2017-20 Strategic Mandate Agreement: Niagara College of Applied Arts and Technology
Read the agreement between Ontario and Niagara College of Applied Arts and Technology 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 Niagara 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.
Niagara 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
Enriching lives and fulfilling dreams
Mission
Providing outstanding applied education and training for a changing world
Niagara College is firmly grounded in our region; it is a key driver of growth and renewal with strong ties to all major sectors of economic activity. The region and Niagara College see a future built on understanding our global context; our need to bring the world to Niagara and Niagara to the world. Niagara College is focused on being a leader in experiential education and a driver of local and regional economic growth and our staff and faculty are committed to our vision of enriching the lives and fulfilling the dreams of our students.
Values
Student Focused
Locally and Globally Connected
Respectful and Inclusive
Committed to Excellence
Innovative
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
Niagara College’s aspiration is to become Canada’s leader in applied, experiential learning, offering our students a breadth of programs that reflect and respond to the key sectors of our region, our province and the broader global economy. Areas of specialization include advanced technology, food and beverage sciences, hospitality, tourism, environment, and greenhouse. There are also significant enrolments in programs in business, applied health, horticulture, community safety and media. Niagara College is the significant contributor to engineering technology based education and research within the region. Niagara College had been pursuing an institute of technology and advanced learning designation under the prior ministry differentiation policy. The College currently offers three degrees and is actively developing others that align with our major areas of specialization. Niagara College is highly vested in potential changes to the sector framework, and the impacts on student opportunities and employer engagement that changes may have on the College to meet its commitment to our community and our students.
These areas are supported by unique student learning enterprises. Niagara College’s key strength is a longstanding ability to anticipate changes and trends and position our college — and our students — to succeed in a world marked by constant transformation. Our focus on student success is unwavering, our support for our community is strong and our perspective is global and growing. As postsecondary education faces its most significant shift in decades, we have leveraged these strengths to develop a strategic plan that leads us to success as we adapt to the challenges and opportunities that lie ahead. Our plan supports a common purpose — enriching lives and fulfilling the dreams of our students — and it supports our mission to provide outstanding applied education for a changing world.
As it moves forward it will create a more culturally and globally engaged college: focused on inclusivity and engagement; more diverse in its enrolment; and known for a broad range of programs that infuse new skills and competencies that align with our changing world. Niagara College will internationalize more of its programs, accommodating international students that aspire to obtain an Ontario based education in a wider variety of vocational areas. As a leader in applied education[1], Niagara College will significantly enhance our model of experiential learning, leveraging our location, expanding our experiential learning locations both regionally and internationally and developing a broader range of opportunities for work-integrated learning. Niagara College will apply creative, innovative and entrepreneurial thinking as we meet the evolving needs of students and employers, fostering the development of skills in students while developing innovative programs to meet the needs of emerging and existing industry sectors. These graduate competencies will be infused in our programs and assessed through our program quality framework.
All of this is built on an institutional foundation that defines Niagara College and its approach: a collaborative and resourceful culture that values innovation and entrepreneurship in our programs and operations. The economic development impact on the region of Niagara and the province flowing from international students attending Niagara College is significant. Niagara College aspires to be a preferred destination for international students, with opportunities in more programs to engage with our regional students and employers. We will provide improved global connectivity to our many community partners and companies. It also intends to export services, through the operation of campuses internationally and by providing services and consulting.
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
Student experience and graduate success are the centerpieces of Niagara College’s mission, as identified in our strategic plan. Niagara College is a Canadian leader in applied, experiential learning, offering its students a breadth of programs that reflect and respond to the key sectors of the region, province and broader global economy. Its programs immerse students in a highly experiential learning environment, enhanced by digital technologies. Its graduates possess cultural and global competencies; they are innovative, adaptable and entrepreneurial, pushing the boundaries of the possible for industry in Niagara, Canada and abroad.
