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Management
at Canadian universities
&
QP
2011
Prix de
Awards
PM #40065075
QUALITY and
Productivity awards
prix de la qualité
et de la productivité
You don’t have to be Einstein to win a Q&P award!
Pas besoin d’être Einstein pour gagner un prix Q et P!
L e a d i n g a c a d e m i c r e ta i L i n g
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12
Editor
Craig Kelman
Art Production
Jackie Magat
Advertising Sales
Al Whalen
Features
Advertising Coordinator
Lauren Campbell
VOLUME 19 • NUMBER 3
Publications Mail Agreement #40065075
Return undeliverable Canadian addresses to:
email: [email protected]
Articles
Published four times a year on behalf of the
Canadian Association of University Business
Officers (CAUBO) by
Publié quatre fois par année pour
l’Association canadienne du personnel
administratif universitaire (ACPAU) par
Third Floor - 2020 Portage Avenue
Winnipeg, Manitoba R3J 0K4
Tel: 866-985-9780
Fax: 866-985-9799
www.kelman.ca
[email protected]
VOLUME 19 • NUMÉRO 3
16
49
&
QP
Prix de
Awards
21 QUALITY and
Productivity awards
Canadian Association of University
Business Officers
Association canadienne du personnel
administratif universitaire
320 – 350 rue Albert Street
Ottawa, Ontario K1R 1B1
Tel./Tél.: (613) 230-6760
Fax/Téléc.: (613) 563-7739
[email protected]/[email protected]
Executive Director/Directrice générale
Nathalie Laporte
Editorial Board/Comité de rédaction
Chair/Présidente:
Pat Hibbitts,
Simon Fraser University
Members/Membres:
Lucie Mercier-Gauthier,
University of Ottawa
Joe Weinberg,
The Ontario Institute for Studies in Education
University of Toronto
33 prix de la qualité
et de la productivité
49 Risk Management at Canadian Universities
Departments
Chroniques
7 Executive Director’s
Message
• Message de la directrice générale
16 The CAUBO
CyberCommunity
• La CyberCommunauté
de l’ACPAU
8 People Moves
• En mouvement
58CURIE
– University
property losses
10 Meet our Volunteers
• Rencontrez nos bénévoles
60 Green Notes
12 Campus Profiles
• Profils campus
The views expressed in this publication are the responsibility
of the publisher and do not necessarily reflect the views
of the officers or members of the Canadian Association
of University Business Officers.
Les opinions exprimées dans cette publication sont la
responsabilité de l’éditeur et ne reflètent pas nécessairement
celles des dirigeants ou des membres de l’Association
canadienne du personnel administratif universitaire.
© 2011 Craig Kelman & Associates Ltd. All rights reserved. The contents
of this publication may not be reproduced by any means, in whole or in
part, without the prior written consent of the publisher.
© Craig Kelman & Associates Ltd., 2011. Tous droits réservés. Cette
publication ne peut être reproduite, en tout ou en partie, par quelque
moyen que ce soit, sans autorisation écrite préalable de l’éditeur. 
UNIVERSITY MANAGER • Summer 2011
5
Executive Director’s Message
Striving
to be better
A
Message de la directrice générale
Le souci de
l’amélioration constante
U
convergence of factors has been drivn ensemble de facteurs convergents ont amené
ing governments, businesses and proles gouvernements, les entreprises et les professionals from all sectors to quesfessionnels de tous les secteurs à remettre en
tion fundamental assumptions of business,
question des postulats fondamentaux liés à la gouvergovernance, ethics, and social entitlement.
nance, à l’éthique et aux droits sociaux. Dans le climat
In this current climate, it is more important
actuel, il est plus que jamais important de chercher des
than ever to seek out creative and effective
stratégies astucieuses et efficaces, non seulement afin
d’optimiser les capacités de chaque établissement, mais
strategies, not only to build each institution’s
capacity, but, ultimately, to build accountabilaussi, ultimement, pour bâtir des mécanismes collectifs
ity systems at the national level to respond
de reddition de compte efficaces afin de contrer les
to internal and external pressures
pressions internes et externes qui s’exercent
imposed on university governance.
en matière de gouvernance des universités.
Improved rules of governance
L’amélioration des règles de gouvernance
pourrait, de fait, constituer le meilleur moyen
may, in fact, be the best way to demonstrate that universities have been
de prouver que les universités utilisent les
making appropriate use of public
fonds publics à bon escient. Dans cette
funds. To this end, it will be important
optique, il sera important de faire état de
tout le travail qui s’est fait dans les universités
to demonstrate the considerable work
et les collèges, partout au Canada, afin de
that has been accomplished by universities and colleges across Canada Nathalie Laporte favoriser l’utilisation judicieuse de ces fonds,
to promote best usage of such funds,
y compris l’amélioration des services aux
étudiants, l’accès par les étudiants à des technologies
including improved student services, access
de l’information répondant aux besoins actuels, ainsi
by students to information technology that is
que les refontes substantielles de processus visant à
responsive to today’s needs, and significant
process re-designs to increase administrative
rendre l’administration plus efficace.
Cette année, un certain nombre de dossiers de
efficiency.
candidatures au Programme des prix de la qualité et
This year, a number of Q&P submissions
de la productivité ont mis en lumière des projets qui,
highlighted projects that made innovative
justement, reflètent des moyens novateurs et ingénieux
and creative use of funds. The winners were
announced at the CAUBO conference and,
d’utiliser les fonds. Les lauréats ont été annoncés à
as with previous years, the participation rate
l’occasion du congrès de l’ACPAU. Le taux de particiin the Q&P Program remains high, as does
pation à ce programme continue de demeurer élevé, à
the quality of the submissions. I encourage
l’image de la qualité supérieure des dossiers de candiyou to access all Q&P submissions on our
dature. Je vous encourage à consulter ces dossiers sur
website to see for yourself the quality of the
le site Web pour constater par vous-même la qualité
submissions, the innovative practices and
des candidatures, découvrir des pratiques novatrices
their applicability to your own workplace
et voir si elles s’appliqueraient dans votre contexte de
and organization.
travail, votre organisation.
Few organizations unite Canadian instituPeu d’organisations soutiennent activement les
tions in the way that CAUBO does. Through
discussions de leurs membres à l’échelle nationale
our national committees and the national concomme le fait l’ACPAU. Nos comités nationaux et
ference, webinars, online courses and events,
notre congrès annuel, nos webinaires, nos cours en
the University Manager magazine, and the new
ligne, la revue Gestion universitaire et la nouvelle
CyberCommunity, CAUBO contributes inforCyberCommunauté – tous ces éléments font en sorte
mally to a national strategy and to the overall
que l’ACPAU contribue de façon informelle à une
success of Canadian universities and colleges.
stratégie nationale et à l’essor de l’ensemble des
CAUBO will continue to evolve along with
universités et collèges canadiens.
the changing context of Canadian universities
L’ACPAU continuera d’évoluer au rythme des
and will strive to provide the support, inforchangements observés dans le milieu universitamation, and networking that you, your staff,
ire canadien et nous nous efforcerons de fournir le
and the sector require to be successful.
soutien, l’information et le réseautage dont vous,
In turn, I encourage you to support
votre personnel et votre secteur d’activité avez besoin
CAUBO in whatever way you can, to volunpour réussir.
teer and encourage volunteerism in CAUBO,
En échange, je vous encourage à soutenir l’ACPAU:
to participate in national surveys and events,
devenez bénévole et encouragez le bénévolat auprès de
and, finally, to share your university’s experinotre Association; participez aux sondages nationaux
et aux diverses activités et, aussi, faites-nous part des
ences and projects.
expériences et des projets de votre établissement.
Click HERE to return to TABLE OF CONTENTS
Board of Directors ~ 2010-2011
Conseil d’administration
Gary Bradshaw
President/Président
Vice-President, Finance & Facilities
University of Prince Edward Island
(604) 291-3381 Fax/Téléc. : (604) 291-4009
[email protected]
James Butler
Vice-President/Vice-président
Vice-President, Finance & Administration
Wilfrid Laurier University
(519) 884-0710 x2248 Fax/Téléc. : (519) 886-8645
[email protected]
Matthew Nowakowski
Sec.-Treasurer/Sec.-trésorier
Directeur général, Service des finances
Université de Montréal
(514) 343-7153 Fax/Téléc. : (514) 343-6608
[email protected]
Patricia Hibbitts
Past President/Présidente sortante
Vice-President, Finance and Administration
(778) 782-3381 Fax/Téléc. : (778) 782-4009
[email protected]
Nathalie Laporte
Executive Director/Directrice générale
(613) 563-3961, x268 Fax/Téléc. : (613) 563-7739
[email protected]
Gary Brewer
Vice-President (Finance and Administration)
York University
(416) 736-5160 Fax/Téléc. : (416) 736-5421
[email protected]
Ken Burt
Vice-President, Finance and Administration
Dalhousie University
(902) 494-3862 Fax/Téléc. : (902) 494-2022
[email protected]
Dave Button
Vice-President (Administration)
University of Regina
(306) 585-4386 Fax/Téléc. : (306) 585-5255
[email protected]
Lisa Castle
Associate Vice-President, Human Resources
The University of British Columbia
(604) 822-8120 Fax/Téléc. : (604) 822-8134
[email protected]
Kent Decker
Vice-President, Administration and Finance
Memorial University of Newfoundland
(709) 737-8217 Fax/Téléc. : (709) 737-8028
[email protected]
Hélène Grand-Maître
Vice-présidente, administration
Université du Québec
(418) 657-4316 Fax/Téléc. : (418) 657-2132
[email protected]
Lucie Mercier-Gauthier
Associate Vice-President, Student Services
(613) 562-5740 Fax/Téléc. : (613) 562-5107
[email protected]
7
People Moves En mouvement
Appointments
Hélène Carrière has been named to the
position of Vice-Rector Administration at
Saint Paul University. She commenced her
duties on May 16, 2011.
Dr. Marlies Rise has been named Director,
Office of Research Services at Memorial
University of Newfoundland.
As of January 2011, René Bouchard was
appointed to the position of Vice-President
Administration and Resource at Collège
universitaire de Saint-Boniface.
New CAUBO corporate sponsors
John B. Challinor II
Director of Corporate Affairs
Nesté Waters Canada
Guelph, Ontario
Ron St. Eve
Owner
Omni Provincial Electronics (Ont) Inc.
Newmarket, Ontario
Please send information regarding
appointments, retirements, etc.
to the CAUBO office,
[email protected]
Visit the new
CAUBO website
www.caubo.ca
Visitez le nouveau
site Web de l’ACPAU
www.acpau.ca
8
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Meet our Volunteers
Sharon Farnell
Director, Internal Audit, The University of Western Ontario
Member of CAUBO’s Internal Audit Committee
Directrice, Vérification interne, The University of Western Ontario
Membre du Comité de vérification interne de l’ACPAU
S
haron Farnell brings 25 years of experience in university
administration to CAUBO’s Internal Audit Committee.
After working for the federal government, followed by a
brief stint with a small accounting firm, she joined the Finance
Department at The University of Western Ontario (UWO) as
a financial system analyst.
The position included an auditing component that would
eventually lead Sharon to her current role as Director of
UWO’s Internal Audit department. “The job I have today is
not the same one I had three years ago,” she notes, adding
that this has been typical of her experience at the institution.
“I am always learning something new.”
Sharon points out that, although the internal audit function used to focus almost exclusively on matters of a financial
nature, issues of financial risk now take up very little of her
time. “Today, internal audit has evolved to include strategic
risk all across the university,” she explains. In fact, any time
there have been developments of great magnitude or risk to
the institution, Internal Audit has been involved in meeting
these challenges head on.
In keeping with this evolution of the internal audit function at universities, CAUBO started looking at the possible
creation of a dedicated committee. While attending her first
Annual Conference in Quebec City in 2002, Sharon indicated
her support for the initiative. “I was keenly interested at that
time to see plans for a committee move forward,” she recalls.
Meanwhile, when it was announced that UWO would host
the CAUBO Conference in 2005, Sharon signed on as Program
Chair. “Although I had attended conferences in the past, I
found that, when you host a conference, you really become
immersed in CAUBO for a year,” she explains.
Then, in July 2009, Sharon became a member of CAUBO’s
Internal Audit Committee. “I have been around for a long
time and learned from a lot of people,” she notes. While she
saw her participation as an opportunity to give back, she also
realized that this was an excellent opportunity to keep her
knowledge current and develop more in-depth relationships
with her colleagues from across Canada.
“It is interesting to see how we all bring a different skill
set and different ideas to the table,” says Sharon. While much
of the committee’s work revolves around preparing for the
pre-conference sessions, the committee has also prepared a
Fraud Survey, which resulted in a recent article published in
University Manager.
Sharon is looking forward to serving as Chair of the committee next year. She also plans to continue volunteering for
the Information Systems Audit Control Association (ISACA)
and, in her leisure time, establishing a cycling club in her
community.
10
S
haron Farnell enrichit le Comité de vérification interne de
l’ACPAU de ses 25 années d’expérience en gestion universitaire.
Après un emploi au gouvernement fédéral, suivi d’une brève
incursion dans un petit cabinet comptable, elle devient analyste des
systèmes financiers au Service des finances de la UWO (The University
of Western Ontario).
Ce poste comprend un volet axé sur la vérification, qui finira par
mener Sharon jusqu’à son rôle actuel de directrice du Service de vérification interne de la UWO. « L’emploi que j’occupe aujourd’hui n’est
pas le même que celui que j’occupais il y a trois ans », dit-elle, ajoutant
que cela est représentatif de son expérience dans cet établissement.
« J’apprends toujours du nouveau. »
Sharon souligne le fait qu’auparavant, la fonction de vérification
interne portait presque exclusivement sur des questions de nature
financière, mais qu’à l’heure actuelle, l’aspect du risque financier
n’occupe plus qu’une infime partie de son temps. « La vérification
interne a évolué jusqu’au point d’inclure maintenant le risque stratégique dans toute l’Université », explique-t-elle. En effet, chaque fois
qu’il y a eu des changements de grande ampleur ou comportant des
risques pour l’établissement, la vérification interne a permis de mener
l’opération haut la main.
Constatant cette évolution de la fonction de vérification interne
dans les établissements universitaires, l’ACPAU a commencé à
envisager la création d’un comité permanent spécifique. Lorsqu’elle
participait à son premier congrès annuel, à Québec, en 2002, Sharon a
manifesté son soutien envers cette initiative. « Je souhaitais vivement
que l’idée de créer un comité progresse », se souvient-elle.
