© Deloitte LLP and affiliated entities. Sheridan Journey Office of the Registrar May 2014.

© Deloitte LLP and affiliated entities.

Sheridan JourneyOffice of the Registrar

May 2014


Executive summary

22 Sheridan College - The Journey - Final Report


Project overview

• Sheridan is on an exciting journey of transforming itself from a leading Ontario college to an undergraduate teaching university. Sheridan intends to retain its diploma programs while developing degree programs to further serve the needs of Ontario’s students, economy, and society. A key hallmark of the future, Sheridan will provide academic pathways to allow students to transition from one credential to the next seamlessly.

• Sheridan has begun the process of transformation by developing governance practices (i.e. establishing an Academic Senate) and a People Plan to support the future state vision. In this context, the Office of the Registrar (OTR) has initiated the planning to understand the potential impact on its structure and services.

• Deloitte was engaged to conduct an analysis to help the OTR understand the potential impact on its functions, services, and structure as Sheridan transitions to a university. This analysis was focused on changes expected as a result of the transition to university status.

• Interviews and workshops were conducted with the following internal stakeholder groups to understand expectations and identify potential implications for the OTR:

‒ Sheridan academic and administrative leaders

‒ Students

‒ OTR management

• Additionally, the Registrar's Offices of four comparator universities were interviewed to understand their existing functions, services, and structure and how they were impacted by a transition from college to university status.

• To support the analysis, the project team worked with the OTR management to define and document the functions and services delivered today in the OTR. The resulting model included 19 functions and over 100 sub-functions which represents the work completed in the OTR. The model was used as a basis for discussion with both internal and external stakeholders.

Executive summary

Sheridan College - The Journey - Final Report3

Strategy, Planning and Policy

Projects, Operations and

SystemsHR and Training

Records

Communications/

Publications

Curriculum Management

Transfer Credits

Recruitment

Applications Processing and

Admissions (Excluding

FCAPS)

RegistrationFinancial Aid and Awards Fees

Grading and Progression

Manage Convocation

Scheduling

Statutory and Management

ReportingAdvising

Enrolment Management

Testing


Executive summary (continued)

Question Summary findings

1. What significant gaps exist between Sheridan College’s OTR, AUCC criteria, and CAS guidelines?

• The AUCC Criteria for Membership are generally focused on ensuring governance and academic programs and capabilities are appropriate for a university. There are three criteria which might be specifically relevant for the OTR and are included in the report; however, no significant gaps were identified for the OTR.

• Current OTR functions, services, and structure appear consistent with existing CAS guidelines.

2. What do internal stakeholders envision for a Sheridan University OTR?

Students • Students who attended a university prior to attending Sheridan feel very supported by the OTR. With the move to university status, they are expecting greater flexibility in registration, enhanced consistency of services across campuses, and more streamlined service delivery between departments to limit confusion.

OTR Management

• Management foresees changes to recruitment strategy and financial aid programs, given the potentially changing student base; increased workload for functions of registration, advising and degree audit due to complexity of degree programs and course-based registration; and changes to Admissions and Recruitment due to potential use of two application services and increased focus on pathways.

• Statutory reporting.

Academic and Administration Leaders

• Leaders identified a need to align/streamline processes and services across business units (e.g. advising); and need for flexibility in how things are done to support evolving student needs; and a need to enhance academic policies, and policy function to support a university governance model.

3. How do Sheridan College’s OTR functions, services and structure differ from those of comparator universities?

• Analysis of the work effort estimates provided by the comparator schools confirm there is no “typical” Registrar's Office, with each institution organizing and conducting work differently. There is, however, a high degree of consistency between the Registrar’s Offices of Sheridan and the comparator universities.

• The OTR at Sheridan College encompasses a broader set of functions than the comparator universities interviewed, with functions such as outreach, recruitment, and testing were sometimes performed by other areas of the institution.

• Comparator universities noted that the policy and reporting function of the Registrar took on greater emphasis after the transition to university status.

4. What functions and services might a Sheridan University OTR have, and how might they be structured between and within campuses?