As Niagara College looks forward, its focus on inclusivity and engagement will be realized through a concerted, institution-wide effort to infuse academic programs with new competencies, recognizing that the landscape is more culturally diverse and global in scope than ever before. A culturally and globally engaged Niagara will sustain its brand position within an increasingly competitive postsecondary sector, serving to further differentiate itself while solidifying its reputation for applied, experiential learning. As Niagara College builds broader and deeper connections to where its students come from, its work-integrated learning locations will more closely reflect its students’ journeys.
Program outcomes reflecting this diversity will support the variety of employers with whom our graduates engage. Niagara College learners will emerge from the college as world-ready, culturally and globally engaged graduates, succeeding as collaborators and innovators in Niagara, in Ontario or wherever their career path may lead. Niagara College will expand and diversify student opportunities for intercultural study/work travel through internships, field studies and research projects, capitalizing on the range of global partnerships it has established. As Niagara College builds a learning environment that is increasingly inclusive and responsive to the diverse needs of its learners, it will support and engage with Indigenous learners and communities in new ways, guided by the final report of the Truth and Reconciliation Commission.
Examples of institutional initiatives
- Involvement of additional students in work/study abroad programs: Niagara College’s Be World Ready program provides opportunities for students to earn general education credits based on international travel opportunities combined with reflective analysis. The program can be modified for either individualized experiences or developed for groups of students. The opportunities allow students to gain a greater understanding of different cultures
- Expansion of experiential learning in programs: The review of programs to enhance experiential learning opportunities, within a framework consistent with Ministry of Advanced Education and Skills Development (MAESD) discussions, is being undertaken through Niagara College’s program review process. The inclusion of applied research as a capstone project is being pursued in programs, along with expanded opportunities for service learning and the utilization of learning enterprises
- Inclusion of intercultural competencies within programs: Through the program review process, intercultural competencies are being reviewed to ensure that students gain the requisite skills to successfully pursue their vocations in a global environment
- Expansion of support for entrepreneurial and innovation skills within programs: Recognizing that many graduates will work in small and medium-sized enterprises (SMEs), Niagara College is committed to providing graduates with the entrepreneurial and innovation skills required to be successful within this environment. These can be grounded and reinforced through the experiential learning opportunities for students. These initiatives will involve formal curricular components and engagement opportunities, such as NC Takeoff and PiLab
- Continued expansion of co-curricular recognition: Niagara College has a successful co-curricular transcript for students that highlights their experiential and service learning. Niagara College will be expanding support to include more students and to expand the opportunities in alignment with vocational and essential employability skills
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Overall Student Satisfaction Rate (2016-17 baseline: 80.7%) |
>75% |
| Student Satisfaction with Services (Q39) (2016-17 baseline: 71.3%) |
> 70% |
| Student Satisfaction with facilities (Q49) (2016-17 baseline: 80.1%) |
> 70% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Percentage of students accessing international study/work opportunities (2015 baseline: 5.3%) |
10% |
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
A range of real-world student experiences sets Niagara College apart. Its model of applied education gives Niagara College graduates an edge as highly capable, community-engaged professionals. As postsecondary education moves toward more distant and remote program delivery, Niagara College’s strategic vision will strengthen an exceptional campus experience through experiential learning delivered by forward-looking faculty within specialized teaching environments.
Niagara College’s new strategic vision builds on its history of providing hands-on, real-world experience enhanced by a range of educational technologies. This provides practical experience and opportunities that align a graduate’s knowledge, skills and abilities with the evolving needs of employers. More than 80 programs offer formal work-integrated learning, an approach employers confirm as critical to graduate success. Programs will further infuse applied research capabilities, global competencies and a focus on sustainability within the teaching and learning environment. Niagara College’s integrated approach with its learning enterprise model provides experiential learning opportunities for students through active participation in the planning, operation and management of client-facing enterprises. These enterprises generate revenue, build the brand and, above all else, prepare graduates for new and exciting opportunities as employers and entrepreneurs. Niagara College currently has learning enterprises that span the winery, brewery, restaurant, esthetics, dental and vocational training fields and will be adding additional learning enterprises in fields such as digital media. This successful model combines applied research, academic programming and student experience to produce a made-in-Niagara applied learning offering. Niagara College will leverage its expertise to launch new learning enterprises, linking them to existing and emerging programs to provide a broader range of experiences for students in Canada and abroad.
