university of Guelph strategic mandate agreement

DRAFT FOR DISCUSSION PURPOSES 1
Strategic Mandate Agreement
(2014-17)
Between:
The Ministry of Training, Colleges and Universities
&
The University of Guelph

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ONTARIO’S VISION FOR POSTSECONDARY EDUCATION
Ontario’s colleges and universities will drive creativity, innovation, knowledge, and
community engagement through teaching and research. They 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 creative economy.
UNIVERSITY OF GUELPH’S VISION/MANDATE
Guelph will be an institution recognized internationally for our emphasis on learner
centredness, our blend of applied and relevant research, and our contributions to
community. Commitments include: revolutionizing learning to produce students who
understand and are engaged in critical issues that face humanity; research that is
free from bias and serves society; openness and accountability; and an emphasis on
developing students who will be the leaders of tomorrow with an ingrained sense of
social justice and service.
PREAMBLE
This Strategic Mandate Agreement between the Ministry of Training, Colleges and
Universities (the Ministry) and the University of Guelph outlines the role the University
currently performs in the postsecondary education system and how it will build on its
current strengths to achieve its vision and help drive system-wide objectives articulated
by the Ministry’s Differentiation Policy Framework.
The Strategic Mandate Agreement (SMA):
 Identifies the University’s existing institutional strengths;
 Supports the current vision, mission, and mandate of the University within the
context of the University’s governing legislation and outlines how the University’s
priorities align with Ontario’s vision and Differentiation Policy Framework; and
 Informs Ministry decision making through greater alignment of Ministry policies and
processes to further support and guide the University’s areas of strength.
The term of the SMA is from April 1, 2014, to March 31, 2017. The SMA proposal
submitted by the University to the Ministry has been used to inform the SMA and is
appended to the agreement.
The Ministry acknowledges the University’s autonomy with respect to its academic and
internal resource allocation decisions, and the University acknowledges the role of the
Ministry as the Province’s steward of Ontario’s postsecondary education system.

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The agreement may be amended in the event of substantive policy or program changes
that would significantly affect commitments made in the SMA. Any such amendment
would be mutually agreed to, dated, and signed by both signatories.
UNIVERSITY OF GUELPH’S KEY AREAS OF DIFFERENTIATION
The University of Guelph is a research-focused, learner-centred university with strategic
areas of focus in food, health, environment, and community. Guelph is committed to
the highest standards of teaching and learning in the education and well-being of the
whole person. Agriculture and veterinary medicine are recognized as areas of special
responsibility at Guelph.
ALIGNMENT WITH THE DIFFERENTIATION POLICY FRAMEWORK
The following outlines areas of strength agreed upon by the University and the Ministry,
and the alignment of these areas of strength with the Ministry’s Differentiation Policy
Framework.
1. JOBS, INNOVATION, AND ECONOMIC DEVELOPMENT
This component highlights institutions’ collaborative work with employers, community
partners, and regions, or at a global level, to establish their role in fostering social and
economic development, and serving the needs of the economy and labour market.
1.1 Areas of Institutional Strength
Guelph is a key engine of growth in the knowledge-based economy and a training
ground for highly competent, highly productive citizens.
 The University of Guelph, in partnership with the Ontario Ministry of Agriculture
and Food and the Ontario Ministry of Rural Affairs (OMAF-MRA), is committed
to supporting rural communities, keeping food safe, and developing an
environmentally sustainable agri-food sector in Ontario.
- A recent economic study revealed that OMAF-MRA’s $55M investment in this
partnership has yielded over $1.15 billion in return to the provincial economy.
- This partnership has also delivered non-economic enhancements to the quality
of life, health, well-being, and cultural opportunities of Ontarians.
 Guelph is committed to community partnerships, encouraging collaboration and
shared decision making among academics and members of the community who
benefit from, are affected by, or can enrich or enhance the University’s activities
on campus.