• In considering the potential changes to the OTR through the journey, there are influences which are specific to the transition to university status and will need to be accounted for in the OTR functions, services and structure. There are other influences which are not necessarily tied directly to university status, but may be considered as part of the journey.

• Overall, approximately half of the 19 functions that are completed by the OTR could potentially experience a change in the nature or volume of work based on the transition to university status. There are additional changes which could be considered to address stakeholder expectations.

• The delivery of services across campuses should be categorized based on functions that are suitable for central processing versus functions that are student facing and with a high degree of variability based on student and program type.

5. What are the key activities to transition, and what are the related risks that should be considered?

• Key activities relate to governance and policy, service model determination, operations and change management of OTR activities.• Certain activities require involvement from multiple stakeholders across the institution. In this context, the journey of the OTR will need to

be closely aligned with parallel projects across student services and academic areas.

Key findings

• The analysis is organized by five questions with a summary of the findings below. Additional information is available within the body of the report.



Project background and context

5 Sheridan College - The Journey - Final Report5 Sheridan College - The Journey - Final Report


Context for the analysis

Context of the journey• Today, Sheridan College has 18,000 full-time students attending degree and diploma programs, continuing education certificates, as well as trades and

apprenticeship programs. There are approximately 35,000 additional part-time continuing education studies students. This student population is distributed across three primary campuses in Oakville, Mississauga and Brampton.

• Over the last decade, Sheridan has grown in size and complexity of programming and student population. Enrolment growth has come from both within Canada and internationally. Enrolment growth has exceeded 6% in recent years, with much of the growth coming from new degree offerings.

• This trend is expected to continue as Sheridan grows its degree programs and seeks university status. Sheridan has begun the journey of transforming itself from a leading Ontario college to an undergraduate teaching university. A key hallmark of the future, Sheridan will provide academic pathways to allow students to transition from one credential to the next seamlessly.

• Sheridan is pursuing the journey and will face pressure to continuously innovate to address changing student and employer requirements in a very constrained budgetary climate.

Implications for the Office of the Registrar • As is common in Canadian colleges and universities, the Office of the Registrar (OTR) at Sheridan is responsible for providing key academic and student

service functions. – The OTR at Sheridan serves the full student lifecycle from prospect to graduate. This includes recruitment, admissions, registration, fee collection, financial

aid, student records, communications of record, grading and progression, and graduation. – The OTR also serves key functions for academic operations at the College, including chairing the Academic Policy Standing Committee of Senate and

holding responsibility for the enforcement of several academic policies.• The growth Sheridan has experienced has added to the volume and complexity of work for the operations of the OTR. The introduction of degree programs and

course-based registration resulted in additional or expanded business requirements and processes. Sheridan is relatively unique in the range of degree, diploma, certificate and apprenticeship program offerings, and the need to support both course-based registration and program-based registration. Many traditional universities would not have program-based registration or apprenticeship programs.

Objective for the project• Deloitte was engaged to conduct an analysis to help the OTR understand the potential impact on its functions, services, and structure as Sheridan transitions to

a university. This analysis was focused on changes expected as a result of the transition to university status.



Overview of current functions of the Office of the Registrar

• To support the analysis, the project team worked with the OTR management to define and document the functions and services delivered today. The resulting model included 19 functions and over 100 sub-functions which represents the work completed in the OTR. The model was used as a basis for discussion with both internal and external stakeholders. The full functional model is presented in the Appendix A.

Strategy, Planning and Policy



Records

Communications/ Publications


Transfer Credits

Recruitment


AdmissionsRegistrationFinancial Aid and

Awards Fees


Manage Convocation

Scheduling


ReportingAdvising


Testing

Current Sheridan OTR Functions



Key questions to be answered by the analysis

• On the pages that follow, we will use five key questions to provide insight to the potential impact of the transition to university status on the OTR.

1. What significant gaps exist between Sheridan College’s OTR and accreditation guidelines of the Association of Universities and Colleges Canada (AUCC) and the Council for the Advancement of Standards in Higher Education (CAS)?