Examples of institutional initiatives
- Learning Enterprises: Niagara College will expand its learning enterprises — experiences that give students the opportunity to provide products or services to the public while still under the guidance of Niagara College staff. The learning enterprises provide near private sector experience, while still providing mentorship from program staff. This concept has been successful within the hospitality programs and Niagara College is undertaking an expansion into business services. The next enterprise will be focused on media and small business application support, followed by market analysis and technology adoption support for small business
- Diversifying student opportunities for work-integrated learning in Canada and abroad: Niagara College is committed to providing work-integrated learning for students. The expansion of opportunities outside the Niagara region will allow students in Niagara College’s areas of differentiation to work in their home communities or in areas where they wish to pursue graduate employment. These opportunities will include formal elements within curriculum, as well as broader-based service learning and co-curricular activities
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Graduation Rate (2016-17 baseline: 65.6%) |
65% |
| Number of students enrolled in an experiential learning program (WIL) (2016-17 baseline: 4,389) |
>4,000 |
| Total number of registrations in ministry-funded courses offered in eLearning formats (2015-16 baseline: 4,184) |
>4,000 |
| Total number of ministry-funded courses offered in eLearning formats (2015-16 baseline: 232) |
>200 |
| Total number of ministry-funded programs offered in eLearning formats (2015-16 baseline: 13) |
>10 |
| Retention rates (Yr1 to Yr2) (2015-16 baseline: 95.57%) |
>75% |
| Retention rates (Yr2 to Yr3) (2015-16 baseline: 80.83%) |
>75% |
| Student satisfaction rate (overall) (2016-17 baseline: 80.7%) |
>75% |
| Student satisfaction with knowledge and skills (2016-17 baseline: 89.0%) |
80% |
| Student satisfaction with learning experience (2016-17 baseline: 82.4%) |
80% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Retention rate from Term 1 to Term 2 (2016-17 baseline: 90.3%) |
90% |
| Percentage of Programs with work integrated learning (2016-17 baseline: 66.0%) |
90% |
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
Niagara College has a program focus on providing students with access to postsecondary education. It will continue to offer a range of preparatory programs and most recently launched the Community Integration Through Cooperative Education (CICE) program to give those with significant barriers an opportunity to gain additional skills for employment. Niagara College offers a modified delivery of the Practical Nursing program, with program delivery in the evenings and on weekends to provide opportunities to working individuals to access this high-demand program. Niagara College intends to offer other programs with differential delivery modes to improve access for different student groups, with a particular focus on mature students entering or re-entering postsecondary education.
Niagara College has recently implemented a new student services model to provide better integration of learning supports and academic retention initiatives. This new structure is being supported by physical infrastructure changes over the next two years that will provide improved student study spaces and enhanced support on both campuses.
Niagara College has Indigenous Student Centers at the Welland and Niagara-on-the-Lake campuses, which provide academic and social supports for more than 340 students who visit the centres.
Niagara College is continuing to build pathways for its students. In addition to existing pathways, it launched a joint Game Programming Degree/Game Development Advanced Diploma with Brock University during SMA1 and is exploring further areas of opportunity. Niagara College and Brock University are exploring ways to make other pathways more integrated, improving the student experience and allowing students to access the strength of each institution. Niagara College has also entered in to a pathway agreement that allows students completing an accounting diploma to complete a degree with Nipissing University, with courses taken at the college’s Niagara-on-the-Lake campus.