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 Guelph works continually with the City of Guelph and Conestoga College to provide
learning opportunities within the wider community to stimulate regional economic
and social development.
 The Impact Group ranks Guelph No. 1 for the number of inventions in proportion
to research funding and No. 2 for the number of inventions per faculty (2013).
 The Centre for Business and Social Entrepreneurship (CBaSE) engages in applied
community-based projects, product development, and business development –
providing transformational learning experiences and research opportunities to
faculty and students in collaboration with leaders of local organizations and
enterprises.
 Guelph enhances the accessibility of our research through intentional knowledge-
mobilization strategies.
 More than half of Guelph students engage in volunteer work while on campus.
 Guelph students’ employment rate is over 89% within six months of graduation,
and 94% within two years of graduation.
1.2 Additional Comments
Institutional Strategies and Initiatives
 Assessment of learning outcomes: Guelph is working to provide demonstrable
and documented evidence that students have met the University’s stated learning
outcomes – evidence that students can use to pursue further studies as well as
careers in the knowledge economy.
 School of Civic Engagement and Development Studies: This new interdisciplinary,
collaborative school will focus on active, experiential, participatory learning in areas
such as women and girls in development, the environment, global food security,
health, and community resilience.
 Community-engaged scholarship: Guelph is committed to building a reciprocal
partnership with the community and encourages collaboration and shared decision
making between academics and individuals outside the academy who benefit from,
are affected by, and can enrich or enhance the University’s activities on campus.
 Global literacy: Global literacy is a means of building an awareness of global impact
and context into students’ approaches to problem solving and decision making. It
extends the notion of “liberal education” beyond analytic knowledge and canonical
texts to the vital competencies that individuals need in order to make responsible,
globally informed decisions.

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1.3 Metrics
Institutional Metrics System-Wide Metrics1
 Establish a baseline for the Hub’s
inaugural year (2014) of supporting
4 businesses with start-up funding,
resources, coaching, and mentorship.
Increase the number of businesses
supported to 10 by 2016-17
 Establish a baseline and increase by
2% annually the number of students
participating in an international
experience
 Increase the number of disclosures
and patents per faculty by 20% over
current levels
 Graduate employment rates
 Number of graduates employed
full-time in a related job
2. TEACHING AND LEARNING
This component will capture institutional strength in program delivery methods that
expand learning options for students, and improve the learning experience and career
preparedness. This may include, but is not limited to, experiential learning, online
learning, entrepreneurial learning, work integrated learning, and international exchange
opportunities.
Guelph is committed to the highest standards of teaching and learning in the education
and well-being of the whole person.
 Guelph believes that learning is something that students do primarily as a self-
directed activity, and the University’s commitment to a Supported Learning
Environment is unequalled, pervasive, and renowned.
 Guelph is a leader in online learning, with 25,000 undergraduate and 1,000 graduate
degree-credit active course enrolments.
 Guelph offers 9 complete undergraduate and 4 graduate programs in an online
format. It is possible to achieve a BA at Guelph entirely through distance education.
1. Additional system-wide metrics focused on applied research, commercialization, entrepreneurial
activity, and community impact will be developed in consultation with the sector.

6
 The University has offered co-op programs for over 30 years and currently has
37 undergraduate and 4 graduate accredited co-op program streams. There are
currently 2,000 students enrolled in these programs.
 In an effort to continuously redesign curriculum and improve learning outcomes,
Guelph is working with the National Center for Academic Transformation (NCAT) in
the United States to redesign large first-year courses and instructional approaches
to achieve cost savings and to improve learning.
 Guelph has adopted university-wide learning outcomes for all graduate and
undergraduate programs.
 Clarify learning objectives and expectations: The Ontario Quality Assurance
Framework (QAF) outlines expectations with respect to demonstrated
accomplishments at various levels of learning. The University has elaborated
and “personalized” these expectations, specifying what it means at Guelph to
have reached these levels of achievement. Guelph will be assisted in providing
this clarity by the creation of curriculum maps in all programs, which clearly outline
for students their progression through their degrees, including core courses,
distribution requirements, and electives. These learning objectives will also enhance
the mobility of students between institutions (both emigrants and immigrants) and
facilitate the credit transfer of completed course work.
 Promote and expand highly effective learning opportunities: It is well-documented
in the literature that certain types of highly effective practices facilitate active and
engaged learning. These practices have been shown to support student retention,
enhance levels of student achievement, and promote timely program completion.
 Adopt new curriculum delivery models: Based on the work of its 21st Century
Curriculum Committee, Guelph continues to explore implementation of new delivery
models that enhance both the effectiveness and the efficiency of student learning.
 Enhance and sustain Guelph’s commitment to a supportive learning environment:
Guelph remains committed to ensuring that it has appropriate academic and
non-academic support programs in place to support student achievement and
success, as well as student mental and physical well-being.