2. What do internal stakeholders envision for a Sheridan University OTR?

3. How do Sheridan College’s OTR functions, services, and structure differ from those of comparator universities?

4. What functions and services might a Sheridan University OTR have, and how might they be structured between and within campuses?

5. What are the key activities to transition, and what are the related risks that should be considered?

Key inputs Potential outcomes


© Deloitte LLP and affiliated entities.9

What significant gaps exist between Sheridan College’s OTR and accreditation guidelines of the AUCC and CAS?



Alignment with AUCC criteria and CAS guidelines

High Low

10

Sheridan College - The Journey - Final Report

Association of Universities and Colleges Canada (AUCC) Criteria for Membership• The AUCC Criteria for Membership are generally focused on ensuring governance and academic programs and capabilities are appropriate for a university.

There are three criteria which might be specifically relevant for the OTR and are included in the table below. Full criteria can be found in Appendix B.

AUCC criteria Assessment Rationale

Academic counselling and other student services appropriate to its programs. Academic counselling is currently offered by both the OTR as well as Student Services and the academic programs.

Authority vested in academic staff for decisions affecting academic programs, including admissions, content, graduation requirements/standards, and related policies and procedures through membership on an elected academic senate or other appropriate elected body representative of academic staff.

There is collaboration between the OTR and the academic programs on the noted functions, and some of the collaboration will be further formalized as academic polices are created and/or refined.

Highly qualified academic staff holding a PhD or other appropriate terminal degree, and relevant professional experience where appropriate. N/A

We interpret that this criteria refers to academic staff in leadership positions and/or instructional positions within the academic programs and not within the OTR. It is not uncommon for universities to require a Registrar to hold a Master’s degree; however, it does not appear to be an AUCC criteria.

CAS standards Assessment Rationale

Registrar programs and services (RPS) must have written policies on all relevant operations, transactions, or tasks that have legal implications.

The OTR maintains a repository of policies which is currently being updated.

Registrar programs and services must modify or remove policies, practices, facilities, structures, systems, and technologies that limit access, discriminate, or produce inequities.

As part of the transition process and movement to online services, the OTR will need be conscious of ensuring equitable access for all students.

Registrar programs and services must recognize the needs of distance learning students by providing appropriate and accessible services and resources or by assisting them in gaining access to other appropriate services and resources in their geographic region.

The OTR currently offers most services online, and is on a path to reduce the reliance for in-person service.

Registrar programs and services professional staff members must hold an earned graduate or professional degree in a field relevant to the position they hold or must possess an appropriate combination of educational credentials and related work experience

The OTR will need to assess current staffing qualifications to determine whether any upgrading will be required.

Council of Advancement of Standards (CAS) – Standards and Guidelines for Student Service• The current practices of the OTR at Sheridan are generally in alignment with existing CAS guidance. Moving forward, the impact of these standards is not

anticipated to be significant as the OTR considers changes to its functions, services and structure over the transition period to university status.

• The areas where there is opportunity for greater academic and administrative alignment are highlighted below. It is noted that these two specific areas of guidance are already being addressed by the OTR. Both of these areas are with respect to registrarial policies which are in the process of being reviewed over the next two years. The policies and procedures to be documented for CAS guidance include both academic policies as well as operational polices for the OTR.

High Low

© Deloitte LLP and affiliated entities.11 Sheridan College - The Journey - Final Report

What do internal stakeholders envision for a Sheridan University OTR?



An internal view on OTR opportunities

Students

Expected impact of the transition on the OTR

• Greater shift of advising activities to the academic areas from the OTR.

• If transition leads to more co-op programs then there will need to be greater flexibility in registration to allow for different length co-op terms.

• Would need to enhance consistency of services across campuses (e.g. many international services are not delivered at HMC).

• More streamlined service delivery between departments to limit confusion (e.g. which services exist at the OTR vs. Student Services).

OTR Management Team


• Enhanced focus on transfer credits/pathways and related advising to students.

• Impact on registration requirements, given increased volume and greater course-based registration.