Examples of institutional initiatives
- New Integrated Student Services model and infrastructure: Niagara College will complete a restructuring of facilities by 2019 to enhance the delivery of both curricular and co-curricular services for students. The outcome of the restructuring will be more integrated service, with greater access online.
- Roll out of the CICE program: Starting in January 2017 the program will have intakes every term to expand access to the community and maximize the potential of students obtaining work-integrated learning experiences that will lead to employment. The experiential learning component of the program will allow for student access to activities in such areas as: culinary and hospitality; environmental and ecosystem; and business
- Increased enrolment in non-traditional program offerings: Niagara College has a higher-than-average population of mature students, who often have families to support. Niagara College is moving to offer more frequent intakes for preparatory programs, along with other targeted programs, to better meet the timing requirements of prospective learners. Niagara College will also explore offering additional programming that allows students to pursue their studies evenings and weekends in most terms. It will also explore additional modular programming, which was recently implemented through the Personal Support Worker initiative in Dunville
Metrics and targets
| System-wide Metrics | 2019-20 Expected Value |
|---|---|
| Number of students with disabilities enrolled (2015-16 baseline: 923) |
>900 |
| Proportion of students with disabilities enrolled (2015-16 baseline: 10.1%) |
>10% |
| Overall student with disabilities satisfaction rates (2016-17 baseline: 78.2%) |
75-85% |
| Overall graduate satisfaction rates for students with disabilities (2016-17 baseline: 79.5%) |
75-85% |
| Employment rates for students with disabilities (2016-17 baseline: 73.6%) |
70-80% |
| Number of first-generation students enrolled (2015-16 baseline: 977) |
>900 |
| Proportion of first-generation students enrolled (2015-16 baseline: 10.7%) |
>10% |
| Number of Indigenous students enrolled (2015-16 baseline: 311) |
300 |
| Proportion of Indigenous students enrolled (2015-16 baseline: 3.4%) |
4% |
| Overall student satisfaction rates for Indigenous students (2016-17 baseline: 81.9%) |
75-85% |
| Overall graduate satisfaction rates for Indigenous students (2016-17 baseline: 73.1%) |
70-80% |
| Employment rates for Indigenous students (2016-17 baseline: 66.7%) |
80-90% |
| Number of French-language students enrolled (2015-16 baseline: 48) |
0 |
| Proportion of French-language students enrolled (2015-16 baseline: 0.50% ) |
0% |
| OSAP recipients as a proportion of all eligible students (2015-16 baseline: 75%) |
75% |
| Percentage of university graduates enrolled in college programs (2016-17 baseline: 17.5%) |
17-20% |
| Percentage of college graduates enrolled in university programs (2016-17 baseline: 1.6%) |
1.6-2.0% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Intake of students enrolled in the CICE program per term, 3 terms per year (2017 Fall baseline: 12) |
12 |
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
Niagara College values applied research as a driver of economic development and as a vehicle for growing entrepreneurial spirit and innovation skills in students. Based on institutional strengths and industry demand, Niagara College has prioritized research efforts in three centres of excellence: food and beverage innovation; advanced manufacturing; and agri-business and environment. These areas are underpinned by support from the business and digital services areas, through funded programs and as a wide range of student learning engagements.
Niagara College is widely recognized as a leader in applied research among Canadian colleges. It has earned this reputation through its successes in developing strong relationships with companies, effectively completing knowledge transfer and securing grants to support projects. Niagara College received one of the first Canadian Foundation for Innovation (CFI) grants awarded to a college in 2001, secured one of the first six pilot Natural Sciences and Engineering Research Council (NSERC) College and Community Innovation grants in 2006, co-founded the Colleges Ontario Network for Industry Innovation (CONII), is a strong member of the Ontario Network of Excellence and recently renewed one of the first NSERC Industry Research Chairs for Colleges, originally secured in 2011. Niagara College is the only Ontario college — and one of only two in Canada — to receive NSERC funding for two Technology Access Centres, to better serve industry in advanced manufacturing and the food and beverage sectors. Since Research Infosource started publishing its Top 50 Canadian Research Colleges, Niagara College has climbed the ranks from 13th to 12th, 10th and, and most recently seventh.
