcollaborations,students,partnershipswithAboriginalInstitutesandaprogrammixthatmeetsneedslocally,regionallyandbeyond.

5.1 InstitutionalApproachtoInnovation,EconomicDevelopmentandCommunityEngagement

Universitiesareaskedtocommentontheimpacttheyhaveoncommunity,economicdevelopmentandinnovation,commercializationofresearch,uniquenessofinstitutionalapproach,targetgroups(e.g.,internationalstudents,communitystakeholders,domesticandinternationalbusinesspartners,etc.).Quantitativeandqualitativeevidencewillbeusedtoreflectprogressandachievements.Institutionsarealsoinvitedtoshareaneconomicimpactstatement,iftheyhaveone.


5.2 ExamplesofInstitutionalInitiativesInstitutionsareaskedtoincludealistofkeyrelevantinitiatives,includingabriefdescriptiontofurtherexplaintheinstitutionalapproach:


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Notesforfillingoutsection5.3


• Numberofpatents,licenses,inventiondisclosuresandnewproducts• Numberofnewstart-upcompanies• Numberofnewstart-upsocialinnovationenterprises• Numberofstudentsinvolvedinbuildingastart-up• Numberofstudentsinvolvedinentrepreneurshipcoursesand/oractivities• Communityeconomicrevitalizationandimpact• Communitysocialand/orhealthdevelopmentinitiativesandcollaborations• Community-basedlearning/researchinitiativesandstudentparticipation


System-WideMetrics




• Graduateemploymentrates• Numberofgraduatesemployedfulltimeinarelatedjob


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6.0 DifferentiationAreasofFocusIntheprevioussectionsoftheSMAtemplate,theMinistryhasaskedinstitutionstocommentoncurrentandplannedactivitiesandinitiativesinfivepriorityareas:StudentExperience;InnovationinTeachingandLearning;AccessandEquity;ResearchExcellenceandImpact;andInnovation,EconomicDevelopmentandCommunityEngagement.

Inadditiontocommentingonactivitiesintheseareas,institutionshavebeenaskedtoindicatepreferredinstitutionalmetricsandtargets,aswellastoestablishinstitutionaltargetsforsystem-widemetrics.ThisispartofthepathfromSMA2toSMA3andtheongoingworkbetweentheMinistryandinstitutionsindevelopingandusingmetricsthatsupportgreateraccountabilityandtransparencyfortheuseofdifferentiationfunding.

Buildingupontheprevioussections,theMinistryisaskinginstitutionstosetoutadifferentiationnarrative.Ifeachofthefiveprioritiescorrespondedtoafundingenvelope,takingintoaccountyourinstitutionalvisionsandmandates–andyourstrengths–howwouldyouweightyourprioritiesagainstthoseenvelopesandhowwouldyoumeasureyourprogress?

Inthissection,theMinistryisinterestedinlearningmoreabouteachinstitution’soveralldifferentiationvision.


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7.0 EnrolmentStrategyandProgramDirection

7.1 ProposedEnrolmentPlanandCorridorMidpointsThepurposeofthissectionistoidentifyinstitutionalenrolmentplansandaspirationsandthekeyassumptionsforthoseplans.Institutionsarealsoaskedtoidentifytheirexpectedcorridormidpointsinthenewuniversityfundingmodelandhowtheircorridorenrolmentswillchangerelativetothatmidpoint.(Note:Fordetailsonthecorridormodeland,midpointestablishment,pleaseconsulttheUniversityFundingFormulaTechnicalManual).

(Note:GraduateallocationissueswillbeaddressedinAppendix1.ThereareongoingdiscussionsaboutwherethiswillbereflectedintheSMAtemplate.)

7.1.1 ProjectedFunding-EligibleEnrolments

Theseyearsareforplanning

purposesandwillnotbeincludedinthefinalSMA2

Projected

2017-18

Projected

2018-19

Projected

2019-20

Projected

2020-21

Projected

2021-22

Undergraduate

• Full-timeHeadcounts

• FFTEs

• First-yearIntake

• BIUs

Masters


• FTEs

• BIUs

• Newregistrants

Doctoral


• FTEs

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Note–forthistable,pleaseseethedefinitionsbelow:

• Full-timeHeadcountshouldbereportedforFalltermonly.• FFTE(FiscalFull-TimeEquivalent)forundergraduateenrolmentsandFTE(Full-TimeEquivalent)for

graduateenrolments–asdefinedintheOntarioOperatingFundsDistributionManual.• First-yearIntake–FallTermfull-timeheadcountforthefirstyearofallundergraduateprograms.• NewRegistrants–ThesumofthenumberofstudentsintermsofFTEenrolledinagraduateprogramfor

thefirsttimeineachterm.• BIUs–forallenrolments.Forgraduateenrolments,adjustforgraduateminima/maxima.