• Changes to awards/bursary strategy given the potentially changing student base.

• Changes to recruitment and marketing strategies to reach a different base of prospective students. Will require involvement in both OCAS and OUAC.

• Introduction of new programs may impact degree completion and pathway requirements that will increase complexity in progression and degree audit function.

Academic and Administrative Leaders


• Need to align/streamline processes and services across business units (e.g. advising).

• Need to enhance our academic policies and policy function to support university governance.

• Addition of course-based registration and increased number of part-time students may impact scheduling and planning activities.

• Entrance requirements may need monitoring and updating with the appropriate processes to ensure consistent application of admissions standards.

A cross section of internal stakeholders was selected for consultation. The discussions centered around the perceived impact of the transition on the OTR.

• Students – Students with prior experience at a university were selected for an online survey and in-person focus group to highlight their differences in experience between Sheridan and their prior institution.

• OTR Management Team – Working sessions and a survey were completed with the OTR management team to collect their views and vision for the OTR and expected implications of the journey.

• Academic and Administrative Leaders – A cross section of senior leadership at Sheridan was interviewed across both academic and administrative areas. This included Vice-Presidents, Deans, Associate Deans, and Directors.

What would make a future OTR uniquely Sheridan?

• Student centred focus is a differentiator for Sheridan.


• Leading online services.

• Student centred focus.

• Consider a centralized student hub (both physical and online).

• Existence of an OTR specific PMO which allows for self-sufficiency in driving forward project work.


• Transfer credit and pathways should be a differentiator for Sheridan.

• Student centred focus should remain in all services delivered.

• Leading online services.

12



How do Sheridan College’s OTR functions, services and structure differ from those of comparator universities?

13



Comparator universities overview

Institution Campus type Campus setting(s) Undergraduate FTE University status

Mount Royal University Single-site Urban ~8,000 2009

Simon Fraser University Multi-site Urban ~35,000 Since founding

Thompson Rivers Single-site Urban ~7,500 1995

University of the Fraser Valley Multi-site Urban ~8,000 2008

Summary information

Deloitte consulted with the Registrar's Offices of four comparator universities to understand their existing functions, services and structure and how they were impacted by a transition from college to university status.

Profile of schools

A total of four comparator institutions were selected for comparison with Sheridan. The rationale used in selecting the schools included:

• Recent transition from college to university status.

• A student population comparable to Sheridan either currently or through forecasted growth.

• Multi-campus institution.

• Focus on being a teaching university or offering multiple program types (degree, diploma, certification).


Profile of the analysis

The functional model developed with Sheridan’s OTR management team was used as a basis for discussion of comparator universities. In the case of Simon Fraser University, the conversation was geared towards the delivery of services at multiple sites. Interview summaries are provided in Appendix C. The analysis conducted included both qualitative and quantitative components:

• Quantitative: Each comparator university was asked to provide a breakdown of FTE effort across the functional areas. This provided a sense of the volume of work within each function.

• Qualitative: Interviews with the comparator universities were used to determine which functions are similar to those at Sheridan, which differ, and how the functions were impacted by the transition from college to university. Service delivery was also discussed where comparator universities were multi-site institutions.


Estimates of work effort within the comparator institutions

• Analysis of the work effort estimates provided by the comparator schools confirm there is no “typical” Registrar's Office, with each institution organizing and conducting work differently.

• It is important to note that these are rough estimates provided by each institution and only provide directional insights that Sheridan can consider on its journey. This data is only intended to compare the similarities and differences in how work is allocated in different Registrar's Offices.

Below are observations based on the data provided.

• Sheridan is the only OTR of the respondents with responsibilities for Testing and Recruitment.

• On a proportional basis to overall size of the OTR, Sheridan has materially more FTEs associated with several functions than comparator universities for Projects, Operations and Systems.

• Conversely, on a proportional basis, Sheridan has materially fewer FTEs associated with the functions of:

− Records− Fees− Scheduling− Curriculum Management− Policy

• Note: Irregularities in the data include the omission of FTE allocations by the comparator universities for two functions which would have aspects that we would expect exist within every Registrar’s Office:

− Statutory and Management Reporting− Communications/Publications

Observations

The following pages provide additional insights gathered during interviews with each institution.