Par ailleurs, quand il a été annoncé que l’UWO serait l’hôte du Congrès 2005 de l’ACPAU, Sharon a accepté de présider le comité responsable de la programmation du congrès. « J’avais participé à des congrès
dans le passé, mais j’ai constaté que si vous êtes l’hôte d’un congrès, vous
êtes vraiment immergé dans l’ACPAU pendant un an », explique-t-elle.
Ensuite, en juillet 2009, Sharon est devenue membre du Comité
de vérification interne de l’ACPAU. « Je suis dans le domaine depuis
longtemps et j’ai appris auprès de nombreuses personnes », fait-elle
remarquer. Tout en voyant dans sa participation une occasion de
redonner, elle se rend compte que c’est aussi un excellent moyen de
garder ses connaissances à jour et d’approfondir ses relations avec
ses collègues des autres établissements au Canada.
« C’est intéressant de constater l’apport de chacun de nous, selon
l’éventail de nos compétences et nos idées diverses », dit Sharon. Le
Comité consacre la majeure partie de son temps à préparer les séminaires
précongrès, mais il a aussi mené un sondage sur la fraude, qui a été
l’objet d’un article publié récemment dans la revue Gestion universitaire.
Sharon se réjouit à l’idée d’exercer le rôle de présidente du Comité
l’an prochain. Elle prévoit aussi continuer à faire du bénévolat pour
l’Association des professionnels de la vérification et du contrôle des
systèmes d’information (ISACA) et, pendant ses temps libres, fonder
un club cycliste dans sa collectivité.
Recontrez nos bénévoles
Lee Gavel
Chief Facilities Officer/University Architect, Simon Fraser University
Member of CAUBO’s Facilities Management Committee
Chef des installations et architecte de l’Université, Simon Fraser University
Membre du Comité de gestion des installations de l’ACPAU
D
uring his 25 years with Simon Fraser University (SFU),
Lee Gavel has played a fundamental role in the creation
of two new campuses. In 1989, SFU opened Vancouver’s
first downtown post-secondary education facility, which has
now expanded into four renovated historical buildings.
More recently, Lee was involved in developing SFU Surrey.
Serving 4,000 students, the campus is located in a major corporate office tower above an existing regional shopping centre. Both projects have received several architectural awards. In
fact, Lee started his career as an architect, earning his undergraduate degree in Urban Geography from SFU in 1974, and a
Master of Architecture degree from the University of Calgary
in 1978, before working almost a decade in the private sector.
In 1987, Lee returned to his alma mater as a project manager
and has been there ever since, rising to the position of Assistant
Director, then Director of Capital Projects, before assuming
his current position as Chief Facilities Officer and University
Architect. As such, he is responsible for design and development
at all three SFU campuses, including real estate and property
matters, operations, master planning, review of all campus
design, and the administration of the capital project program.
Over the years, he has become increasingly involved in
strategic planning. “As you move up through senior management, you begin to think not only about your technical
proficiency, but also about the University’s larger vision and
how you can contribute to that,” he explains.
Accordingly, he has had a direct hand in developing UniverCity, a private residential development serving the SFU
community. Involved in the initial negotiations with the City
of Burnaby, Lee now serves on the Board of Directors of Simon
Fraser Community Trust. He is also a member of the Association of University Real Estate Officials, a Fellow of the Royal
Architectural Institute of Canada, and past-chair of the Public
Construction Council in BC.
This eclectic experience is among his many contributions as
a founding member of CAUBO’s Facilities Management Committee. “We are also building a suite of software tools forming
a pyramid of base data sets leading to summary reports that
communicate the interests of facilities to the larger university
audience,” says Lee.
He adds that, before the committee came into place, there
was no national voice for Canadian facilities managers. Networking took place in regional forums or within US-based organizations such as APPA: The Association of Higher Education
Facilities Officers and the Society for College and University
Planning (SCUP)—to which Lee still belongs. Since its inception in 2008, the committee has focused on benchmarking in a
Canadian context, developing Facilities Performance Indicators
as comparators among institutions across the country.
P
endant les 25 années qu’il a passées à la Simon Fraser University
(SFU), Lee Gavel a joué un rôle essentiel dans la création de deux
nouveaux campus. En 1989, SFU ouvrait le premier établissement
d’enseignement postsecondaire au centre-ville de Vancouver, lequel occupe
maintenant quatre édifices historiques rénovés.
Plus récemment, Lee a participé au projet d’aménagement du campus
de SFU à Surrey. Desservant 4 000 étudiants, ce campus est installé dans
une grande tour à bureaux construite au-dessus d’un centre commercial
régional qui existait déjà.
Ces deux projets ont remporté plusieurs prix d’architecture. Lee a
amorcé sa carrière en qualité d’architecte après avoir obtenu son diplôme
de premier cycle en géographie urbaine de SFU en 1974, puis son diplôme
de maîtrise en architecture de la University of Calgary en 1978, travaillant
près d’une décennie dans le secteur privé.
En 1987, Lee retournait à son alma mater à titre de gestionnaire de projet
et il ne l’a plus quittée depuis, accédant au poste de directeur adjoint, puis
de directeur des projets d’immobilisations, avant de devenir chef des
installations et architecte de l’Université, poste qu’il occupe actuellement.
À ce titre, il est responsable de la conception et de l’aménagement des trois
campus de SFU, y compris des affaires immobilières, du fonctionnement,
de la planification générale, de la revue de conception de tous les campus
ainsi que de l’administration du programme de projets d’immobilisations.
Au fil des années, il a joué un rôle de plus en plus actif dans la planification stratégique. « À mesure que vous progressez dans la haute direction,
vous commencez à penser non seulement sous l’angle de votre savoir-faire
technique, mais aussi en considérant la vision plus large de l’Université et
votre apport possible à cette vision », explique-t-il.
Ainsi, il a participé directement au projet d’aménagement UniverCity,
un ensemble résidentiel privé desservant la collectivité de SFU. Après
avoir pris part aux négociations initiales avec la Ville de Burnaby, Lee fait
maintenant partie du conseil d’administration du Simon Fraser Community
Trust. Il est également membre de l’Association of University Real Estate
Officials, Fellow de l’Institut royal d’architecture du Canada et ex-président
du Public Construction Council of British Columbia.
Cette expérience éclectique est l’une de ses nombreuses contributions
en tant que membre fondateur du Comité de gestion des installations de
l’ACPAU. « Aussi, nous sommes en train de développer une suite logicielle
formant une pyramide de données à partir desquelles on obtient des états
récapitulatifs qui contribuent à communiquer à l’ensemble du milieu
universitaire les enjeux relatifs aux installations », indique Lee.
Il ajoute qu’avant la mise en place du Comité, les gestionnaires des installations canadiens ne disposaient pas d’une voix sur la scène nationale. Des
réseaux se sont créés dans des forums régionaux ou au sein d’organisations
états-uniennes, par exemple l’APPA : The Association of Higher Education
Facilities Officers et la Society for College and University Planning (SCUP)
— organismes dont Lee est toujours membre. Depuis sa création en 2008,
le Comité canalise ses efforts vers l’étalonnage dans le contexte canadien,
mettant au point des indicateurs de rendement des installations afin de
comparer entre eux les établissements dans l’ensemble du pays.
11
Campus Profiles
Location: North Bay, Ontario (Regional campuses:
Brantford and Muskoka)
Student population: 5418
Number of faculty: 275
Number of staff (FTEs): 239
Approximate size of campus (hectares): 291
Total revenue budget: $75 million
Senior administrator: Vicky Paine-Mantha, VP Administration, Finance and Capital Investments
Lieu : North Bay, Ontario (campus régionaux : Brantford et Muskoka)
Population étudiante : 5 418
Nombre de professeurs : 275
Nombre d’autres membres du personnel (ETP) : 239
Superficie approximative du campus (hectares) : 291
Budget total de revenus : 75 millions de dollars
Administratrice principale : Vicky Paine-Mantha, vice-rectrice à
l’administration, aux finances et aux dépenses en immobilisations
What sets your institution apart from other institutions in
your region?
A student-centered institution with small, professor-taught
classes, Nipissing University promotes student-faculty interaction, undergraduate research opportunities, and participation
in community projects. Building on more than a century of
teacher education, the University’s Schulich School of Education encompasses orientation to teaching, consecutive and
concurrent programs, as well as Ontario’s first mobile ITeach
Laptop Learning Program, emphasizing an educational technology skill set. In partnership with Aboriginal communities,
Nipissing has developed the Aboriginal Teacher Certification
and Native Special Education Assistant Diploma as well as
the Native Classroom Assistant Diploma program to meet
specific needs within those communities. Nipissing’s Office
of Aboriginal Initiatives (OAI) is one of the first in Ontario
to establish a Senior Executive position to lead a department
that oversees all academic and research engagement with
Aboriginal communities and peoples.
Qu’est-ce qui distingue votre établissement des autres
de votre région?
Établissement centré sur l’étudiant, où l’enseignement est donné par
des professeurs à de petits groupes, la Nipissing University favorise
l’interaction entre étudiants et professeurs, les possibilités de recherche
dès le premier cycle et la participation à des projets d’intérêt collectif.
Forte de plus d’un siècle de formation des enseignants, la Schulich
School of Education de l’Université propose diverses avenues menant
à l’enseignement : programmes consécutifs, concurrents et programmes
de premier cycle avec profil enseignement, ainsi que le premier programme d’apprentissage mobile en Ontario, le programme ITeach, qui
mise sur un ensemble de compétences en techniques d’enseignement.
De concert avec les collectivités autochtones, l’Université a élaboré
un certificat en enseignement autochtone, un diplôme d’assistant en
éducation spécialisée et un diplôme d’aide en classe pour autochtones
afin de répondre à leurs besoins particuliers. Le Bureau des initiatives
autochtones (OAI) de l’Université est l’un des premiers en Ontario à
avoir créé un poste de cadre supérieur dirigeant un service qui surveille
toutes les initiatives d’enseignement et de recherche axées sur les collectivités et les peuples autochtones.
Name one major achievement in the last year.
Encompassing collaborative space for student projects and a
new Centre for Flexible Learning, the state-of-the-art Harris
Learning Library connects to nine regional libraries through
the PALS (Public and Academic Libraries Sharing) initiative.
Nipissing University also recently opened a new research
wing, an educational complex in Brantford, a new residence
at the Muskoka Campus, and a Biomass Innovation Centre,
and launched a new leadership program entitled Aboriginal
Student Links through the OAI in which aboriginal undergraduates return to high schools as mentors to grade 11 and
12 students.
Décrivez un exploit accompli au cours de la dernière année.
La Harris Learning Library, bibliothèque ultramoderne qui comprend un espace de travail pour les étudiants et un nouveau centre
d’apprentissage (Centre for Flexible Learning), a été mise en réseau
avec neuf bibliothèques régionales grâce à l’initiative PALS (Public and
Academic Libraries Sharing). L’Université a aussi ouvert récemment une
nouvelle antenne de recherche, un complexe éducatif à Brantford, une
nouvelle résidence sur le campus Muskoka et un centre d’innovation
en biomasse, en plus de lancer, par l’entremise de l’OAI, un nouveau
programme de leadership selon lequel les étudiants autochtones de
premier cycle vont dans les écoles secondaires pour servir de mentors
aux élèves de 11e et 12e année.
12
Profils Campus
Name one highlight of your institution’s
sustainability initiatives.
Opening in June 2011, on the shared Nipissing University
and Canadore College campus, the Harris Learning Library
is constructed to Leadership in Energy and Environmental
Design (LEED) Silver standards, including sustainable site
development, water savings, energy efficiency materials
selection, and indoor environmental quality.
Citez un fait saillant des activités de votre établissement en matière
de développement durable.
La Harris Learning Library, dont l’ouverture est prévue en juin 2011 sur
le campus commun de la Nipissing University et du Canadore College,
est une bibliothèque construite selon les critères de certification LEED
argent : aménagement écologique du site, gestion efficace de l’eau, efficacité énergétique et qualité des environnements intérieurs.
What can we look for in the coming year from your institution?
In September, Nipissing will launch a two-year Scholar
Practitioner Program, whereby interdisciplinary students are
placed in a leading health institution to obtain nursing certification under the tutelage of clinically based faculty. This fall,
the university will complete the first phase of an expanded
Active Learning and Physical Health Research Innovation
Centre, thus positioning Nipissing as an innovative leader
in healthy, active living research. Meanwhile, the launch of
a modular curriculum format with customizable options will
allow all undergraduates to seek alternative degree combinations, while a new PhD program in educational sustainability
and leadership will combine summer residency with online,
interactive distance education components and opportunities.
Quels sont les projets de votre établissement pour la prochaine année?
En septembre, l’Université lancera un programme de praticiens universitaires d’une durée de deux ans permettant à des étudiants de diverses
disciplines de pratiquer dans un grand établissement de santé, en vue
d’obtenir un certificat en soins infirmiers sous le tutorat de professeurs
cliniciens. L’automne prochain, l’Université terminera la première
étape d’un centre d’innovation, l’Active Learning and Physical Health
Research Innovation Centre; Nipissing deviendra ainsi un leader
innovant dans le domaine de la recherche sur un mode de vie sain et actif.
Par ailleurs, une nouvelle structure de programmes modulaire assortie
d’options personnalisées permettra de multiplier les combinaisons de
programmes débouchant sur un diplôme pour les étudiants du premier
cycle, tandis qu’un nouveau programme de doctorat en éducation axé
sur le développement durable et le leadership associera résidence d’été
et composantes d’enseignement interactif à distance, en ligne.
Location: Downtown Toronto, Ontario
Lieu : centre-ville de Toronto, Ontario
Student population: 2841(FT) 821(PT)
Population étudiante : 2 841(temps plein) 821(temps partiel)
Number of faculty: 415
Nombre de professeurs : 415
Number of staff (FTEs): 190.92
Nombre d’autres membres du personnel (ETP) : 190,92
Approximate size of campus (hectares): 12 buildings;
1.463 hectares
Superficie approximative du campus (hectares) : 12 immeubles,
1,463 hectares
Total revenue budget: $44,664,000
Budget total de revenus : 44 664 000 $
Senior administrator: Carole Beaulieu, Associate VicePresident, University Relations
Administratrice principale : Carole Beaulieu, vice-rectrice aux
relations externes
What sets your institution apart from other institutions
in your region?
For more than a century, OCAD University has consistently
been on the forefront of education in art and design, both
nationally and internationally. Drawing from the legacy of
the Group of Seven, the institution evolved from a focus
Qu’est-ce qui distingue votre établissement des autres
de votre région?