Through applied research, Niagara College is a key player in the economic development of Niagara and beyond. As the quantity and scope of funded research projects grow, so too will the opportunities for students to apply the skills and knowledge they have developed in the classroom alongside faculty, researchers and industry partners to solve real-world problems. Programs will further develop curricular opportunities for students to engage in applied learning projects. These research opportunities strengthen the link between industry and education and foster innovative and entrepreneurial skills in students. The strategic vision sees Niagara College expanding its scope to include Canadian and global initiatives that leverage the college’s market position in its focus countries and that support Niagara’s SMEs seeking to go global. It will do so through new growth opportunities, ensuring the Niagara College community’s skills align with emerging learning models and technologies, changing student needs and expectations and new market opportunities.
Examples of institutional initiatives
- Growth of the Walker Advanced Manufacturing Innovation Center: This NSERC-funded Technology Access Center focuses on advanced manufacturing. This grant is renewable and provides ongoing operating support. The Centre recently added the Southern Ontario Network for Advanced Manufacturing and Innovation (SONAMI), in partnership with Mohawk College, Sheridan College and McMaster University. This initiative is supported by a $7.3 million grant from FedDev Ontario. The Centre provides a focal point for the manufacturing sector, through curricular student research projects and externally funded research
- Growth of the Canadian Food and Wine Institute Innovation Center (CFWI IC): This NSERC-funded Technology Access Center focuses on food and beverage development and innovation. This Center has operated for six years, building capacity for food and beverage research and development. Support from the following sources has laid a solid foundation for CFWI IC: Niagara College, through use of culinary, winery and brewery facilities, faculty releases and research student support; NSERC College and Community Innovation (CCI) program (2011-17); NSERC Technology Access Centre funding (2016-21, renewable); Niagara Economic Development (2017-present); industry contributions matching all project grant funding; and, importantly, the contributions from CFI, the Ontario Research Fund (ORF) and industry that allowed Niagara College to build its initial food science labs (2012-13). Niagara College is currently pursuing an Ontario Centres of Excellence (OCE) grant to provide equipment for its federal Strategic Investment Fund-supported expansion, now under construction
- Growth of the Precision Agriculture and Environmental Technologies Center: This NSERC-funded Industrial Research Chair for Colleges focuses on agri-business and environment development and innovation. This support was recently renewed for a second five-year term. Through its strong contributions and involvement in previous projects funded by Ontario Innovation Trust, OCE, the Ontario Ministry of Agriculture, Food and Rural Affairs, ORF, Agricultural Adaptation Council, NSERC and private industry contracts, the Center has become a significant resource for the agri-business sector
- Expansion of the use of capstone projects, utilizing applied research projects as one of the major elements: The ability to have students interact with external partners and work within real-world parameters provides a rich learning environment. A capstone project supports the integration of the learning from the program with the essential skills required to be successful in the workplace
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of externally funded applied research projects (2016-17 baseline: 131) |
300 |
| Number of partnerships / collaborations with community / industry firms (2016-17 baseline:184) |
250 |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of students in applied research projects (2016-17 baseline: 1,993) |
2,000 |
| Dollar value of external research funding (2016-17 baseline: $6.5M) |
$10M |
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
Through applied research, Niagara College is a key player in the economic development of Niagara and beyond. The connections range from its centers of excellence, to support for the new General Electric Brilliant factory, where the college is supporting the training of new employees in a new manufacturing facility. Niagara College is retained by the Region of Niagara to provide research support for area companies. It is also active on all regional economic agencies, including the Workforce Planning Board, regional chambers of commerce and various municipalities. Niagara College is in the final stages of a proposal to expand its reach in the agri-business sector. The proposed research and training facility proposal would support this sector, including the emerging field of commercial cannabis production.