15


HR & TrainingStrategy, Planning, and PolicyProjects, Operations, Systems

Curriculum ManagementPublications / Communications

Enrolment ManagementRecruitment

Applications Processing and AdmissionsTransfer Credits

Financial Aid and AwardsScheduling

RegistrationFees

RecordsStatutory and Management Reporting

Grading and ProgressionManage Convocation

AdvisingTesting

Total OTR FTEEnrollments (undergraduate FTE)

0% 10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Work Effort by Function

Sheridan SFU Mount Royal University

Enrolments


How do Sheridan College’s OTR functions, services and structure differ from those of comparator universities?

Function Variation with other institutions University status as a key driver of variation

Testing • None of the comparator universities noted providing a testing function out of the Registrar's Office. Their primary involvement in testing is receiving results from other units. In some cases the Registrar's Office staff will be involved in coordinating pre-admission testing as part of the overall admissions process.

• Proctors for accessible learning students is generally coordinated out of the accessible learning department within student services.

Low

Recruitment • The Sheridan OTR values the integration of the Admissions and Recruitment functions. Sheridan’s Strategic Enrolment Management strategy supports the integration of the functions to attract, qualify, advise and develop pathways to admit students. This integrated approach drives Sheridan’s conversion strategies from prospect to fee payment and continues to support the life of the student throughout the enrolment funnel.

• Comparator universities typically housed their recruitment function outside of the Registrar's Office within the broader student services area. The Registrar would be consulted on establishing enrolment targets.

• The recruitment function is sometimes closely aligned with the marketing and communications group.

• Institutions that maintained multiple program types (post secondary/continuing education, etc.) may have separate recruitment offices. International recruitment is often in an international unit, but not always.

Low

Manage Convocation

• One comparator university noted the need for a greater number of convocation ceremonies to account for the greater variation in program types, with an increasing number of students completing “off-cycle”.

• The pace of curriculum change is expected to remain high through the transition and into maturity as Sheridan is positioning itself as a teaching university.

• In some cases the application of an automated degree audit tool to assess program completion became more difficult due to the increased complexity in program requirements.

High

Grading & Progression

• Sheridan is currently using the PeopleSoft degree audit tool similar to other institutions.

• The transition to a university will result in more course-based programs which may add complexity to assessing level and progression within the program, but these rules are generally configured in the student information system.

Low


• Multi-year strategic enrolment planning typically resides outside of the Registrar's Office, although it is based on key data inputs from the registrar. The Registrar's Office plays a key role in determining year-to-year enrolment targets while working with academic units and other administrative areas (i.e. Finance).

• In all cases the responsibility of enrolment management overall resided with the same VP/AVP who had oversight of the Registrar's Office, but oversight typically did not reside with the Registrar.

• In some cases the Registrar's Office became the manager of the plan once developed and maintained authority to extend application timelines, course cap, etc. In other instances these decisions were collaborative in nature between the Registrar and academic units.

Low

• Overall, there is a high degree of consistency between the Registrar’s Offices of Sheridan and the comparator universities. The following section outlines where variation was noted and identifies whether the transition to university status is believed to be the primary driver of the variation. In most cases, the variation is not closely linked to university status and is instead influenced by other priorities and opportunities.

16



How do Sheridan College’s OTR functions, services and structure differ from those of comparator universities? (continued)

Function Variation with other institutionsUniversity status as a

key driver of variation

Fees • Fee collection responsibilities varied between the comparator group, with the delineation between finance, the OTR, and student services being unique to each institution.

• In some cases there is a move towards centralized student fee collection across all fee types (tuition, parking, library, etc.).

• A common theme was a drive towards online fee payment being managed by central finance.

• In some cases the Registrar's Office issued tax receipts at year-end and managed the entire student account. In other instances, the student account was managed by Finance.