Depuis plus d’un siècle, l’OCAD University demeure à l’avant-garde en enseignement de l’art et du design, tant sur la scène nationale qu’internationale.
Puisant dans l’héritage du Groupe des Sept, l’établissement a élargi sa
palette pour passer des arts visuels à un spectre plus large englobant des
13
Campus Profiles
on visual arts to embrace industrial design programs, digital
media, robotics, research and graduate studies. With 12 buildings on a site originally acquired in 1920, OCAD University
is the third largest professional art and design university in
North America.
Name one major achievement in the last year.
A degree granting institution since 2002, OCAD University
received full university status on June 6, 2010. Over the past
year, the university has been establishing a Senate and will
have a full bicameral system in place by June 6, 2011. With
its new name, OCAD University is undergoing a redesign
of its graphic identity, and this fall will launch an integrated
marketing campaign with a new visual identity.
Name one highlight of your institution’s
sustainability initiatives.
Thanks to a high level of engagement from senior management
and the Board of Governors, sustainability informs not only
operations, but also how OCAD University approaches building construction and curriculum development. Students use
sustainable practices for product and communication design.
A 10-year capital project plan includes the redesign of OCAD
University’s main building as a living laboratory for sustainable design practices and materials, including a new thermal
skin, other state-of-the-technologies, and a landscaped rooftop.
What can we look for in the coming year from your institution?
OCAD University will mark its 135th anniversary with the launch
of a major fundraising campaign to address ambitious plans
for new facilities in such areas as advanced manufacturing and
digital media, as well as for endowed chairs in programs such as
Aboriginal visual culture. The institution will continue to grow
its graduate program, including launching a Masters of Design in
Inclusive Design and an MA, MDes, MFA, or Graduate Diploma
in Digital Futures, while further developing a laboratory focused
on researching inclusive design in the digital world and built
environment.
programmes de design industriel, de médias numériques, de robotique,
de recherche et de cycles supérieurs. Comptant 12 immeubles sur un site
acquis en 1920, l’OCAD University est la troisième plus grande université
d’art et de design professionnel en Amérique du Nord.
Décrivez un exploit accompli au cours de la dernière année.
Établissement conférant des grades universitaires depuis 2002,
l’Université a reçu le plein statut d’université le 6 juin 2010. Au cours
de la dernière année, l’Université a créé un conseil universitaire et un
système bicaméral complet sera mis en place d’ici le 6 juin 2011. Après
avoir changé de nom, l’Université a entrepris de modifier son image
graphique; elle lancera l’automne prochain une campagne de communication intégrée affichant une nouvelle identité visuelle.
Citez un fait saillant des activités de votre établissement en
matière de développement durable.
Grâce à un fort engagement de la part de la haute direction et du conseil
d’administration, les critères de développement durable sont appliqués
non seulement au fonctionnement, mais aussi à la façon dont l’Université
aborde les projets de construction et l’élaboration des programmes. Les
étudiants appliquent le développement durable au design des produits
et des communications. Un plan d’immobilisations décennal prévoit
la réfection du bâtiment principal de l’Université, qui devient ainsi un
laboratoire de pratiques en design et matériaux durables; incluant une
nouvelle enveloppe thermique, des techniques de pointe et un toit végétal.
Quels sont les projets de votre établissement pour la prochaine année?
L’Université célébrera son 135e anniversaire en lançant une importante
campagne de financement, afin de concrétiser des plans ambitieux liés
à de nouvelles installations dans des domaines comme la fabrication
de pointe et les médias numériques ainsi qu’à des chaires dans des
programmes comme la culture visuelle autochtone. L’établissement
continuera de bonifier ses programmes d’études supérieures, notamment en lançant une maîtrise en design universel ainsi qu’une maîtrise ès arts, une maîtrise en design, une maîtrise en beaux-arts ou un
diplôme d’études supérieures en avenir numérique, tout en poursuivant l’aménagement d’un laboratoire axé sur la recherche en design
universel dans le monde numérique et le milieu bâti.
CURIE is pleased to offer the following risk
management services to our member universities:
• Sprinkler System Plan Reviews
• Chemical Labs and Storage Reviews
• Sports Liability Assessments
• Student Event Risk Management Program
• Aquatic Safety Audits
• Premises Liability Inspections
• Web Based Training
For additional information on
any of these services please contact:
14
John Breen, Manager,
Risk Reduction & Loss Control
Telephone: (905) 336-3366
Email: [email protected]
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201105053975
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L’ACPAU a créé une section « Comment faire » sur le site Web pour vous
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Carleton University
Student Mental Health Framework: A Guide for Supporting Students in Distress
All members of Carleton University play important roles in
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The years at university can be very exciting, with innumerable
opportunities for new learning and new friendships. At the same
time, students face many demands and challenges as they pursue
their academic interests and life goals and many students will
experience significant levels of stress some time during their
university career.
Carleton University believes that students should be empowered to pursue their academic objectives and that the University
has a responsibility to facilitate the successful achievement of
students’ aspirations.
With this in mind, the Carleton University Mental Health
Advisory Committee was created with a mandate to develop
a framework outlining a university-wide approach to helping
students with mental health concerns. The Carleton University
Student Mental Health Framework is the outcome of a year-long
process that reviewed existing services, policies and protocols
and drew from research into best practices and consultations with
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and other universities.
The Framework outlines a comprehensive, integrated and consistent approach to responding to students in distress. It describes
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significant mental health concerns as well as students in distress.
Since the implementation of the Framework, over 3,000 faculty
and staff on campus have been trained to support students in
distress.
The Framework provides the blueprint for the evolving issue
of student mental health and, as an evolving document, it will
continue to reflect Carleton University’s ongoing efforts to address
the mental health issues that affect its students.
You can find out more about the Student Mental Health
Framework online at: http://carleton.ca/studentsupport/studentmental-health-framework/
(Front L-R) Sharon York and Laura Branchaud. (Behind L-R) Suzanne
Blanchard, Jennifer Elliott, Larry McCloskey, Lynn Burritt, Tony Lackey, Kathleen
Semanyk, Maureen Murdock, Linda White, Helen Halligan, Duncan Watt,
Susan Whitney and Susan Pisterman.
For further information on this project, please contact:
Suzanne Blanchard
Associate Vice-President (Students and Enrolment)
and University Registrar
(613) 520-2874
[email protected]
Q&P 2011 | UNIVERSITY MANAGER • Summer 2011 23
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Université Sainte-Anne
Combined Technologies Project
The project involves three components of renewable energy
technologies at Université Sainte-Anne’s main campus in Church
Point, Digby County, Nova Scotia:
• a woodchip fuelled hot water boiler and associated fuel storage
and handling equipment that replace the fuel oil fired heating
plant;
• solar thermal systems that supply domestic hot water; and
• two small wind turbines that reduce reliance on purchased
electrical energy.
This project was identified by the Municipality of Clare in
its Clare Community Energy Master Plan as a key project in the
implementation of the plan. The University is a highly visible
community member and is showcasing this project to stakeholders
in the region, thus illustrating its commitment to sustainability, a
cleaner environment, and being a community leader.
The solar component is the largest solar installation in Nova
Scotia. Along with the biomass and wind turbine components, this
entire project is attracting attention to the University and Clare
community – an integral objective of the Clare Energy Master
Plan. Community and tourism development, as well as student
recruitment for the University will largely benefit from this project.
This project also offers reduced greenhouse gas emissions
through the use of locally available renewable resources rather
than imported non-renewable fuel. By switching from an imported
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economy benefited from the employment of local contractors and
trades people during construction and by continued employment
of local people to harvest, process and transport the biomass fuel.
Direct economic benefits to the University are reduced operating costs due to the price differential between biomass fuel/solar
energy and fuel oil, as well as electricity generation from the wind
turbines. Money accrued from the savings will be redirected to
support educational programs.
This project will allow the University to transfer the knowledge
acquired, the technology and the skills training to the community.
(L-R) Allister Surette, Brian LeBlanc, André Roberge and Eric Tufts.
Allister Surette
Vice-President, Development and Partnerships
(902) 769-2114, extension 7304
[email protected]
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McGill University
University-wide Online Course Evaluation
The administration of course evaluations, which have been
required at McGill since 1992, imposed a significant logistical
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online process for all phases of course evaluation, including
questionnaire preparation, administration and data collection,
data analysis, and reporting to instructors, administrators and
students. Mercury, the course evaluation system, was developed
in-house in Banner, McGill’s Student Information System. By fall
2006, Mercury became the official system for all course evaluations. In the 2009-10 academic year, more than 29,000 individual
students accessed Mercury to evaluate in excess of 4,800 courses
taught by more than 2,500 instructors. The Mercury online system
offers numerous advantages in all phases, notably:
1) Questionnaire preparation and administration:
• requires minimal recurrent work for administration;
• provides easy access to multiple forms and language options
for different courses;
• eliminates the need for approximately 480,000 sheets of
paper annually for data collection alone; and
• encourages administrators to keep online instructor and
teaching assistant assignments up-to-date.
(L-R) Laura Winer, Tommy Chan, Pierre-André Vungoc, Effi Kaoukis and
Rittu Sehgal (Photo: Owen Egan, McGill University).
2) Data collection and analysis:
• ensures anonymity of responses, especially comments;
• ensures access to evaluations for registered students only;
• allows students to complete questionnaires at personally
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permitting more reflective responses; and
• provides reports with common information across courses
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• offers flexible report formats; and
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The scope and scale of McGill’s online system has resulted in a
transformation of the course evaluation process. The administrative
process has been re-engineered and streamlined to increase flexibility and efficiency, while improving the quality of the data. This
is an economically and environmentally sustainable innovation.
26
UNIVERSITY MANAGER • Summer 2011 | Q&P 2011
Laura Winer
Associate Director, Teaching and Learning Services
(514) 398-6648
[email protected]
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WESTERN REGIONAL WINNER
The University of Alberta
Enterprise Risk Management – a Strategic and Integrated Approach
In the fall of 2001, the University of Alberta conducted an institutional risk assessment to identify risks with the potential to
impact the University’s ability to meet its strategic objectives.
The risks identified were captured as part of an early enterprisewide risk management (ERM) framework that included basic
risk vocabulary and analysis of risk probability and impact.
Mitigation strategies were identified, strengthened and added
as needed. Since 2001, the University’s framework has evolved
considerably. In January of 2008, the University created a new
administrative portfolio that brought together several existing
units under the umbrella of Risk Management Services. The
purpose of the new portfolio was to coordinate a best practices
approach to the management of risk. Today, the University’s
ERM framework includes:
1. the day-to-day programs and services provided by the units
within RMS, as well as other units across the University;
2. an annual review and updating of the University’s risk register;
3. the approval of the University’s risk tolerance statement;
4. an enterprise risk management committee that oversees the
monitoring of institution-wide risks;
(L-R) Philip Stack, Ron Ritter, Andrew Leitch and Phyllis Clark. 5. regular presentations on risk trends, mitigation strategies,
letters of compliance, annual statistics and reports to the
University’s Audit Committee and other select Board and
administrative committees;
6. integration of the University’s institutional risks into the
University auditor’s annual audit plan; and
7. integration of the University’s institutional risks into the
University’s annual institutional planning and budgeting
processes, including the incorporation of the list of institutional risks into the University’s four-year Comprehensive
Institutional Plan.
The ERM framework directly contributes to the ability of the
University to achieve its vision and strategic objectives through
the appropriate acceptance and management of risk, while contributing to the avoidance of significant costs to the institution in
terms of reputational damage, financial and capital risk, inability
to deliver on core mission of education and research, inability
to retain and recruit students and staff, and avoidance of health
and safety risks.
Philip Stack
Associate Vice-President (Risk Management Services)
(780) 492-4976
[email protected]
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ONTARIO REGIONAL WINNER
The University of Western Ontario
Western’s Annual Staff and Leaders’ Conference, 2003-2011
Since 2003, The University of Western Ontario has held an
Annual Staff and Leaders’ Conference on campus during February Reading Week. On average, 1,100 staff and leaders per year
(from a total of 2,400 FTEs) attend, free of charge, their choice
of over 30 sessions spanning three days.
Funded and supported by senior administration, the Conference is a cost-efficient way to offer development and build
community.
From a campus of 80 buildings, members of eight Employee
Groups, from librarians and caretakers to academic counselors
and administrative staff, join together for top-notch learning.
A team of Employee Group representatives, with an HR facilitator,
decides the theme, recommends speakers, and recruits 40 volunteers to greet participants and introduce speakers.
Keynote sessions feature well-known speakers who provide
perspectives on issues of national and global importance or
updates on trends directly related to Western’s mission. Western
Faculty and staff, as well as local and provincial experts, also
provide keynote and concurrent sessions on a wide array of
topics ranging from Western’s commitment to increased internationalization, to team building and personal resilience. They
guide popular campus tours of buildings and high-tech research
facilities. During the ‘Researchers’ Spotlight’ sessions, Western
researchers share their work in lively presentations followed
by a Q&A period.
For an organizational investment of $60 per attendee, the
Conference (which coincides with the Staff Awards of Excellence) makes an invaluable contribution to employee education
and engagement.
(Front L-R) Peter Hawke, Cara Carson, Peggy Roffey and Sherry Wells-Foster.
(Back L-R) Nancy Stewart, Christine Stutt, Andrew Fuller, Brett Mason and
Martine Jezek (Missing from photo) Scott May, Andrea Hufford, Clare
Tattersall, Jane O’Brien and Gitta Kulczycki.
Nancy Stewart, Facilitator
(519) 661-2111 ext. 85579
[email protected]
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QUEBEC REGIONAL WINNER
Réseau de L’Université du Québec
Participative Management Model in
the Eight Libraries of the Université du Québec Network (SB8 project)
The objective of the SB8 project was to implement a new integrated
library management system and three high performance software
applications for research and access to information in the eight
institutions that make up the Université du Québec network
(UQTR, UQAC, UQAR, UQO, UQAT, INRS, ENAP and ETS).
The project, carried out from 2006 to 2009, made it possible
to introduce forward-thinking services to support teaching and
research, thus facilitating access to a broader array of resource
materials. This contributed, among other things, to significantly
increasing the number of scientific articles consulted. These services help to better meet the needs of students whose success is
increasingly associated with their ability to effectively manage
information.
The decision to merge the catalogues of the eight libraries into
one was prompted by economic benefits. However, this direction
also marked the beginning of a major shift in work practices.