• BIUs

• Newregistrants

TotalEnrolment


• BIUs

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7.1.2 ProjectedWeightedEnrolmentsandCorridorMidpointsInstitutionsshouldentertheirestimatedfinal2016-17BIUs,whichwillnormallyformthebasisofaninstitution’scorridormidpointwhenitentersthecorridorsystemin2017-18andcontinuethroughthe2018-19to2019-20period.TheBIUsprojectedshouldbethosewhichwillbecountedtowardseachinstitution’scorridormidpointinthenewuniversityfundingmodel,consistentwiththeinstitution’sprojectedenrolmentsasnotedinTable6.1.1.BIUswillbeconvertedintoWeightedGrantUnitsasdescribedintheUniversityFundingModelTechnicalDesignManualandWGUswillbeusedinthefinalSMA.

TheseyearsareforplanningpurposesandwillnotbeincludedinthefinalSMA2

Projected2016-17

Projected2017-18

Projected2018-19

Projected2019-20

Projected2020-21

Projected2021-22

EstimatedBIUsatcorridormidpoint

N/A

EstimatednumberofBIUsaboveorbelowcorridormidpointBIUs1

N/A

Comments/Notes:2

1. TheestimatedBIUsoverorunderthemidpointshouldbeestimatedusingtheGrowingMovingAverageformuladescribedinthedraftUniversityFundingModelTechnicalDesignpaper.

2. Pleasenoteanyissuesonthedataprovided,whetheranytechnicaladjustmentsaresoughttothecorridormidpoint,etc.

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7.1.3 ProjectedInternationalEnrolment

Note:Internationalenrolmentsincludeallfundingineligibleinternationalstudents.

7.2 InternationalEnrolmentStrategyandCollaborationUniversitiesarerequestedtooutlinetheirinternationalenrolmentstrategyandcollaborationactivities,specificallyhowinternationalpartnerships,activitiesandenrolmentfitwithintheoverallstrategicplanfortheirinstitution.Thedescriptionshouldincludetheseelements:

Theseyearsareforplanning

purposesandwillnotbeincludedinthefinalSMA2

Projected

2017-18

Projected

2018-19

Projected

2019-20

Projected

2020-21

Projected

2021-22

Undergraduate


• FFTEs

• First-yearIntake

• BIUs

Masters


• FTEs

• BIUs

• Newregistrants

Doctoral


• FTEs

• BIUs

• Newregistrants

TotalEnrolment


• BIUs

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• Internationalgoals;• Riskfactorsconsideredinmanaginginternationalenrolment;and• Internationalstrategyapprovalprocesswithinyourinstitution.

7.3 StrategicAreasofProgramStrengthandExpansion

ProgramAreasofStrengthToprovidecontextforthissection,inyour2014-17SMA,youindicatedyourinstitutionalprogramareasofstrengthtobe:


InAppendix2,Tab2,pleaseusethefirsttabletolistamaximumof5-10programareasofstrengthforyourinstitutionfor2017-20.Yourprogramareasofstrengthcanbecarriedoverfromyour2014-17SMAoranewareacanbeidentified.Institutionsareaskedtosubstantiatenewareas(newtothe2017-20SMA)witharationale,suchasKPIsforrelatedprogramsandprojectedenrolment.

Theproposedareasofprogramstrengthareintendedtoinformprogramapprovalprocesses.

ProgramAreasofExpansionToprovidecontextforthissection,inyour2014-17SMA,youindicatedthefollowingareasasprogramareasofgrowth:


InthesecondtableonTab2ofAppendix2,listupto5programareasinwhichyourinstitutionwouldliketoexpandofferingsinthenextyears.Institutionsareexpectedtoprovidesupportinginformation,includingexpectedlabourmarketoutcomes,projectedenrolmentrelevantKPIs(ifapplicable)andconnectiontoexistingareasofstrengthproposedabove,wherepossible.Forclarity,theseprogramexpansionsarethosethatwillbemanagedwithinthenegotiatedcorridor.

InTab3ofAppendix2,institutionsareaskedtoindicate,asbestastheyareabletoatthistime,specificprogramsthattheyanticipateintroducingoverthecourseofthisSMA.ThisisinplaceoftheUniversity’sannualprogramdevelopmentplanfor2016.ProgramslistedherewillnotprecludeaninstitutionfromsubmittingadditionalprogramsubmissionsthroughtheperiodofthisSMA.