Niagara College is a major driver of economic activity in the region and is extensively involved in all aspects of the community. Based on an economic impact study of 2014-15 data, approximately 5,000 Niagara College students (including 2,011 international students) relocated to the Regional Municipality of Niagara from outside the region and spent money at local businesses to purchase groceries, rent accommodation, pay for transport, etc. The expenditures of students who relocated to the region during the analysis year added approximately $15.4 million in income to the economy. The new income from international students alone comprised $6.7 million of the $15.4 million. Based on growth, international students are projected to add over $10 million to the regional economy per year by 2020.
In 2014-15, applied research spending by Niagara College generated $2.7 million annually in added income for the regional economy and this is expected to exceed $4 million annually over the SMA2 period.
Examples of institutional initiatives
- Providing service learning opportunities for students, including working with local companies on marketing, productivity, dental services in elementary schools, culinary support to local food programs and a wide range of other opportunities
- Direct support for advanced manufacturing, food and beverage and agri-business innovation, providing a voucher-based set of research services on behalf of the Region of Niagara
- Working collaboratively with the Niagara Workforce Planning Board and Brock University to carry out economic, business and labour research, to identify new approaches of stimulating healthy local growth
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of active Program Advisory Committees (PACs) (2016-17 baseline: 50) |
50 |
| Number of employers engaged in PACs (2016-17 baseline: 484) |
500 |
| Graduate employment rates (2016-17 baseline: 82.3%) |
77-87% |
| Employer satisfaction rates (2016-17 baseline: 88.9%) |
83-93% |
| Proportion of Graduates employed full-time (2016-17 baseline: 50.3%) |
>50% |
| Proportion of Graduates employed full-time in a related job (2016-17 baseline: 34.9%) |
>35% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of Student involved in community-based projects/ activities (2015-16 baseline: 245) |
250 |
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 Niagara’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
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 765 | 711 | 735 | 725 | 720 |
| Ontario College Diploma/Advanced Diploma | 5,817 | 5,632 | 5,670 | 5,650 | 5,630 |
| Ontario College Graduate Certificate | 332 | 330 | 362 | 370 | 400 |
| Baccalaureate Degree in Applied Area of Study | 115 | 110 | 122 | 145 | 170 |
| All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR) | 376 | 374 | 375 | 375 | 375 |
International projected funding-eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 71 | 51 | 117 | 123 | 129 |
| Ontario College Diploma/Advanced Diploma | 838 | 1,042 | 1,387 | 1,456 | 1,485 |
| Ontario College Graduate Certificate | 594 | 476 | 547 | 558 | 569 |
| Baccalaureate Degree in Applied Area of Study | 224 | 218 | 192 | 196 | 206 |
International strategy and collaboration
Niagara College‘s international strategy has four major components: Bring students to Niagara to provide a diverse student body in its programs; take Niagara students to the world through study/work abroad experiences; provide services and programs to regional business to support economic development within an international context; and provide services that build on the college’s educational expertise in the delivery of applied vocational education.
Niagara College will continue to recruit students from a broad number of countries, with the intent to provide a diverse body of students in its programs. The focus over the coming years will be to have a more diverse student body in each program area, based on age, gender or geographic origin. This diversity will build a richer educational experience and support the acquisition of intercultural competencies. Niagara College will also look to expand study/work abroad activities, providing an expanded understanding for students. The expansion of work/study abroad programs is consistent with a call by the Canadian Bureau for International Education to increase postsecondary student exposure to international opportunities.
Niagara College also operates a number of campuses internationally, offering credentials defined by the local educational authority. Niagara College also carries out international contracts, building capacity to provide vocational education in other countries. The activities build on our expertise in delivery of vocational education, and extend our international networks in a range of countries.