Beyond the major technological challenge of unifying eight catalogues, it was the cooperative work model associated with it that
involved a profound change.
Once the project was completed, a major outcome was noted.
The participative management and cooperative work practices are
now integrated into routine operations. Assuming the collective
responsibility for such an endeavour was, from the outset, based
on the approach of sharing the resources and expertise of eight
libraries. The management team and roughly 200 staff members
contributed in their own capacity to this success.
The pooling of knowledge and experience was beneficial for the
implementation process of the new integrated library management
system and dissemination applications. This was accomplished
with cooperative work sites and ongoing communications.
This audacious initiative has fostered a sustainable culture of
teamwork that has since had major impacts on the staff’s level of
creativity and efficiency.
(Front L-R) Daniel Godon-UQO, Benoit Séguin-UQTR, Johanne Belley-UQAC, Guy Gosselin-ETS, and Étienne Audet-UQTR. (Back L-R) Denis BoisvertUQAR, François De La Chevrotière-UQAT, Karine Lamontagne-ENAP, Line
Cormier-UQ, and Marie-Ève Dugas-INRS.
Line Cormier, Director, Library, Teaching and Learning
Support
(418) 657-4286
[email protected]
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ATLANTIC REGIONAL WINNER
Web Revitalization: A Model for Instituting Change
In 2008, Dalhousie University’s web infrastructure was a blend
of parochial publishing in a decentralized adhocracy. While
attempts were made to adhere to the University brand, there
were few controls or a publishing policy in place. The web was
everything to everyone; reflecting as much to the outside world.
Recognizing that the web is a critical component to enrollment management strategy, the president assigned the associate
vice-president for information technology services (AVP ITS)
the task of revamping and revitalizing the web infrastructure
with a mandate to clean it up, eliminate dated and duplicitous
information, and develop an improved design, navigation and
focus on prospective and current students.
The AVP for ITS formed a core steering team of peers from
Enrolment Management and Communications & Marketing.
Those three, with the help of a professional consulting firm, not
only led the project, but transformed how the web is managed,
providing an example of shared leadership toward institutional
goals. The web does not belong to any one of the departments.
Instead, it is managed by an integrated team.
This project represents a migration from an adhocracy to a
leadership and management matrix that has produced significant and meaningful change for the University. First, by treating
the web as a mature enterprise system, policy and practice was
developed to centralize its management. Second, new publishing
guidelines, policy and governance procedures were established.
And third, the web no longer demonstrates ‘org-chart-itis,’ the
portrayal of the University’s organizational structure that no
one outside the academy knows or understands. Services and
information are now clustered in forms that make sense to an
outsider. The Dalhousie web is now driven and managed using
quantitative analysis.
After converting 700 web pages in the first phase, and 3,600
programs and services pages in the second phase, measurable
results are being realized. Efforts and priorities of the web team
are now data driven.
(L-R) Asà Kachan, Dwight Fischer and Catherine Bagnell-Styles.
Dwight Fischer, Assistant Vice-President Information
Technology Services
(902) 494-2215
[email protected]
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HONOUR ABLE MENTIONS
Awards
Live Burn & Fire Safety Video
In a joint project between Fire Safety, Physical Plant, and the
Department of Housing, Western implemented a ‘live burn’
simulation on the first day of school in 2008, in front of over
5,000 first-year students as well as faculty and staff. Due to its
powerful message, and the positive response from the University
community, this project has continued to run on the first day of
school each year since. For the simulation, a stand-alone student
bedroom is constructed, providing a familiar surrounding to firstyear students. The room is furnished with furniture destined for
disposal, and decorated with recycled student possessions such
as computers, posters, textbooks, bedding, clothes and sports
equipment. The bedroom is set on fire by lighting newspaper in a
wastepaper basket – smoke alarms installed in the room are triggered by the rising smoke. A large countdown clock is positioned
near the room in order to highlight, in real-time, how quickly
fire spreads. The London Fire Department is present throughout
and extinguishes the fire at the end of the simulation. Using film
footage from the first live burn, a student in Western’s Faculty
of Information and Media Studies created a fire safety video
inspired by horror film trailers, stop animation and MTV-esque
grunge that was targeted to the student demographic. This video
is shown prior to the live burn to share additional messages about
fire safety using Canadian data and statistics. The project leaders
work closely with other campus partners to demonstrate cross-
(L-R) Chris Alleyne, Becca Carroll and Frank Faroni.
(Missing from photo: Jodi Freeman)
departmental teamwork and project management. The rooms are
constructed by the Physical Plant Carpenter Shop, furnished and
decorated by Housing employees, and cleared by Grounds and
Maintenance after the burn. The project strengthens ‘town and
gown’ relations, as municipal partners such as City Hall and the
London Fire Department are involved to secure the appropriate
approvals for the event.
Chris Alleyne, Coordinator of Residence Conduct
(519) 661-2111 ext. 85980
[email protected]
York University
The Archives Project, a 3-P Initiative (Private-Public Partnership) at a Canadian university
In 2006, York entered into a consortium comprised of four private
companies to respond to an Ontario Realty Corporation (ORC)
RFP to design, build, finance and operate the main public access
facility for the Archives of Ontario. When selected, the University contributed 1.6 acres of its campus for the site. Regarded as
a resource for the study of social sciences and humanities, the
Archives located at York was seen as helpful to its political efforts
to have Toronto’s Spadina Subway extended to its Keele campus.
The project’s initial program consisted of a self-contained Archives
facility built and financed for York to lease to the ORC. The University leveraged the project by adding an adjoining office tower
for its use that could be incorporated into the ORC’s building
design and internally financed, over time, through increased grant
funding from graduate enrolment growth. In 2009, the Archives
building and York Research Tower opened on time, within budget,
and built to LEED certification. York’s financial involvement is an
‘investment in lease,’ with the ORC as lessee, and the University
becoming facility owner once the lease expires. The lease comContinued on next page.
(L-R) Gary Brewer, Bud Purves, Trudy Pound-Curtis, Steve Dranitsaris
and Donna Smith.
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York University
Continued from previous page.
menced in 2009 for a period of 25 years, plus three 10-year options.
Prior to commencement of the lease, the ORC exercised the first
10-year renewal option. As payment for the cost of the Archives
facility, York assigned the lease revenue to the consortium for a
period of 35 years. In the University’s balance sheet, the future
stream of lease revenue from the ORC is an asset, and the lease
payments to the financial partner is a liability, with no impact on
York’s overall financial position. The real value for York is that the
Archives building will be fully financed after 35 years, at which
time the residual value of the property will revert to the University, which can then occupy the building or continue its lease to
a tenant, with an expected annual revenue of $5-6 million net
present value. The consortium’s contractual arrangements ensure
an ongoing maintenance and renewal reserve for the use of the
partner responsible for the facility operation, which protects the
value and utility of the University’s future asset throughout the
term of the lease.
Gary Brewer, Vice-President, Finance and Administration
[email protected]
(416) 736-5421
Community Leadership Program:
Learning and Leading Through Community Service – Reaching out to the Community in Leadership
The first of its kind in Canada, the Community Learning Initiative
Leadership Program is an approach to leadership learning that
is consistent with UBC’s strategic direction Place and Promise, its
vision, and its goals to develop exceptional global citizens and
promote the qualities of a civil and sustainable society. The program was designed by the HR department and UBC’s Learning
Exchange and has since developed in partnership with the Office
of Student Development. UBC staff and graduate students have
the opportunity to participate in this program, exploring ideas
about leadership through a conventional workshop series that is
then tested in the real world in a project management environment. Working with faculty, current students, and the community
organization liaison, the participants lead short-term projects in
not-for-profit organizations and schools in the community. In
addition to learning about leadership and running a project, part
of the participants’ role is to help UBC students cultivate their own
leadership and, through guided reflection, understand how their
academic courses relate to real community issues. This approach
to learning, called ‘community service-learning’ is part of the
Place and Promise goal that fosters the values of global citizenship.
Participants leave the initial program having:
• explored the dynamics of leadership through workshops and
a real-life experience;
• facilitated team learning and a team’s process;
• learned how to turn apparent obstacles into learning
opportunities;
• challenged themselves and others to think more deeply
about important community issues;
• developed new insights into university/community
relationships; and
• learned with diverse people from across the University and
the greater community.
32
(L-R) Kathleen Leahy,
Maura da Cruz,
Julie Stockton, Janet Sinclair,
Elske Hopcraft, and
Taryn Cigagna.
Former participants have since been invited back to help
facilitate the workshops, moderate the online learning environment and act as mentors in the learning of current participants.
In this manner, the learning is extended beyond the life of the
initial program. Other organizations have started to send their
staff to this program, including some of the not-for-profit community organizations with which UBC partners, thus starting to
build the leadership capacity beyond the walls of the University.
Julie Stockton, Director, Human Resources
(Organizational Development & Learning)
(604) 822-5442 [email protected]
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premier prix national
Carleton University
Cadre conceptuel de la santé mentale des étudiants :
guide pour soutenir les étudiants en détresse
Tous les membres de la Carleton University jouent un rôle important afin de fournir aux étudiants l’occasion d’apprendre, de
grandir et de s’épanouir. Les années passées à l’université peuvent
être très stimulantes : il y a d’innombrables occasions de faire de
nouveaux apprentissages et de se faire de nouveaux amis. Par
ailleurs, les étudiants sont confrontés à une foule d’exigences et
de défis dans la poursuite de leurs études et l’atteinte de leurs
objectifs de vie. Beaucoup d’entre eux vivront des situations de
stress considérable au cours de leur parcours universitaire.
À Carleton, on croit qu’il faut donner aux étudiants les outils
qui leur permettront de mener à bien leurs études et que l’Université a une part de responsabilité pour ce qui est d’aider les
étudiants à réussir à vivre selon leurs aspirations.
Dans cette optique, on a créé le Comité consultatif sur la
santé mentale, dont le mandat consistait à élaborer un cadre
conceptuel définissant une approche qui s’appliquerait dans
l’ensemble de l’Université pour aider les étudiants aux prises avec
des problèmes de santé mentale. Le cadre conceptuel de la santé
mentale des étudiants de l’Université est le fruit d’un processus
qui s’est échelonné sur un an. On a passé en revue les services,
politiques et protocoles en place, puisé des idées dans les travaux
de recherche portant sur les pratiques exemplaires et consulté les
diverses parties prenantes ainsi que des spécialistes de Carleton,
de la communauté d’Ottawa et d’autres universités.
Le cadre conceptuel définit une approche englobante, intégrée
et cohérente pour intervenir auprès des étudiants en détresse. Ce
document décrit l’approche adoptée par l’Université pour venir
en aide aux étudiants, énonce des principes directeurs et fournit
des directives spécifiques à suivre dans un éventail de cas où des
étudiants éprouvent de graves problèmes de santé mentale et
lorsque des étudiants sont en détresse.
Depuis la mise en œuvre du cadre conceptuel, plus de 3 000
professeurs et autres membres du personnel ont reçu une formation pour être en mesure d’aider les étudiants en détresse.
Le cadre conceptuel constitue un canevas pour toutes les
questions touchant la santé mentale, volet en constante évolution.
Puisqu’il s’agit d’un document évolutif, il continuera de refléter
les efforts que déploie Carleton sans relâche pour s’attaquer aux
problèmes de santé mentale qu’éprouvent les étudiants.
On peut en apprendre davantage sur le cadre conceptuel de
la santé mentale des étudiants en visitant le site : http://carleton.
ca/studentsupport/student-mental-health-framework/
(G-D En avant) Sharon York et Laura Branchaud.
(G-D En arrière) Suzanne Blanchard, Jennifer Elliott, Larry McCloskey, Lynn
Burritt, Tony Lackey, Kathleen Semanyk, Maureen Murdock, Linda White,
Helen Halligan, Duncan Watt, Susan Whitney et Susan Pisterman.
Pour obtenir plus d’information sur ce projet, communiquez avec :
Suzanne Blanchard, Vice-rectrice adjointe
(Services aux étudiants et Inscriptions) et Registraire
613-520-2874
[email protected]
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Deuxième prix national
Projet de technologies combinées
Le projet repose sur trois composantes d’énergie renouvelable
installées sur le campus principal de l’Université Sainte-Anne, à
Pointe-de-l’Église, dans le comté de Digby, en Nouvelle-Écosse :
• une chaudière à copeaux de bois pour l’eau chaude, ainsi
que des stocks du combustible en question et du matériel de
manutention approprié, le tout destiné à remplacer l’ancienne
chaudière au mazout;
• des systèmes thermosolaires pour l’approvisionnement en eau
chaude;
• deux petites éoliennes qui permettent de réduire les achats
d’électricité et la dépendance à l’égard de cette ressource.
La Municipalité de Clare a ciblé ce projet dans son plan directeur
concernant l’énergie; elle y voyait un projet central dans la mise en
œuvre de son plan. L’Université étant un membre très en vue de la
communauté, elle offre une vitrine aux divers groupes d’intervenants de la région et illustre ainsi son engagement en matière de
développement durable, son souci de contribuer à un environnement plus propre et son rôle de leader dans la communauté.
L’installation solaire de ce projet est la plus imposante de
son genre en Nouvelle-Écosse. Cette composante, tout comme la
chaudière à biomasse et les éoliennes, font de l’Université et de
la communauté de Clare un centre d’intérêt – un objectif faisant
partie intégrante du plan directeur concernant l’énergie. Ce projet
devrait avoir des retombées importantes pour la communauté et le
tourisme, tout comme sur le recrutement d’étudiants à l’Université.
Ce projet entraîne également une diminution des émissions de
gaz à effet de serre, puisqu’on utilise des ressources renouvelables
locales plutôt que du combustible non renouvelable importé.
Aussi, en passant d’une source d’énergie importée à une source
locale, on fait en sorte qu’il reste plus d’argent dans la communauté
et en Nouvelle-Écosse, ce qui est bon pour l’économie. L’économie
locale a bénéficié du fait qu’on a eu recours à des entrepreneurs et
à des ouvriers de la région pendant la construction et des emplois
locaux ont été créés pour le ramassage, le traitement et le transport
du biocombustible.
Parmi les avantages économiques directs pour l’Université,
citons la réduction des frais de fonctionnement en raison de la
différence entre le coût du biocombustible et de l’énergie solaire,
d’une part, et le coût des carburants traditionnels, d’autre part.
À cela s’ajoute l’électricité tirée des éoliennes. L’argent épargné
grâce à ces mesures sera redirigé vers des programmes éducatifs.
Ce projet permettra à l’Université de transmettre aux membres
de la communauté les connaissances, la technologie et la formation
spécialisée qui découlent du projet.