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2.3 Metrics
Institutional Metrics System-Wide Metrics
7% annually the number of students
involved in community-engaged
learning
 Develop or redevelop 20 online
learning courses per year
 Sustain commitment to a supportive
learning environment by continuing
to exceed the Ontario Mean in the
National Survey of Student
Engagement (NSSE) Indicators that
comprise Campus Environment:
Quality of Interactions and
Supportive Environment
 Increase the number of courses
using e-learning portfolios by 25%
 Establish a baseline and increase
by 10% the number of students
participating in highly effective
learning practices. The proportion
of the faculty providing these
opportunities will also increase by
10%. Ensure that Guelph graduates
have experienced at least 2 of these
practices during their program of
study and can demonstrate their
achievement to others
 Improve retention rates from 89%
to 92% and operationalize an early
warning system to identify students
in academic jeopardy
 Student Satisfaction Survey results
 Graduation rates
 Retention rates
 Number of students enrolled in a
co-op program at institution
 Number of online course registrants,
programs, and courses at institution

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3. STUDENT POPULATION
This component recognizes the unique institutional missions that improve access,
retention, and success for underrepresented groups (Aboriginal, first generation,
students with disabilities) and francophones. This component also highlights other
important student groups that institutions serve that link to their institutional strength.
This may include, but is not limited to, international students, mature students, or
indirect entrants.
The University of Guelph has a commitment to addressing social inequities that create
barriers to education, employment, and full achievement of individual potential.
 Guelph is committed to supporting students’ successful transition from high school
to first-year university.
 Guelph has worked to increase the recruitment, enrolment, and success of
Aboriginal students.
- A series of workshops lead to a certificate in Aboriginal Affairs, which allows
student leaders to supplement their academic programs with a foundational
knowledge of Aboriginal cultures, traditions, and worldviews.
- The President’s Advisory Committee on Aboriginal Initiatives works to identify
ways to embed Aboriginal knowledge and culture in the curriculum and further
expand Aboriginal research on campus.
 Guelph has established a range of pre-arrival transition and support programs
to enhance and sustain a supportive learning environment for first-generation
postsecondary students.
 Guelph is operationalizing an early warning system for students who do poorly on
their first midterms allowing Guelph to offer targeted and personalized support
programs during the remainder of the critical first semester and well into the
second.
 Guelph is focused on providing supports for students with learning disabilities and
on enhancing support to students with mental health challenges.

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 Guelph will continue to support students with both routine and exceptional needs,
as the demographics of our student population continue to evolve towards greater
proportions of commuters, Aboriginal, transfer, and international students – groups
that benefit from targeted support programs as well as co-curricular engagement
programs.
 Guelph is working to move away from a model that directs the majority of support
resources to deal with students already in difficulty towards a “healthy campus”
model – one that supports and promotes the health and wellness of all members of
the University’s community.
3.3 Metrics
 Establish a baseline and maintain
and/or improve the number of
contacts/visits with prospective
Aboriginal students and their families
 Increase the participation rate of
eligible first-generation students
(FGS) in the Off Campus Connection
support program from 30% to 50%
 Launch a new credit course, Mental
Health: Experience to Understanding,
as a pilot project funded by the
provincial government that will be
assessed in terms of its effectiveness
and success in meeting the course
and project objectives
 Number and proportion of Aboriginal,
first generation, students with
disabilities, and francophone
students at an institution
 Number and proportion of
international students enrolled in
Ontario (as reported in annual
institutional enrolment reporting)
 Proportion of an institution’s
enrolment that receives OSAP

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4. RESEARCH AND GRADUATE EDUCATION
This component identifies the breadth and depth of institutional research activity (both
basic and applied), and will identify institutional research strengths from niche to
comprehensive research intensity.
Guelph has a strong research record of excellence and a responsibility to foster
discovery, to relate and transfer new knowledge to both new and existing challenges,
and to mobilize understanding to create a positive impact on the world.
 Guelph has a concentration on five strategic areas of focus: Veterinary Medicine;
Agri-Food Science; the Environment; Nutrition, Health, and Well-being; and
Communities and Culture.
 Guelph’s unique centres of excellence include: the Food Institute; the International
Bar Code of Life; and the Southern Ontario Water Consortium.
 The partnership between Guelph and the OMAF-MRA is unique.
 Partners in the public, private, and not-for-profit sectors include: Canadian Light
Source, TRIUMF, iBOL, the Canadian Space Agency, and the Institute for Food
Research in Norwich, England.
 Recruit and retain excellent faculty and graduate students: Guelph is committed to
remaining a research-intensive university and to enhancing and growing its research
enterprise. We will continue to grow our number of graduate students: high-quality
graduate students drive high-quality research and innovation.
 Cultivate focused networks/clusters of research expertise: Guelph continues to
foster the creation of strategic mechanisms to ensure collaborative and integrated
research, not only across all units on campus but also with key national and
international partners (academic, governmental, and private sector).
 Enhance partnerships: Collaboration is important to our research enterprise, and
Guelph will leverage existing partnerships as well as cultivate new ones in the public,
private, and not-for-profit sectors. These partnerships provide our researchers with
opportunities for research support, opportunities, and funds, and help generate the
impact required to keep the University of Guelph among the top-ranked universities
in the world.