7.4 FinancialSustainabilityTheMinistryandtheUniversityrecognizethatfinancialsustainabilityandaccountabilityarecriticaltoachievinginstitutionalmandatesandrealizingOntario’svisionforthepostsecondaryeducationsystem.Tothisend,itisagreedthat:

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ItistheresponsibilityofthegoverningboardandsenioradministratorsoftheUniversitytoidentify,track,andaddressfinancialpressuresandsustainabilityissues.Atthesametime,theMinistryhasafinancialstewardshiprole.TheMinistryandtheUniversityagreetoworkcollaborativelytoachievethecommongoaloffinancialsustainabilityandtoensurethatOntarianshaveaccesstoafullrangeofaffordable,high-qualitypostsecondaryeducationoptions,nowandinthefuture.

TheUniversityremainsaccountabletotheMinistrywithrespecttoeffectiveandefficientuseofprovincialgovernmentresourcesandstudentresourcescoveredbypolicydirectivesoftheMinistry,ordecisionsimpactinguponthese,tomaximizethevalueandimpactofinvestmentsmadeinthepostsecondaryeducationsystem.

System-wideMetrics* 2015-16Actuals**

Comments

• NetIncome/(Loss)Ratio • •

• NetOperatingRevenuesRatio • •

• PrimaryReserveRatio • •

• InterestBurdenRatio • •

• ViabilityRatio • •

*ThesewerethemetricsagreeduponthroughtheCOU/MAESDWorkinggroupduringfall2016.**2015-16actualsunderdevelopment-pendingconfirmationwiththeCOU/MAESDWorkinggroup.


[Noteforsection6.4:Whenconsideringinstitutionalfinancialsustainability,Universitiescouldconsideraddingtheirowninstitutionalmetricsinthe“Comments”sectionofthetableabove.Forexample,universitiesthathavecreditreportsfromratingagenciescanaddinformationfromthesereportsinthereportingtotheministry.]

7.5 OtherSustainabilityIssuesInstitutionsareencouragedtostatetheirperspectivesonothersustainabilityissuesandopportunitiestoaddressthem.

[Placeholderforinstitutionalinput.Examplesofinputcouldincludeenvironmentalsustainabilityissues,programsustainabilityissues,andcapitalsustainabilityissues.]

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8.0 InstitutionalCollaborationsandPartnerships

[Note:ThissectionshouldincludeinformationthatisnewandnotlistedearlierintheSMAtemplate.]

Institutionsareaskedtoprofilekeypartnershipswithotherinstitutionsthatensurestudentshaveaccesstoarangeoflearningopportunitiesinacoordinatedsystem.Thismayinclude,butisnotlimitedto,credittransferpathways,collaborativeorjointprogramsbetweenorwithinsectorssupportingstudentmobilityandsupportingresearchexcellenceandinnovation.Thissectionshouldalsooutlinepartnershipsthatsupportefficiency,sharedservicesandfinancialsustainability.


InstitutionswithfederatesoraffiliatesmaywishtooutlinetherolethattheyplayrelatedtoachievingSMAobjectivesandinstitutionaldifferentiation.


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9.0 Ministry/GovernmentCommitmentsOvertime,theMinistrycommitstoaligningmanyofitspolicy,process,andfundingleverswiththedifferentiationprioritiesandSMAsinordertosupportthestrengthsofinstitutionsandimplementdifferentiation.Tothisend,theMinistrywill:

• Placeholder• Placeholder• Placeholder

TheMinistryandtheUniversityarecommittedtocontinuingtoworktogetherto:

• Placeholder• Placeholder• Placeholder

SIGNEDforandonbehalfoftheMinistryofAdvancedEducationandSkillsDevelopmentby:

SIGNEDforandonbehalfof[LEGALNAMEOFINSTITUTION]by:

SheldonLevyDeputyMinister

(NAME)President

Date Date

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Appendix

Appendix1:GraduateEnrolment(templatetobeprovidedbyMAESD)

Appendix2.ProgramAreasofStrength(templatetobeprovidedbyMAESD)[Note:Informationprovidedinthisappendixisconfidential.TheAppendixisnotforpublication.]

TechnicalAddendum–Metrics

• System-widemetrics(tobecompletedbyMAESD)• Institution-specificmetrics(tobecompletedbyeachinstitution;toincludedefinitionofmetrics;

methodology/formulaandhowandwhendataiscollected)

Appendix3:InstitutionalAreasofStrengthfrom2014-17SMAs(tobepre-populatedbyMAESD)

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STRATEGIC MANDATE AGREEMENT - University of … · This Strategic Mandate Agreement between the Ministry of Advanced ... taking advantage of flexible ... that further raises Ontario’s