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(G-D) Allister Surette, Brian LeBlanc, André Roberge et Eric Tufts.
Allister Surette, vice-recteur au développement et aux
partenariats
902-769-2114, poste 7304
[email protected]
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TroisiÈME PRIX NATIONAL
Université McGill
Système pan-universitaire d’évaluation des cours en ligne
L’administration des évaluations de cours, qui sont exigées à
McGill depuis 1992, impose un lourd fardeau logistique aux
unités centrales de traitement des données. En 2003, McGill a
inauguré un projet novateur afin de mettre en place un processus
entièrement informatisé pour toutes les étapes des évaluations de
cours : préparation et administration des questionnaires, collecte
et analyse de données, diffusion des rapports aux enseignants, aux
administrateurs et aux étudiants. Mercury, le système d’évaluation
des cours, a été développé à l’interne sous Banner, le système de
gestion de la clientèle étudiante de McGill. Dès l’automne 2006,
Mercury est devenu le système officiel pour les évaluations de
cours. Pendant l’année universitaire 2009-2010, plus de 29 000
étudiants ont utilisé Mercury pour évaluer plus de 4 800 cours
donnés par quelque 2 500 enseignants. Le système en ligne Mercury présente de nombreux avantages, à toutes les étapes du
processus, notamment :
1) Préparation et administration des questionnaires :
• réduit au minimum les tâches répétitives entourant
l’administration des questionnaires;
• permet l’accès facile à de multiples formulaires et options
de langue pour les différents cours;
• économise environ 480 000 feuilles de papier par année,
seulement pour la collecte de données;
• encourage les administrateurs à tenir à jour les affectations
de cours aux enseignants et auxiliaires d’enseignement.
2) Collecte et analyse de données :
• garantit l’anonymat des réponses, surtout les commentaires;
• garantit l’accès aux évaluations exclusivement par les
étudiants inscrits;
• permet aux étudiants de remplir les questionnaires au
moment qui leur convient, ce qui évite l’effet de « saturation »
qui survient parfois, permettant une rétroaction plus
réfléchie;
• produit des rapports portant sur des paramètres communs
pour l’ensemble des cours et unités, ainsi que diverses
options pour l’analyse ultérieure.
3) Préparation de rapports et accès :
• diffuse les résultats aux enseignants, en ligne, presque
immédiatement après l’envoi des évaluations;
• garantit l’accès sécurisé aux résultats par les membres du
corps professoral, les administrateurs responsables des
études et les étudiants;
(G-D) Laura Winer, Tommy Chan, Pierre-André Vungoc, Effi Kaoukis et
Rittu Sehgal (Photo: Owen Egan, Université McGill).
• offre des formats de rapports flexibles;
• comporte une fonction d’approbation par l’enseignant pour
autoriser la consultation des résultats par les étudiants.
L’envergure du système en ligne instauré à McGill a entraîné
une véritable transformation du processus d’évaluation des cours.
On a procédé à la refonte et à la rationalisation du processus administratif pour accroître la flexibilité et l’efficacité, tout en améliorant la qualité des données. Il s’agit d’une innovation économique
qui s’inscrit dans l’optique du développement durable.
Laura Winer, directrice adjointe, Services d’enseignement
et d’apprentissage
514- 398-6648
[email protected]
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PRIX RÉGIONAL DE L’OUEST
The University of Alberta
Gestion du risque d’entreprise – Une approche stratégique et intégrée
À l’automne 2001, la University of Alberta a procédé à une
évaluation des risques de l’établissement pour cerner ceux qui
peuvent compromettre sa capacité d’atteindre ses objectifs stratégiques. Les risques recensés ont été inscrits, avec d’autres
éléments, dans une ébauche de système de gestion du risque
d’entreprise, ou gestion globale du risque. Ce canevas définissait
le vocabulaire de base du domaine du risque et comportait une
analyse des probabilités de risques ainsi que de leurs répercussions. Des stratégies d’atténuation des risques ont été choisies,
renforcées et ajoutées selon les besoins. Depuis 2001, ce canevas
a évolué considérablement. En janvier 2008, l’Université a créé
un nouveau portefeuille au sein de l’administration où plusieurs
unités existantes ont été rapatriées sous la bannière des services
de gestion du risque. L’objectif de ce nouveau portefeuille consistait à coordonner une approche du risque qui serait axée sur
les pratiques exemplaires. Aujourd’hui, le cadre de gestion du
risque d’entreprise conçu pour l’Université englobe les éléments
ci-dessous :
1. les programmes et services courants fournis par les unités
relevant des Services de gestion du risque, et ceux qui sont
fournis par d’autres unités réparties dans l’Université;
(G-D) Philip Stack, Ron Ritter, Andrew Leitch et Phyllis Clark. 2. un examen et une mise à jour annuels du registre des risques
associés à l’Université;
3. l’approbation du profil de tolérance au risque de
l’Université;
4. un comité de gestion du risque d’entreprise qui supervise la
surveillance des risques dans l’ensemble de l’établissement;
5. des présentations sur les tendances en matière de risques, les
stratégies d’atténuation, les lettres de conformité, les statistiques et rapports annuels sont données régulièrement au
Comité de vérification de l’Université ainsi qu’à des comités
relevant du conseil d’administration ou à d’autres comités
administratifs ciblés;
6. les risques institutionnels sont intégrés au plan de vérification annuel du vérificateur externe de l’Université;
7. les risques institutionnels sont intégrés aux processus de
planification et de budgétisation annuels de l’Université; cela
comprend l’ajout de la liste des risques institutionnels dans
le plan quinquennal global de l’Université.
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Le cadre de gestion du risque d’entreprise contribue directement à la capacité de l’Université de concrétiser sa vision et
d’atteindre ses objectifs stratégiques en ce qu’il prévoit l’acceptation et la gestion adéquates du risque. Il contribue aussi à éviter
des coûts considérables à divers égards : atteinte à la réputation,
risques financiers et risques de crédit, incapacité d’accomplir la
mission fondamentale, soit l’enseignement et la recherche, incapacité de garder et d’attirer des étudiants et du personnel, et enfin
les risques liés à la santé et à la sécurité.
Philip Stack, vice-recteur adjoint (Services de gestion du
risque)
780-492-4976
[email protected]
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PRIX RÉGIONAL DE L’ONTARIO
Colloque annuel du personnel et des dirigeants de Western, 2003-2011
Depuis 2003, Western organise sur le campus un colloque annuel
qui réunit le personnel et les leaders pendant la semaine de
lecture. En moyenne, 1 100 employés et leaders (sur un total de
2 400 ETP) assistent, sans frais, à des ateliers de leur choix parmi
la trentaine offerts sur une période de trois jours.
Le colloque, financé et appuyé par la haute administration,
constitue un moyen rentable de proposer de la formation et de
renforcer le sentiment d’appartenance.
Des employés rattachés à huit groupes – depuis les bibliothécaires et les préposés à l’entretien jusqu’aux conseillers pédagogiques et aux membres du personnel administratif – répartis
dans 80 bâtiments sur le campus, se réunissent pour bénéficier
d’activités de formation hors pair. Une équipe de représentants
de chaque groupe d’employés, aidés d’un intervenant des RH,
choisissent le thème, recommandent des conférenciers et recrutent
une quarantaine de bénévoles chargés d’accueillir les participants
et de présenter les conférenciers.
Les séances d’ouverture sont données par des conférenciers
bien connus qui exposent leur point de vue sur des questions
d’intérêt national ou mondial, ou présentent des tendances en
lien direct avec la mission de Western. Les membres du corps
professoral et du personnel de Western, tout comme des experts
locaux et provinciaux, sont aussi mis à contribution pour des
séances d’ouverture ou des séances parallèles qui portent sur
une foule de sujets, de l’engagement pris par Western afin de
promouvoir l’internationalisation, au travail d’équipe et à la
résilience. On organise des visites de certains lieux populaires sur
le campus de Western, y compris les bâtiments et les installations
de recherche de pointe. Pendant les séances « Pleins feux sur les
chercheurs », des chercheurs de Western sont invités à faire part
de leurs travaux au cours d’une présentation dynamique suivie
d’une période de questions.
Le colloque, qui représente un investissement de 60 $ par
participant (et qui coïncide avec la remise des prix d’excellence
au personnel), contribue de façon inestimable à la formation et
à la mobilisation des employés.
(G-D En avant) Peter Hawke, Cara Carson, Peggy Roffey et Sherry Wells-Foster.
(G-D En arrière) Nancy Stewart, Christine Stutt, Andrew Fuller, Brett Mason
et Martine Jezek (Absents de cette photo) Scott May, Andrea Hufford, Clare
Tattersall, Jane O’Brien et Gitta Kulczycki.
Nancy Stewart, animatrice
519-661-2111, poste 85579
[email protected]
&
QP
Prix de
Awards
PRIX RÉGIONAL DU QUÉBEC
Réseau de L’Université du Québec
Modèle de gestion participative dans
huit bibliothèques du réseau de l’Université du Québec (projet SB8)
La finalité du projet SB8 est l’implantation d’un nouveau système
intégré de gestion de bibliothèque (SIGB) et de trois applications logicielles de haut niveau pour la recherche et l’accès à
l’information dans huit établissements du réseau de l’Université
du Québec (UQTR, UQAC, UQAR, UQO, UQAT, INRS, ENAP
et ETS).
Ce projet, qui s’est déroulé de 2006 à 2009, a permis d’introduire
des services avant-gardistes en appui à l’enseignement et à la
recherche pour favoriser un accès plus efficace à un ensemble
élargi de ressources documentaires, contribuant notamment à
accroître de façon importante le nombre d’articles scientifiques
consultés. Ces services permettent de mieux répondre aux
besoins des étudiants, dont la réussite est de plus en plus liée à
la capacité de gérer efficacement l’information.
La décision de fusionner les catalogues des huit bibliothèques
en un seul a été encouragée par les avantages économiques, mais
cette orientation a constitué le début d’une évolution marquante
dans les modes de travail. Au-delà du grand défi technologique
que supposait l’unification de huit catalogues, c’est le modèle
de travail collaboratif connexe qui a représenté un profond
changement.
Au terme de cette réalisation, un effet important a été observé :
les pratiques de gestion participative et de travail collaboratif qui
ont conduit au succès du projet dans le respect du budget et du
calendrier sont maintenant intégrées aux opérations courantes
de fonctionnement. La prise en charge collective d’un tel défi
s’est inscrite, dès le départ, dans une logique de partage des
ressources et des compétences de huit bibliothèques. L’équipe de
gestion et les quelque 200 membres du personnel ont contribué,
chacun à leur niveau, à cette réussite. L’implantation du nouveau
SIGB et des applications de diffusion a bénéficié de la mise en
commun des connaissances et des expériences, en recourant à
des sites de travail collaboratif et à des communications en continu. Cette réalisation audacieuse a favorisé l’émergence d’une
culture durable de travail en équipe qui a depuis des répercussions considérables sur la créativité et l’efficience du personnel.
(G-D En avant) Daniel Godon-UQO, Benoit Séguin-UQTR, Johanne BelleyUQAC, Guy Gosselin-ETS, et Étienne Audet-UQTR. (G-D En arrière)
Denis Boisvert-UQAR, François De La Chevrotière-UQAT, Karine LamontagneENAP, Line Cormier-UQ, et Marie-Ève Dugas-INRS.
Line Cormier, Directrice des bibliothèques et du soutien à
l’enseignement et l’apprentissage
418-657-4286
[email protected]
38
&
QP
Prix de
Awards
PRIX RÉGIONAL DE L’ATLANTIQUE
Revitalisation du site Web : un modèle en matière de refonte
En 2008, l’infrastructure Web de la Dalhousie University était
un assemblage de renseignements d’intérêt purement local
publiés dans une adhocratie décentralisée. Bien qu’on ait tenté
de respecter les éléments distinctifs de l’Université, les mécanismes de contrôle étaient peu nombreux et il n’y avait pas de
politique concernant l’édition sur le site Web. Ce dernier offrait
de tout pour tous, et c’est cette image qui était projetée vers le
monde extérieur.
Reconnaissant que le Web constitue une composante vitale
de la stratégie de gestion des inscriptions, le recteur a confié au
vice-recteur associé aux services des technologies de l’information (VRA STI) le mandat de remodeler et de revitaliser
l’infrastructure Web. Objectifs : épurer, éliminer l’information
périmée ou en double, améliorer la présentation visuelle et la
navigation, mettre l’accent sur les étudiants actuels et futurs. Le
VRA STI a rallié deux collègues issus respectivement du secteur
de la gestion des inscriptions et de celui des communications et
du marketing et, ensemble, ils ont formé un comité d’orientation. Ces trois personnes, aidées d’une firme d’experts-conseils,
ont non seulement piloté le projet, elles ont aussi transformé la
façon dont le site Web est géré – un cas exemplaire de leadership
partagé dans le but d’atteindre les objectifs de l’établissement.
Le site Web ne relève pas d’un seul et même service; il est plutôt
géré par une équipe intégrée.
Avec ce projet, on est passé d’une adhocratie à une matrice de
leadership et de gestion, ce qui s’est traduit par des changements
considérables et significatifs pour l’Université. Premièrement,
en considérant le site Web comme un système d’entreprise
arrivé à maturité, on a élaboré des politiques et pratiques pour
en centraliser la gestion. Deuxièmement, on a renouvelé les
lignes directrices relatives à l’édition, la politique et les procédures de gouvernance. Troisièmement, le site Web ne souffre
plus « d’organigrammite », cette mauvaise habitude de décrire
l’Université d’après sa structure organisationnelle, structure
inconnue et incomprise de la part de toute personne extérieure
à la communauté universitaire. Les services et l’information
sont maintenant présentés selon un format qui a du sens pour
les gens de l’extérieur. Le site Web de Dalhousie est maintenant
géré en fonction d’analyses quantitatives.
Après la conversion de 700 pages Web, au cours de la première
étape du projet, puis la conversion de 3 600 programmes et services, à la deuxième étape, on observe maintenant des résultats
mesurables. Les efforts et les priorités de l’équipe du site Web
sont désormais guidés par les données.
(G-D) Asà Kachan, Dwight Fischer, et Catherine Bagnell-Styles.