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4.3 Metrics
 Increase our base Canada Research
Chairs (CRC) allocation, and meet or
exceed the national average for
performance metrics at major grant
competitions (Ontario Research Fund
[ORF], Genome Canada, Natural
Sciences and Engineering Research
Council Collaborative Research and
Development Grants [NSERC CRDs])
 Increase the number of graduate
students per faculty FTE from two to
at least three
10% the recruitment of scholarship-
winning graduate students
15% the number of undergraduate
students engaged in independent
research
 Establish a baseline and increase our
knowledge mobilization capacity by
having 20% of annual research
outputs converted to web-posted,
plain-language summaries, with a 5%
increase each year
Research Capacity
 Total sponsored research
 Number of research chairs
 Number of graduate degrees
awarded
 Number of graduate
awards/scholarships
Research Focus
 Graduate degrees awarded to
undergraduate degrees awarded
 Graduate to undergraduate ratio
 PhD degrees awarded to
undergraduate degrees awarded
Research Impact
 Normalized Tri-Council funding (total
and per full-time faculty)
 Number of publications (total and
per full-time faculty)
 Number of citations (total and per
full-time faculty)
 Citation impact (normalized average
citation per paper)
International Competitiveness
 Ratio of international to domestic
graduates (used by Times Higher
Education Rankings)
 Aggregate of international global
rankings

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5. PROGRAM OFFERINGS
This component articulates the breadth of programming, enrolment, and credentials
offered, along with program areas of institutional strength/specialization, including any
vocationally oriented mandates. This component also recognizes institutions that
provide bilingual and/or French-language programming for students.
Current program areas of strength include:
1. Veterinary Science
2. Agri-Food Science
3. Environment
4. Engineering (sustainable)
5. Nutrition, Health, and Well-Being
6. Communities and Culture
Proposed program areas for growth include:
1. Biomedical Sciences – including kinesiology
2. Engineering and Computing – with an emphasis on sustainable engineering,
biomedical/mechanical engineering, and design
The Ministry notes that a large number of new engineering degree programs are
proposed province-wide, which will have an impact on the Ministry’s review of new
engineering program proposals.
5.3 Metrics
 Institution-specific and provincial
Key Performance Indicators,
including employment rate after
two years, percentage of students
completing the degree, and OSAP
default rates for each area of strength
 Program enrolment

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6. INSTITUTIONAL COLLABORATION TO SUPPORT STUDENT MOBILITY
This component profiles partnerships between institutions that ensure students have
access to a continuum of learning opportunities in a coordinated system. This may
include, but is not limited to, credit transfer pathways and collaborative or joint
programs between or within sectors.
Guelph is a recognized leader in student mobility and the emerging credit-transfer
economy:
 Guelph has established a unique initiative at Guelph–Humber – where 4,000
students are now enrolled in innovative dual credentials (degree and diploma)
in four years.
 Guelph has pathways with over 20 colleges and successful partnerships with a
number of colleges, notably Humber, Conestoga, and Fanshawe.
 Guelph and six other Ontario universities have formed the University Credit Transfer
Consortium, which has set clear standards for inter-institution equivalency of
foundational courses, and will integrate expanded credit-transfer processes and
agreements in upper-year courses and professional programs.
 Focused enrolment management: Only modest overall net growth is planned on
the main campus, but Guelph will need to rebalance programs under changing
demographics and demand and employ other strategies to hold the main campus
at current levels.
 Leadership in the creation of pathways programs to facilitate credit transfer: This
will require the creation of programming and identification of bridge courses and
curriculum foundations in focused areas, including engineering, computing,
environmental and health professions.

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6.3 Metrics
 Establish a comprehensive
equivalency database to assist
in the streamlining of admission
processes for seamless credit
transfer, by 2016-17
 Increase the number of Ontario
community college applications
through the newly established
pathways programs by 25%,
through work with Ontario Council
on Articulation and Transfer (ONCAT)
and setting specific internal credit-
transfer targets
 Number of college and university
pathways and/or articulation
agreements (college-college,
college-university, university-college)
 Number of transfer applicants and
registrants
 Number of college graduates enrolled
in university programs
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 Specific Aspirations
The University of Guelph and Humber College (both) have articulated their commitment
to the unique University of Guelph–Humber partnership and their plans to expand this
collaboration through new joint programming at both the undergraduate and graduate
levels.
ENROLMENT GROWTH
The strategic enrolment and planning exercise is in the context of a public commitment
in the 2011 Budget to increase postsecondary education enrolment by an additional
60,000 students over 2010-11 levels. This government has demonstrated a longstanding
commitment to ensuring access to postsecondary education for all qualified students.