Niagara College has a long history of providing educational programs and services internationally and has strong risk management processes. In addition to similar risk factors that are considered in balancing a diversified student and program mix across the college, Niagara College also balances risk associated with international student enrolment including: visa approval rates; world events and disasters; political changes; and currency fluctuations. To support mitigation of these and other internationally related risk factors, Niagara College has developed a diversified recruitment strategy (currently with students from 92 different countries), established an international financial reserve and adjusts projections as needed. Niagara College also actively manages each international trip through a central office, ensuring appropriate training, orientation and risk management is in place.
Niagara College’s International Annual Plan is developed as part of its overall strategic directions and in consultation with key internal stakeholders, including the college’s Board of Governors, executive team and International Business Advisory Panel, which includes community members with extensive international business experience.
Strategic areas of program strength and expansion
Program areas of strength
- Canadian Food and Wine Institute (CFWI)
- Hospitality Management
- Business Management
- Horticultural and Environment
- Advanced Manufacturing
- Digital Technologies
- Health and Wellness
- Community Services
- Preparatory and Access
- Community Security
Program areas of expansion
- Canadian Food and Wine Institute (CFWI)
- Business Management
- Advanced Manufacturing
- Health and Wellness
- Agri-business
Apprenticeship
Niagara College provides apprenticeship training in a range of areas where it builds cluster strength with other program offerings. It currently has Training Delivery Agent (TDA) status for the Hairstyling, Baker, Cook, Automotive Services Technician, General Machinist, Metal Fabricator, Welder, Cabinetmaker and Construction and Maintenance Electrician trades. These are all programs where Niagara College has extensive facilities and can build on curricular expertise within the other postsecondary offering in the institution. Niagara College also provides apprenticeship training for the Information Technology Contact Center trades, a major source of employment within the region. This training is built on strong relationships with the major employers and their staffing requirements.
Financial sustainability
The Ministry and Niagara 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 Metrics | Benchmark | 2015-16 Actuals | 2016-17 Actuals | 2017-18 Projections |
|---|---|---|---|---|
| Annual Surplus (Deficit) | >0 | $2,174,078 | $3,465,452 | $1,500,000 |
| Accumulated Surplus (Deficit) | >0 | $49,020,670 | $52,486,122 | 45,000,000 |
| Net Income to Revenue Ratio | >1.5% | 1.43% | 2.15% | 1% |
| Net Assets to Expense Ratio | >60% | 102.28% | 100.80% | 102% |
| Quick Ratio | >1 | 2.16 | 1.94 | 2.25 |
| Debt Servicing Ratio | <3% | 0.75% | 0.70% | 1% |
| Total Debt to Assets Ratio | <35% | 16.27% | 17.24% | 16% |
Institutional collaborations and partnerships
Niagara College has on-going institutional collaborations with Brock University, with a focus on enhancing educational opportunities for students of the two institutions, and supporting the economic development of the region. The joint program in game programming/game development and a number of other program articulations are some of the outcomes of this collaboration. We are also working with Brock on an E-Campus Ontario project to develop a fully online honours baccalaureate in Adult Education. Niagara and Brock also collaborate on student services, such as off-campus housing, where our two communities overlap. In areas related to research and economic development, this collaboration is further strengthened through mutual involvement with regional innovation networks, such as Innovate Niagara.
Niagara College has a range of articulations and collaborations with Niagara University, located in Lewiston, NY. The university supports degree completion and graduate studies for graduates from Niagara College.
Niagara College has a collaboration that allows accounting graduates complete their degree through Nipissing University while remaining at our Niagara-on-the-Lake campus.
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] Niagara College is widely recognized as a leader in applied research among Canadian colleges. It is ranked number 7 in Canada on research revenues (Research InfoSource’s Canada’s Top 50 Research College), one of first 6 colleges in Canada to be NSERC eligible, received an Industrial Research Chair in first round, one of only two colleges in Canada with two Technology Access Centres from NSERC.
2014-17 Strategic Mandate Agreement: Niagara College of Applied Arts and Technology