Dwight Fischer, vice-recteur associé, Services des
technologies de l’information
902-494-2215
[email protected]
&
QP
Prix de
MENTIONS HONOR ABLES
Awards
Simulation d’incendie et vidéo de sécurité-incendie
Dans le cadre d’un projet conjoint mené par trois services de
Western – sécurité-incendie, gestion des installations et gestion
des résidences – on a simulé un incendie le jour de la rentrée, à
l’automne 2008, devant 5 000 étudiants de première année ainsi
que des professeurs et des membres du personnel. Étant donné le
très fort pouvoir évocateur de cette activité et les réactions positives de la communauté universitaire, on refait une telle simulation
chaque année, le jour de la rentrée. Aux fins de la simulation, on
construit une chambre d’étudiant, un environnement familier pour
les étudiants de première année. Ensuite, on meuble la chambre et
on la décore en y plaçant des objets désuets ayant appartenu à des
étudiants, comme de vieux ordinateurs, des affiches, des livres et
des cahiers, de la literie, des vêtements et de l’équipement de sport.
On met le feu à la chambre en allumant un journal placé dans une
poubelle. La fumée qui s’élève déclenche les détecteurs d’incendie
installés dans la chambre. Une minuterie géante est placée à proximité pour démontrer en temps réel à quel point le feu se propage
rapidement. Le service des incendies de la ville de London est sur
les lieux pendant toute la durée de la démonstration et éteint le
feu à la fin de la simulation. À partir d’enregistrements vidéo de la
première simulation, un étudiant de la Faculté de l’information et
des études sur les médias a monté une vidéo de sécurité-incendie
où se mêlent diverses inspirations : bandes annonces de films
d’horreur, prise de vue image par image, grunge caractéristique
des vidéos de musique, autant d’éléments qui visent à rejoindre les
jeunes. On projette la vidéo avant la simulation pour communiquer
d’autres messages sur la sécurité-incendie à l’aide de données et
(G-D) Chris Alleyne, Becca Carroll et Frank Faroni.
(Absente de cette photo) Jodi Freeman
de statistiques canadiennes. Les responsables du projet travaillent
étroitement avec d’autres partenaires sur le campus, témoignant
ainsi d’un esprit d’équipe entre les divers services et d’une bonne
gestion de projet. Les chambres utilisées pour les simulations
sont construites par l’atelier de menuiserie du service de gestion
des installations, puis meublées et décorées par les employés du
service de gestion des résidences. C’est le service de l’entretien
des terrains qui nettoie à la fin de la simulation. Par ailleurs, cette
initiative a pour effet de renforcer les relations entre l’Université
et la collectivité, puisqu’on interagit avec des partenaires comme
l’administration municipale et le service des incendies de London
afin d’obtenir toutes les autorisations nécessaires.
Chris Alleyne, coordonnateur, Vie en résidence
519- 661-2111, poste 85980
[email protected]
York University
Le projet Archives, un partenariat public-privé (PPP)
En 2006, York est devenue membre d’un consortium regroupant
quatre entreprises du secteur privé afin de répondre à un appel
d’offre émis par la Société immobilière de l’Ontario (SIO) pour
la conception, la construction, le financement et l’exploitation de
l’édifice principal du service des Archives de l’Ontario, accessible
au public. Lorsqu’elle a été sélectionnée, l’Université a dédié une
superficie de 1,6 acre, sur le campus, à cette construction. Considérant que l’édifice des Archives serait une ressource pour l’étude
des sciences humaines s’il était situé sur le campus, York voyait
aussi l’utilité de cette construction pour appuyer ses démarches
politiques en vue de faire prolonger la ligne de métro TorontoSpadina jusqu’au campus de Keele. Au départ, le projet consistait
en un bâtiment autonome réservé aux Archives, qui aurait été
construit et financé par York, puis loué à la SIO. L’Université a su
bonifier ce projet en y jumelant une tour de bureaux pour son propre
usage, qui pouvait s’intégrer au projet de construction de la SIO et
être financée à l’interne, sur plusieurs années, grâce à l’augmentation des fonds de fonctionnement découlant de la croissance de
40
(G-D) Gary Brewer,
Bud Purves,
Trudy Pound-Curtis,
Steve Dranitsaris
et Donna Smith.
l’effectif étudiant. En 2009, l’édifice abritant les Archives et la tour
de recherche York a été inauguré dans le respect des délais et des
budgets. Qui plus est, ce bâtiment répond aux critères de certification LEED. La participation financière de York prend la forme
&
QP
Prix de
d’un « investissement locatif ». La SIO est le locataire et l’Université devient le propriétaire des installations à l’expiration du bail.
Ce dernier a commencé en 2009 et est valide pour une période de
25 ans, à laquelle peuvent s’ajouter trois options de 10 ans. Avant
même le début du bail, la SIO s’est prévalue de la première option
de renouvellement pour 10 ans. Afin de payer le coût de l’édifice,
York affecte les revenus de location au consortium pour une période
de 35 ans. Dans le bilan de l’Université, les revenus de location à
recevoir de la SIO constituent un actif et les paiements de location
au partenaire financier s’inscrivent au passif, donc il n’y a aucune
répercussion sur la situation financière globale de York. Le véritable
intérêt pour York réside dans le fait que le bâtiment des Archives
sera entièrement financé dans 35 ans. À ce moment-là, la valeur
Awards
résiduelle de la propriété reviendra à l’Université, qui pourra alors
occuper le bâtiment ou continuer de le louer à un locataire, ce qui
représenterait des revenus annuels évalués à 5 ou 6 millions de
dollars (valeur actualisée nette). Les dispositions contractuelles du
consortium prévoient une réserve pour entretien et renouvellement
à l’usage du partenaire responsable de l’exploitation du bâtiment.
Cela permet de préserver la valeur et l’utilité de ce futur actif de
l’Université pendant toute la durée du bail.
Gary Brewer, vice-recteur aux finances et à l’administration
416-736-5421
[email protected]
Programme de leadership communautaire : Apprendre et diriger dans un contexte de service
communautaire – Aider la communauté et devenir un leader
Premier programme du genre au Canada, le programme de leadership communautaire constitue une approche qui reflète bien
l’orientation stratégique de la UBC, énoncée dans le document Place
and Promise, tout comme sa vision et ses objectifs, à savoir préparer
des citoyens du monde exceptionnels et promouvoir une société
où règnent civisme et développement durable. Le programme a
été conçu par le service des RH et l’équipe de l’initiative d’échange
d’apprentissage de la UBC; récemment, un partenariat a été conclu
avec le bureau du développement personnel des étudiants. Des
employés ainsi que des étudiants des cycles supérieurs de la UBC
ont l’occasion de participer à ce programme. Ils explorent des idées
sur le leadership dans une série d’ateliers traditionnels, puis les
mettent à l’essai sur le terrain, dans un environnement de gestion
de projet. Avec le concours de professeurs, d’étudiants et d’agents
de liaison d’organismes communautaires, les participants dirigent
des projets de courte durée auprès d’organismes sans but lucratif
et d’écoles. En plus d’acquérir des notions de leadership et de
gestion de projet, les participants cherchent, entre autres, à aider
les étudiants de la UBC à cultiver leur propre leadership et, grâce
à des activités de réflexion dirigées, à comprendre comment leurs
cours peuvent se rattacher à des enjeux communautaires réels.
Cette stratégie d’apprentissage, appelée « apprentissage du service
communautaire » se rattache à l’objectif du plan Place and Promise
destiné à former des citoyens du monde. À la fin du programme,
les participants ont :
• exploré la dynamique du leadership grâce à des ateliers et à
des expériences sur le terrain;
• piloté une activité d’apprentissage en équipe et un processus
d’équipe;
• appris comment surmonter des obstacles pour en retirer des
apprentissages;
• réfléchi davantage à des enjeux communautaires importants
et amené d’autres personnes à y réfléchir aussi;
(G-D) Kathleen Leahy,
Maura da Cruz,
Julie Stockton, Janet Sinclair,
Elske Hopcraft, et
Taryn Cigagna.
• découvert de nouveaux points de vue sur les relations entre
l’Université et la communauté;
• appris en côtoyant des personnes de divers milieux, tant au
sein de l’Université que dans la communauté.
Les anciens participants sont invités à revenir pour animer
des ateliers, agir comme modérateurs dans l’environnement
d’apprentissage en ligne et servir de mentors auprès des
participants actuels. De cette façon, l’apprentissage se poursuit
bien au-delà du programme initial. D’autres organismes ont
commencé à inscrire leur personnel au programme, y compris
certains organismes communautaires sans but lucratif qui
sont des partenaires de la UBC. Ainsi, le développement du
leadership se répand hors des murs de l’Université.
Julie Stockton, directrice, Ressources humaines
(Développement organisationnel et Apprentissage)
604-822-5442
[email protected]
&
QP
Prix de
Awards
List of submissions/liste des soumissions
Institution/Company
Établissement
Title of Proposal
Titre de la proposition
Contact Person
Personne Ressource
Telephone/Email
Téléphone/Adel
The University
of British Columbia
Community Leadership Program (CLP):
Learning & Leading through Community Service
- Reaching out to the Community in Leadership
Julie Stockton
604-822-5442
[email protected]
The University
of British Columbia
Focus on People: A Human Resource framework.
Moving from strategy to action
Alex Bayne
604-822-1839
[email protected]
Concordia University
Incorporating projections (forecasts) into online
budgeting reports with an emphasis on position
budgeting.
Irvin Dudeck
514-848-2424 ext. 4939
[email protected]
University of Regina
Surplus Operating Cash – Investment Opportunity
Dale Schoffer
306-585-4171
[email protected]
Wilfrid Laurier
University
Wilfrid Laurier University
– Quality Assessed Facility
John Campbell
(519) 884-0710 ext. 6283
[email protected]
McMaster University
Green IT – eReports – Electronic Reporting
Heather Grigg
905-525-9140 Ext: 24084
[email protected]
École Polytechnique
de Montréal
Vidéo sur les bonnes pratiques lors de l’intrusion
d’un tireur actif de l’École Polytechnique de
Montréal avec la collaboration du Service de
police de la Ville de Montréal (SPVM).
Gilles Drolet
(514) 340-5298 ou 340-4711 p. 3134
[email protected]
The University
of Western Ontario
Western’s Annual Staff and Leaders’ Conference,
2003-2011
Nancy Stewart
519-661-2111 ext. 85579
[email protected]
Combined Technologies Project
Allister Surette
(902) 769-2114, extension 7304
[email protected]
York University
The Archives Project, a 3-P Initiative (privatePublic Partnership) at a Canadian university
Gary Brewer
416-736-5421
[email protected]
York University
Academic Resource Management (ARM) System
Richard Ooi
(416)736-5567
[email protected]
York University
Sherman Health Science Research Centre, a
repurposed building at a Canadian university
Peter Thompson
416.736.5421
[email protected]
Web Revitalization:
A Model for Instituting Change
Dwight Fischer
902-494-2215
[email protected]
Ryerson University
Ryerson Embraces Next Generation of Financial
Document Management: Faster, More Accurate
& Less Costly Accounts Payable Management
through an Optical Character Recognition based
Imaging System.
Janice Winton
416-979-5013
[email protected]
The University
of Western Ontario
Live Burn & Fire Safety Video
Chris Alleyne
519.661.2111 ext. 85980
[email protected]
McGill University
Refund Électronique
Mary Jo McCullogh
514-398-2315
[email protected]
McGill University
University-wide Online Course Evaluation
Laura Winer
514-398-6648
[email protected]
McGill University
The Teaching and Learning Spaces Working
Group: Improving the decision-making process
for classroom renovations
Cynthia Weston
514-398-6648
[email protected]
42
&
QP
Prix de
Awards
List of submissions/liste des soumissions
Institution/Company
Établissement
Title of Proposal
Titre de la proposition
Contact Person
Personne Ressource
Telephone/Email
Téléphone/Adel
McGill University
The Green McGill Project
Jim Nicell
514-398-2926
[email protected]
McGill University
On-Line Instead of In-Line
Jill Barker
514-398-7000
[email protected]
Eco-Prosperity at the University of Ottawa
Pierre De Gagné
613-562-5800 x. 6019
[email protected]
University of Toronto Department of Facilities
& Services: Combining Operational Resource
Management and Cultural Transformation
toward Sustainability
Jean-Paul Davidson
416-978-6792
[email protected]
University
of Saskatchewan
The Council of Health Science Deans: Shaping
the Future of Health Care
Lorna Butler
306-966-6223
[email protected]
McMaster University
Human Resources Service Centre
Rob Cooper
905-525-9140 ext. 27453
[email protected]
Carleton University
Student Mental Health Framework: A Guide for
Supporting Students in Distress
Suzanne Blanchard
613-520-2874
[email protected]
University of Manitoba
Resource Optimization and Service Enhancement
(ROSE) program at the University of Manitoba
Deborah J. McCallum
204-474-9777
[email protected]
University of Manitoba
Combined IT Help and Solution Centre
Janice Sisson
204-474-9853
[email protected]
Université de Montréal
/ HEC Montréal / École
Polytechnique Montréal
Ma Santé au Sommet (MSS) – Quand l’Université
devient un acteur clef en promotion de la santé
Guylaine Rivard
514-343-6111 poste 4245
[email protected]
Université du Québec
Modèle de gestion participative dans huit
bibliothèques du réseau de l’Université du Québec
Line Cormier
418-657-4286
[email protected]
University of Calgary
Invoice Scanning in Accounts Payable
Lisa Ross
403-220-6576
[email protected]
Queen’s University
Developing a Culture of Innovation through
online training
Andrew F.Ness
613-533-6000 x74053
[email protected]
Excellence Through Innovation Awards Program
Deborah Ovsenny
416-946-8788
[email protected]
University
of British Columbia
Zone Service Delivery Model
David Woodson
604-822-0971
[email protected]
University
of Saskatchewan
Quality Assurance in Financial Controls
Through Self-Assessment
Terry Summers
(306) 966-8305
[email protected]
Mount Allison
University
Green Evolving Budget
Rob MacCormack
(506) 364-2448
[email protected]
University of Alberta
Enterprise Risk Management at the University of
Alberta – a Strategic and Integrated Approach
Philip Stack
780.492.4976
[email protected]
Canadian Research
Knowledge Network
(Contact institution:
University of Ottawa)
CRKN License Information Module
Allison Kelley
613-907-7036
[email protected]
&
QP
Prix de
Selection Committee/
Comité de sélection
Awards
Learn more online
Plus de détails en ligne
ONTARIO:
Gary Brewer (Chair/président)
Vice-President (Finance &
Administration)/vice-recteur (finance et
administration)
York University
QUÉBEC:
Alain Webster
Vice-President, Administration
and Sustainability/vice-recteur à
l’administration et au développement durable
Université de Sherbrooke
EAST/EST:
Gary Bradshaw
Vice-President, Finance & Facilities/
vice-recteur, Finances et Installations
University of Prince Edward Island
WEST/OUEST:
Patricia Hibbitts
Vice-President, Finance and Admin./
vice-rectrice, Finance et Administration
SPONSOR/COMMANDITAIRE:
Chantal Tourangeau
Regional Travel Manager – Eastern
Canada/Chef-régional des ventes – Est du Canada
Budget Rent a Car of Canada
SPONSOR/COMMANDITAIRE:
JD Christman
Account Manager/directeur de compte
Macquarie Equipment Finance Ltd.