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Baseline Projected Eligible Full-Time Headcounts
2014-15 2015-16 2016-17
Undergraduate 21,500 21,513 21,574
The University of Guelph’s planned enrolment forecast as expressed in this baseline
eligible enrolment scenario is considered reasonable and in line with Ministry
expectations, based on the current and projected demographic and fiscal environment.
GRADUATE ALLOCATION
The Province committed to allocate an additional 6,000 graduate spaces in the 2011
Budget. The allocation of the balance of the 6,000 graduate spaces is informed by
institutional graduate plans, metrics identified in the differentiation framework, and
government priorities. Based on these considerations, the allocation for the University
of Guelph is provided below.
Note: For a detailed breakdown of graduate space allocations, see Appendix.
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; and
 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.
2014-15 2015-16 2016-17
Master’s 1,344.02 1,383.31 1,399.82
PhD 547.25 569.76 589.91
Total 1,891.27 1,953.07 1,989.74

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The Ministry commits to engage with the sector in spring 2014 to finalize the financial
sustainability metrics to be tracked through the course of the SMAs, building on metrics
already identified during discussions that took place in the fall of 2013.
MINISTRY/GOVERNMENT COMMITMENTS
Over time, the Ministry commits to aligning many of its policy, process, and funding
levers with the Differentiation Policy Framework and SMAs in order to support the
strengths of institutions and implement differentiation. To this end, the Ministry will:
 Engage with both the college and university sectors around potential changes to the
funding formula, beginning with the university sector in 2014-15;
 Update the college and university program funding approval process to improve
transparency and align with institutional strengths as outlined in the SMAs;
 Streamline reporting requirements across Ministry business lines with the goals of
(1) creating greater consistency of reporting requirements across separate
initiatives, (2) increasing automation of reporting processes, and (3) reducing the
amount of data required from institutions without compromising accountability. In
the interim, the Multi-Year Accountability Report Backs will be adjusted and used as
the annual reporting mechanism for metrics set out in the SMAs;
 Consult on the definition, development, and utilization of metrics;
 Undertake a review of Ontario’s credential options; and
 Continue the work of the Nursing Tripartite Committee.
The Ministry and the University are committed to continuing to work together to:
 Support student access, quality, and success;
 Drive creativity, innovation, knowledge, and community engagement through
teaching and research;
 Increase the competitiveness of Ontario’s postsecondary education system;
 Focus the strengths of Ontario’s institutions; and
 Maintain a financially sustainable postsecondary education system.
SIGNED for and on behalf of the Ministry
of Training, Colleges and Universities by:
ORIGINAL SIGNED BY
Deborah Newman
Deputy Minister
April 6, 2014
Date
SIGNED for and on behalf of the
University Guelph by:
ORIGINAL SIGNED BY
Dr. Alastair Summerlee
Executive Head
May 21, 2014
Date

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APPENDIX
University of Guelph - Summary of Graduate Space Allocations to 2016-17, FTEs
Master’s PhD Total
2013-14 Graduate Space Target 1,344.02 547.25 1,891.27
Adjustments to Graduate Targets (pre 2015-16) - - -
Graduate Allocation Envelopes
General Allocation Envelope 55.80 30.99 86.80
Priorities Envelope - 11.67 11.67
Graduate Spaces Allocated to 2016-17,
over 2013-14
55.80 42.66 98.47
2016-17 Graduate Space Target 1,399.82 589.91 1,989.74
Notes:
1. Adjustments to Graduate Targets (pre 2015-16) include: (i) 2013-14 approved
fungibility requests; (ii) 2014-15 final Master’s allocations; (iii) resets of graduate
targets, if any; and, (iv) other Ministry commitments, including further conversions.
2. General Allocation Envelope includes all metrics-based space allocations for 2015-16
and 2016-17.
3. Priorities Envelope includes: (i) Ministry and institutional priorities; and,
(ii) approved spaces for identified niche programs.
a. The 11.67 PhD spaces allocated as part of the Priorities Envelope are provided
to the University of Guelph in 2016-17 to support its graduate programming in
justice studies and civil society.

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