CAUBO/ACPAU:
Nathalie Laporte
Executive Director/directrice générale
44
350 great ideas at your fingertips…
The Q&P program has grown over the years to become a very important
source of best practices among Canadian higher education administrators.
All Q&P submissions from 2004 onwards can be accessed via a searchable
database on our website. You can now search more than 350 great ideas for
innovative practices that can be applied to your institution today. Simply visit
our website at www.caubo.ca and click Best Practices.
350 idées géniales au bout des doigts…
Le programme des prix de la qualité et de la productivité a pris de
l’ampleur ces dernières années et est devenu une source très importante de
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de l’enseignement supérieur au Canada. Tous les dossiers soumis dans le cadre
de ce programme depuis 2004 ont été versés dans une base de données
pourvue d’un moteur de recherche, accessible à partir du site Web de l’ACPAU.
Vous pouvez maintenant effectuer des recherches sur plus de 350 idées
géniales pour y trouver des pratiques novatrices pouvant s’appliquer à votre
établissement dès aujourd’hui. Il suffit de visiter notre site Web, à l’adresse
www.acpau.ca, puis de cliquer sur « Meilleures pratiques ».
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First offering sold out!
Nous sommes fiers d’annoncer que, en raison de la forte demande,
les places au cours en ligne de l’ACPAU, intitulé Comprendre le
contexte, la gouvernance et la culture propres au milieu universitaire
pour administrer plus efficacement, se sont envolées rapidement!
We are proud to announce that, due to popular demand, the first
offering of CAUBO’s online course, Understanding the University
Context, Governance and Culture for Effective Administration,
sold out quickly!
Don’t miss out on the next offering
Premier cours – Complet!
Ne ratez pas la prochaine édition de ce cours
We are planning to offer this online course again in the fall and
we encourage members to add their names to the growing wait
list. All members on the wait list will be provided with advanced
notice once the next course offering dates are confirmed. Nous prévoyons offrir ce cours en ligne de nouveau cet automne.
Nous encourageons les membres à inscrire leur nom sur la liste
d’attente, qui continue de s’allonger. Ces personnes seront avisées à
l’avance dès que nous confirmerons les dates auxquelles le cours sera
donné de nouveau.
Stay tuned for more information in the fall of 2011
Détails à venir à l’automne 2011
Visit our website regularly for complete details on upcoming
offerings in French and English.
Visitez régulièrement notre site Web pour obtenir tous les détails sur
les prochaines offres de cours, en français et en anglais.
Visit www.caubo.ca
Allez à www.acpau.ca
Pat Hibbitts
What are senior executives saying
about CAUBO’s new online course?
“Universities are unique institutions.
Understanding their context in
terms of history and governance
is critical for a successful career in
university administration. This course
provides critical information in these
matters that will help administrators
understand the world in which they
find themselves.”
Pat Hibbitts, Vice-President Finance &
Administration, Simon Fraser University
Ce qu’en disent les cadres supérieurs :
«Les universités sont des institutions uniques. Comprendre le contexte universitaire
du point de vue historique et de la gouvernance est essentiel pour réussir dans
l’administration universitaire. Ce cours donne de l’information vitale sur ces
questions, ce qui aidera les administrateurs à comprendre le monde dans lequel
ils baignent. »
Pat Hibbitts, vice-rectrice aux finances et à l’administration, Simon Fraser University
46
Management
Risk management has
become an increasingly
important activity in the
Canadian post-secondary
sector over the past
10 years. The impact of
events such as school
shootings and the recent
meltdown in markets,
along with more stringent
compliance expectations,
have brought to the fore
the need to manage
risk effectively.
at Canadian universities
Nonetheless, the maturity of risk management programs varies widely from
one institution to another, encompassing
everything from a single employee responsible for buying insurance to a formal institution-wide system of pro-active identification, evaluation and mitigation of risk.
“Generally, the post-secondary sector has
been slower than other sectors in entering
this area, but risk management is growing tremendously in momentum,” says
Philip Stack, Associate Vice-President, Risk
Management Services at the University of
Alberta (U of A).
Part of that momentum is due to the
evolution of governance, with risk management seen as a key indicator. Members
who sit on the Board of Governors are
often leaders in the business world, bring-
ing with them an appreciation for risk
management.
In November 2009, the international
standards organization recognized the
importance of formalizing risk management by issuing a list of principles, ISO
31000, based on an existing Australian/
New Zealand model of risk management
used widely in business and industry.
“Since that came out, we have seen more
interest in risk management from institutions,” says David Foley, President of Risk
Smart Consulting Inc., which advises the
higher education members who cooperatively own Interuniversity Services Inc. in
Atlantic Canada.
The ISO document outlines a list of
best practices to guide organizations in
establishing a structured risk manage-
49
ment program. One of the key guiding
principles is the necessity of high level
leadership. “Ultimately, the board will
hold the president accountable,” says
Foley. There must be a firm commitment from both executive and board in
order for an effective risk management
program to proceed.
Without the leadership of senior
management, risk management remains
buried within the organization. Some
universities have hired consultants to
identify risk in the organization. But
without leadership from the top to move
information forward, results are likely
to become just another report parked on
the shelf.
“Senior management has to identify
risk management as an important priority, while providing the authority and
resources to do what needs to be done,”
says Keith Shakespeare, Chief Operat-
WA R N I N G
“Without the leaders
hip of
senior management,
risk
management remain
s buried
within the organizatio
n.”
ing Officer for the Canadian University
Reciprocal Insurance Exchange (CURIE).
“Until senior management gets involved,
nothing much happens.”
But, that is only the first step. Shakespeare notes that some senior managers only focus on whether risks can be
insured. “Insurance becomes a get-outof-jail-free card,” explains University of
Ottawa’s Director of Risk Management
and Chair of CAUBO’s EH&S Committee,
Michael Histed. He points out that, while
insurance can address financial loss, it
is ineffective at repairing a university’s
reputation.
“It is just one tool to manage risk,”
agrees Mark Aiello, Risk Assessment Practice Leader at Marsh Risk Consulting. “It
does not do anything to prevent risk.”
In other institutions, the executive
takes a leadership role in risk management only when a crisis has already
occurred. Again, this approach is reactive rather than proactive, ad hoc rather
than formalized. So is focusing on meeting
regulatory compliance. If senior managers
want to establish an effective and robust
risk management program, they must first
define risk more broadly than an event, a
regulatory requirement or something to
be insured, says Aeillo. Only by identifying all institutional risk can universities
decide which risks they want to assume
and manage.
By their very nature, post-secondary
institutions include a wide spectrum of
risks, many of which cannot be controlled
or insured. This reality often prompts
senior management to view risk only as an
obstacle to what the institution wants to
do. “Initially, I think there was a fear factor
about the term risk management among
institutions,” agrees Histed. “There was
a feeling we were going to hold back
research by demanding that all risks be
eliminated.”
But, research, he points out, is all about
taking risks. Instead of seeing risk as a
negative factor, senior management needs
to define risk broadly as an inevitable part
of opportunity. “Taking on risk is at the
core of what we are and what we do,”
says Stack at the U of A. “It is important
to develop a fundamental understanding
that, particularly for research intensive
universities, risk is a good thing. It is
what drives us. It is essential to exposing students to an environment that is
interesting, dynamic and challenging. But,
we need to support taking on risks in a
managed way.”
“As universities further refine their
approaches to risk management, they are
better able to avoid unanticipated surprises and take advantage of opportunities,” expounds Foley. He adds that senior
managers need to look at risk management not only as an operational issue, but
as an important part of strategic planning.
“Universities must align risk management with their strategic plan to ensure
that what they do and how they operate
guides them to achieving their strategic
objectives,” summarizes Aeillo.
The U of A, for instance, wanted to
ensure that it was managing risk effectively to meet the strategic needs of an
aggressive, forward-looking vision that
sees the institution competing internationally, based on an established reputation. To accomplish these goals, senior
management spearheaded growth in the
university’s internationalization, research
and physical infrastructure while leading
the development of a robust framework
to manage the risks associated with each
of these activities. As a result, the U of A
has been able to meet its strategic objec-
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tives without facing unmanageable emergencies, reputational issues or financial
catastrophe.
“The actions you take are defined by
the goals you set,” says Aiello. “Often,
organizations do not progress beyond a
certain level of risk management implementation. Part of the reason is that they
have not planned it properly.” He notes
that senior management must first determine “why” they are establishing a risk
management program before proceeding.
“We started by asking what practical value this process would add to the
management of the university,” explains
Nowell Seaman, Manager, Risk Management and Insurance at the University of
Saskatchewan (U of S). “Often, universities do not give enough thought to why
they want to do this. If you are confident
about your risk management capacity and
capability, you should, at the very least,
understand how your key risks relate to
one another and where you can take risks
successfully.”
In order for any risk management program to be effective, institutions must
also determine their risk appetite and risk
tolerance. According to the International
Institute of International Auditors, “Both
risk appetite and risk tolerance set boundaries of how much risk an entity is prepared to accept. Risk appetite is a higher
level statement that considers broadly the
levels of risks that management deems
acceptable, while risk tolerances are more
narrow and set the acceptable level of
variation around objectives.”
“That tells us how much attention we
will need to direct to each risk to manage
it effectively going forward,” says Stack,
noting that the U of A does not have a
large amount of any one kind of risk. Setting risk tolerance and appetite creates
a screening mechanism that correlates
with potential impact and frequency to
evaluate risks as they are identified. For
instance, an earthquake would rate low
in frequency, but high on impact, while
minor university-owned auto accidents
rate higher in frequency, but lower in
terms of impact.
To effectively identify risks, institutions need to use a formalized framework rather than an ad hoc approach, as
well as an institution-wide register that
systematically identifies risks across the
entire university. The U of A used survey
tools, town halls, interviews, and an environmental scanning process to identify
160 different risks that could impact its
strategic objectives. Besides rating the
risks, the framework records information
such as the risk owner and any mitigation strategies currently in place, then
flags those risks that need more attention.
As the framework has matured, 10 high
institutional risks have been extracted
from the process.
Meanwhile, the U of S conducted workshops and interviews with key managers
to identify risks, which were then entered
into a risk inventory or risk register.
“We realize that we have a lot of risk
management already going on at the operational level,” says Seaman. “Our risk
register does not pick up every granular
risk out there. It is meant to identify and
assess the critical risks, and the mitigation we need to be doing to effectively
address them. Universities have always
invested significant resources in managing
risk and continue to do so, but now they
are compelled to take a more structured,
explicit approach.”
He adds that, although the U of S initially engaged a consultant, the process
for identifying risk has to be the university’s own process. “Consultants will help
gather and organize the information,” he
stresses, “but it is the university that has
to identify and understand those risks.”
In fact, the process is now completely
managed in-house.
Foley also advises ISI’s member universities to adopt a process that suits their
desired outcomes and works with available resources. The fundamentals of the
framework must be consistent with the
WA R N I N G
ays
“Universities have alw
sources
invested significant re
continue
in managing risk and
ey are
to do so, but now th
more
compelled to take a
proach.”
structured, explicit ap
focus, size, location, complexity and culture of the organization, he insists.
“We took what Deloitte had done and
made it ours,” confirms Histed at the
U of O. “We took the risks identified and
re-evaluated them based on our own internal knowledge of the institution.”
Nor is this a one-time exercise. The
risk register should be part of an ongoing,
dynamic process that is updated on an
annual basis. “Universities push forward
with new discoveries and departments
and expand research capacity that takes
them in new directions with new risks,”
Stack points out, adding that new legislation and government policy also affect
the register. At the same time, existing
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51
WA R N I N G
“The biggest challen
ge
is providing meaning
ful
direction to all mem
bers
across the institutio
n as to
risk assessment, to
lerance
and mitigation.”
risks are evaluated using performance
measures to determine whether they are
being managed effectively. The U of A
reports results of the review annually to
both the Audit Committee and to other
board committees which might be linked
to particular risks.
The U of A’s Enterprise Risk Management Committee meets on a quarterly
basis to monitor change more closely
and assist senior executives to monitor
risk on an ongoing basis. “We have the
mechanisms in place to identify emerging risk, so we can be as proactive as we
can by taking the appropriate steps to
manage it,” says Stack.
The creation of an enterprise-wide,
cross-functional group is essential to
driving and guiding implementation of
mitigation strategies and control functions at an operational level. An institution must identify risk champions, key
leaders from all stakeholders across the
organization, including both the administrative and academic sides. “Most risk
management and mitigation is accomplished by those who are identified as
the risk coordinators,” says Seaman,
adding that a formalized risk management framework defines how often risk
leaders gather information, to whom
they report it and how often they do
so. “We rely on the identified leader in
each area to provide updates on what is
happening in terms of risk in their area
and to include mitigation activity in their
management and budget planning.”
The biggest challenge, he continues,
is providing meaningful direction to all
members across the institution as to risk
assessment, tolerance and mitigation.
“To date, the focus has been very much
on the enterprise risk process,” agrees
Histed. “The focus is now to drill down
further to faculty and services.”
Universities cite ineffective communication and engagement as the greatest
obstacle to moving beyond a formalized framework to a more mature, fully
integrated risk management program.
“I think the biggest challenge we all
face,” agrees Stack, “is ingraining riskmanagement into the day-to-day culture
of the organization. It is something that
requires a lot of time and energy.”
The U of A is trying to create this
culture through such measures as integrating risk management information
into staff, board and student orientations,
creating easily accessible e-learning
materials, and holding enterprise risk
management symposiums open to the
university community.
Instilling the attitude that risk management is everyone’s responsibility
involves getting people to ask riskrelated questions before they do something, says Janet Stein, Director, Risk
Management at the University of Cal-
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52
gary (U of C) and the Chair of the CURIE
committee on risk management. “They
start to see things from a different perspective,” she explains. “We are not telling
people they cannot do something, just
that there are components they may need
to address before they can do it.”
She adds that everyone must also participate in flagging risks as they emerge.
“We may be the experts on process,” she
notes, “but other people have the actual
knowledge. Information needs to roll up
from the bottom as well as down from
the top.”
“That is not to say there are not many
operational risks managed on a day-to-day
basis,” adds Stack, “but we rely on our
departmental practices and procedures to
manage those.” Integrating risk management into policies and procedures can be
an effective communication tool as well.
Some of those procedures are as simple
as reviewing contracts from a risk management perspective to ensure that risk is
assumed by the appropriate party. “If you
have done your analysis properly, you can
avoid some of the exposure to risk,” says
Shakespeare at CURIE.
Stein notes that one of the U of C’s
goals is to integrate risk management into
decision-making at all levels. “We are not
completely there yet,” she says, “but a lot
of our faculty and management already
do this. There can be some negative consequences to taking risks, but there can
also be benefits. You need to know both
in order to make the decision whether or
not to move ahead.”
Integrating risk management into
decision-making is one of the best practices expounded by the CURIE Risk
Management Committee, which Stein
currently chairs. Composed of risk managers from across the country, the committee makes recommendations on both
process and content. Recent webinars
have focused on such issues as basic contracts and plans are in place to offer them
on areas such as international student
placements and construction. CURIE
also offers members access to a library
of risk-management related materials
and participates in the annual Risk
Management Society (RIMS Canada)
Conference.
“There is a lot to be gained from collaboration,” says Stack. In fact, an initiative between the U of A and MacEwan University, supported by Alberta’s
Ministry of Advanced Education and
WA R N I N G
negative
“There can be some
g risks,
consequences to takin
benefits.
but there can also be
th in order
You need to know bo
whether
to make the decision
d.”
or not to move ahea
Technology, is bringing together all of
the province’s post-secondary institutions
in order to leverage expertise and help
smaller organizations maximize the use
of resources. Outcomes have included
joint training on ISO 31000 principles in
Enterprise Risk Management, as well as
a provincial symposium on emergency
preparedness practices.
Fiscal sustainability is
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Let’s work together to
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www.kpmg.ca/education
53
Histed notes that, until CAUBO’s
Environmental Health and Safety Committee started focusing on risk management, there was no national body
to which universities could turn to for
collaboration on this issue. As the chair
of the committee, he hopes that more
universities will turn to CAUBO as a
resource.
In Atlantic Canada, although ISI has
an active risk management list-serve, only
about one third of members are actively
pursuing a formalized comprehensive
risk management structure. “In the last
18 months, there has been a shift in those
who had a more reactive approach,” notes
Foley. “Now, the other two thirds of our
members are at the point where they
recognize the need for an enterprise-wide
approach.”
The level of program development
among ISI members is emblematic of all
Canadian universities, many of which
continue to view a lack of resources as an
obstacle to developing a more mature risk
management program. “It is important to
get around the notion that risk management is a large administrative burden,”
says Aeillo. “It is often just a question of
putting a structure around something
that is already taking place and then
evolving from there.” With clearly enunciated best practices making the process
more approachable, there has never been
a better time for the post-secondary sector
to embrace enterprise risk management.
As those institutions with robust programs can attest, the value is well worth
the effort.
Top
10 risks
(in order of materiality)*
among Canadian universities and colleges
UNIVERSITIES
COLLEGES
1.
Uncertainty of funding
1.
Uncertainty of funding
2.
Labour Relations
2.
Security of information
3.
Competition for students
3.
Competition for students
4.
Security of information
4.
Employee health and safety
5.
Accurate delivery
of course curriculum
5.
Accurate delivery
of course curriculum
6.
Competition for qualified faculty
6.
Project management
(e.g., capital project, etc.)
7. Campus security (e.g., entrance
to buildings, visitor induction, etc.)
7. Media/Internet use
8.
Student residences
8.
Labour relations
9.
Employee health and safety
9.
Competition for qualified faculty
10.
Strategic partnerships with
other educational institutions
10.
External practical activities/
placements (e.g., field trips,
apprenticeships, etc.)
*List compiled using information gathered from Marsh’s Higher Education Risk Management
Survey, conducted during the period from October to December 2010. The survey was sent
to 155 Canadian colleges and universities from all provinces and territories. In total, Marsh
received 56 responses, a completion rate of 36.1%.
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54
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CAUBO National
Agreements –
Start saving today!
Contrats nationaux
de l’ACPAU – Commencez à
économiser dès maintenant!
Is your institution looking for ways to reduce effort, time and money?
It is easier than you think!
Votre établissement cherche-t-il à s’alléger la tâche, à gagner du temps et
à économiser? C’est plus facile que vous ne l’imaginez!
The CAUBO National Procurement Committee (NPC) has coordinated
National Agreements on behalf of all CAUBO institutional members.
Agreements are currently in place with suppliers who offer services in the
following areas:
• Car Rentals
• Courier Services
• Customs Clearance
• Hotels
• Moving and Relocation Services • Tattle Tapes
Le Comité national des approvisionnements de l’ACPAU a coordonné la négociation
de contrats nationaux au nom des établissements membres. Nous avons à l’heure
actuelle des contrats en vigueur avec des fournisseurs qui proposent des services
dans les domaines suivants :
The more institutions who participate, the more we all save!
The greater the volume generated by CAUBO members, the better the
negotiating position of our NPC.
Contract Updates
National moving and storage agreement extended
A two-year option to extend the national contract for moving and storage
with Armstrong Moving & Storage Ltd. and Premiere Van Lines has been
exercised. The current agreements have been extended to March 31, 2013.
Hotel Rates now available online
The 2011/2012 hotels rates have been negotiated and are now
available online!
CAUBO would like to thank our NPC and volunteer Contract Administrators
for all of their efforts in coordinating these agreements on behalf of the
membership. For more information regarding these contracts, please visit
the supplier agreements section at www.caubo.ca.
56
• Location de voitures
• Services de messagerie
•Dédouanement
•Hôtels
• Services de
• Bandes de détection
déménagement (tattle tapes)
et de relogement
Plus il y a d’établissements qui participent, plus nous économisons! En
effet, plus le volume généré par les membres de l’ACPAU est élevé, plus le
pouvoir de négociation de notre Comité des approvisionnements est grand.
Nouvelles au sujet des contrats
Prolongation du contrat national sur les services de déménagement et d’entreposage
Le Comité a exercé son droit de prolonger pour deux ans les contrats nationaux
qu’il a signés avec Armstrong Moving & Storage Ltd. et Premiere Van Lines pour
des services de déménagement et d’entreposage. Ainsi, les contrats actuels ont été
prolongés jusqu’au 31 mars 2013.
Tarifs hôteliers maintenant en ligne
Les tarifs hôteliers ont été négociés pour 2011-2012; ils sont maintenant en ligne!
L’ACPAU souhaite remercier le Comité national des approvisionnements et les
administrateurs de contrats, qui s’acquittent de leur tâche bénévolement, pour
toutes leurs démarches en vue de coordonner ces contrats au nom des membres.
Pour obtenir plus d’information sur ces contrats, allez à la page consacrée aux
contrats de fournisseurs, sur le site www.acpau.ca.
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CURIE
University property losses
By John L. Breen, CET, CIP, CRM
Manager, Risk Reduction & Loss Control, CURIE
A
recent review of the property loss
history at CURIE from 1988-2008
identified the leading causes of
property loss, what exacerbated these
losses and offered suggestions to reduce
their frequency and severity. Fire and water
were the leading causes of property loss at
Canadian universities. Losses caused by
fire and water can be very costly, with these
costs reaching and sometimes exceeding
millions of dollars at some institutions.
Below are some key findings which we
hope will help you better understand the
circumstances that have led to such losses,
thereby helping you identify and address
these risks at your institution.
The majority of fire losses
were triggered by:
• hot work conducted unsafely, resulting
in roofing materials being ignited by
sparks and radiated heat;
“A Risk Register is being populated with the
recommendations found by the inspection
program to allow members easy access to the
recommendations and allow them to input
action plans.”
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• extension cords and power bars utilized
as permanent wiring, leading to overheating of circuits;
• frayed electrical cords shorting and
triggering fires;
• mixing of incompatible chemicals,
resulting in violent reactions;
• improper storage of chemicals, leading
to adverse reactions;
• improper handling of chemicals, leading to spills and contact with ignition
sources; and
• poor maintenance of equipment, leading to accidental misuse resulting in fire.
Fires were exacerbated
by the following:
• excess storage of combustible materials
contributing to additional fuel;
• poor storage arrangements obstructing
existing fire protection systems;
• handling of leftover chemicals when
a staff member leaves the university,
leading to poor storage arrangements
and, on occasion, unknown fuels;
• storage of materials in fume hoods,
resulting in excessive quantities of fuel
stored in the open;
• lack of sprinkler protection, allowing
the quick spread of fire;
• poor housekeeping, which increases
fuel loads and hampers fire fighting
measures;
• propped open fire doors, allowing
spread of both heat and smoke throughout the building; and
• lack of hazard recognition, allowing
conditions to exist that contribute to the
spread of fire.
Steps suggested to reducing
frequency of fire include:
• ensure that a hot work permit program
is being utilized and enforced;
• regular inspections to identify electrical deficiencies; and
• regular inspections to identify hazards throughout laboratories.
Steps that could reduce the
severity of fire include:
• reducing excess storage of materials;
• improving storage arrangements;
• improving disposal methods of materials when a staff member leaves the
university;
• installing fire protection systems;
• improving housekeeping;
• ensuring that self-closing fire doors
are not propped open; and
• improving recognition of fire hazards.
severity of water damage include:
• improving knowledge of shut-off valve
locations for both fire and domestic
water lines; and
• conducting physical inspections of
new buildings and using caution when
taking possession of these structures.
In 2009, CURIE worked in conjunction
with a national loss prevention company
to develop a new inspection program that
is focusing on identifying the hazards that
have triggered many of the losses suffered
by CURIE members. A Risk Register is
being populated with the recommendations
found by the inspection program to allow
members easy access to the recommendations and allow them to input action plans.
We encourage you to consult this comprehensive Risk Register to build risk
awareness at your own institution.
The majority of water claims
were triggered by:
• accidental sprinkler system discharge
due to poor maintenance and inadequate inspection frequency;
• accidental sprinkler system and standpipe discharge due to vandalism;
due to exposure to high temperatures;
due to lack of protection to sprinkler
heads;
• frozen pipes resulting from windows
left open and thermostats set too low;
• deficiencies with water lines in new
construction;
• incorrectly installed water lines; and
• sewer backups.
Water claims were
exacerbated by:
• delays in accessing water control
valves;
• incidents taking place during night
time or during holidays delaying
response time by university personnel;
• universities taking on building too
early;
• lack of physical inspection of newly
constructed buildings and those
which have been renovated; and
• clogged drains and catch basins.
frequency of water damage
include:
• better maintenance programs; and
• inspections to identify new construction deficiencies.
Across all asset classes, put our simple mantra to work for you.
Risk management. Returns. Some investment management firms give you one
or the other. We give you both by following one simple philosophy: Focus on
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When you think of investment management, think PIMCO.
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Past performance is not a guarantee or a reliable indicator of future results. All investments carry
risk and may lose value. This material has been distributed for informational purposes only and should
not be considered as investment advice or a recommendation of any particular security, strategy or investment product. No part of this material may be reproduced in any form, or referred to in any other publication, without express written permission. The Morningstar Fund Manager of the Decade award is based on
risk-adjusted results over the past 10 years (1999-2009), and other considerations, including the strength
of the manager, strategy, and stewardship. The products and services provided by PIMCO Canada Corp.
may only be available in certain provinces or territories of Canada and only through dealers authorized
for that purpose. PIMCO Canada will retain PIMCO LLC as a subadvisor. PIMCO Canada Corp., 120
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59
Green Notes
Energy savings grow at SFU
Working with ideas from BC Hydro’s Power Smart program, Simon
Fraser University has implemented new energy retrofits at its Applied
Science and South Sciences buildings to reduce electrical and natural
gas consumption and save more than $72,000. Changes to the two
buildings included automated control systems and control strategies
that can predict outside temperature changes and then modify indoor
heating and cooling systems in advance of the change, motion sensors
for lights, and using more outside air for cooling.
York University – Sustainability Report 2010
The President’s Sustainability Council released its Sustainability
Report for 2010, which highlights York’s commitment to sustainability on its campuses and profiles the University’s efforts to
function in an environmentally and socially sustainable manner. In
the Report, the Council states that “York continues to lead the way
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in innovative, yet contextually-specific approaches to building an
ecologically resilient, economically robust and socially just institution.” The Report also indicates that “there is opportunity to continue
enhancing a pan-university strategy with new recommendations
that expand and deepen York’s commitment to sustainability.”
UNBC opens bioenergy plant
The University of Northern British Columbia recently celebrated
the official opening of its new bioenergy plant, a project that was
named the top North American campus sustainability project (tied
with Harvard University) in the Association for the Advancement
of Sustainability in Higher Education’s 2010 Campus and Student
Sustainability Awards. The plant, which converts bark, branches,
sawdust, and leftover wood products from nearby mills into a
means of heating campus buildings, is expected to reduce greenhouse gas emissions at UNBC by 3,500 to 4,000 tonnes annually.
UNBC is the first university in Canada to use bioenergy from waste
wood products to heat campus buildings.
$2.75-million grant expands environmental
law teaching, research at UVic
A new agreement between the University of Victoria and the
Quadra Island-based Tula Foundation provides $2.75 million to
UVic’s law faculty to support teaching and research in environmental law and sustainability. Under the agreement, the foundation will
continue to support the University’s Environmental Law Centre,
and will also support a new environmental law and sustainability
program that will expand the law faculty’s teaching and research
in this area. UVic has also signed an affiliation agreement with the
Tula Foundation’s Haikai Beach Institute to develop future research
and teaching opportunities for students.
Ryerson unveils design for Learning Centre
Ryerson University has revealed the design of its $112-million Student Learning Centre to be built at the corner of Yonge and Gould
Streets in Toronto. The eight-storey, 155,463-square-foot facility will
feature a glass façade, an elevated plaza, a bridge to the existing
library, and a range of academic, study, and collaborative spaces.
The transparent glass skin of the centre will feature a surface design
that will create varying light qualities within the interior space.
The facility will be LEED Silver compliant, and at least half of the
roof will be a dedicated green roof. Construction on the Student
Learning Centre is slated to begin late this year.
If you would like your institution’s ‘green’ projects to be
featured in an upcoming issue of University Manager, please
send your information to Green Notes at [email protected].
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