Low

Scheduling • Multiple universities noted challenges in allocating space, the need for clear ownership of space, and accountability of scheduling activities between the Registrar's Office and academic areas.

• In some multi-campus institutions scheduling was distributed between campuses, however the preference was generally to centralize these activities within a single tool.

Low

Strategy, Planning & Policy

• It was noted that legislation is a key driver impacting the policy framework. The eventual Act that may establish Sheridan University will dictate key governance responsibilities and accountabilities that will drive policy requirements. Greater detail on the impact of legislation is provided in Appendix E.

• One comparator university noted the need to align to two different pieces of legislation after transition (colleges act and specific university act), which is a consideration for Sheridan.

• In many cases the Registrar also acts as the Secretary to Senate and resource to multiple subcommittees, which consumed effort and created accountability for academic policy.

• The growth of degree programs may also require added policies where there are current gaps.

High

Advising • A number of advising models are being explored at comparator universities. In most cases a specific advising centre had not been created but would be housed within the relevant departments (Registrar, Dean’s Office).

• One model that is implemented or being explored by multiple schools is to distribute advising functions between the registrar and academic areas based on student year. Students in first and second year programs would be directed to the registrar with primary topics around registration/course selection. The academic areas would be the primary advising provider once a student has declared their major (usually third and fourth year).

• In some cases advising functions are being delivered in tandem with other departments for secondary campuses.

Low

17



How do Sheridan College’s OTR functions, services and structure differ from those of comparator universities? (continued)

Function Variation with other institutionsUniversity status as a

key driver of variation

Transfer Credits • Transitioning from a college to university impacts the number of students with transfer credits (internal and external). Schools noted that under a college status the Registrar's Office transfer credits function would have a greater emphasis on providing equivalencies for students moving to universities.

• Comparator universities typically housed their transfer credit function in the Registrar's Office, usually split between admissions and records.

• Schools interviewed in British Columbia noted that the province has a fairly robust transfer credits guide which helps in streamlining the process at each school. Academic areas are only involved on an exception basis.

• Sheridan has built an automated transfer credits process unique to Ontario colleges which is viewed as a leading service. The maturity of the transfer credits agreements within Ontario universities may impact how this function is performed within the Sheridan OTR, and the nature and extent of interaction between the OTR and academic program areas.

High

Projects, Operations, and Systems

• The Sheridan OTR Projects & Development team is responsible for maintaining ongoing operations and development of new services and functionality of the PeopleSoft Campus Solutions system. The P&D team is comprised of Business Analysts who liaison between the functional users and the IT department.

• The Sheridan OTR values the current projects and systems capability and capacity, as it has enabled the OTR to implement change at a pace felt to be quicker than its peer institutions, or otherwise possible. An example is the enhancement of online service delivery and the implementation of provincial directives related to student mobility and policy adjustment.

• Only one of the four schools interviewed identified having a similar function exclusively for the Registrar's Office. In all other cases, a systems function existed within the broader structure to serve a wider set of users who interact with the student information system.

• In many cases, projects related to IT are driven by a central IT governance structure that includes prioritization and funding. This allows any modifications to the student information system to be tied in to a broader technology roadmap for the institution; however, it lessens the ability of the OTR to execute projects required for its strategic and operational priorities.

Low

Financial Aid and Awards

• Multiple comparator universities set up their financial aid and awards function in a similar manner to Sheridan, while others housed their financial aid and awards function outside of the Registrar's Office within the broader student services area.

Low

18




What functions and services might a Sheridan University OTR have, and how might they be structured between and

within campuses?



Understanding what might influence changes to functions and services of a Sheridan University OTR

20


University governance structureUniversities are typically established by an Act of Government that dictates governance authorities and expectations and need to be supported by academic and administrative policy, process and reporting.

Degree programsSupporting degree programs requires new and different streams of activity/processing. For example:

• Degree programs typically have more transfer students and require more advising due to greater program options.

Stakeholder expectationsRegistrar’s Offices have many stakeholders; students, senior administration, departments and faculty are some of the stakeholders who have expectations of changes to functions and services that could be considered during the journey.

“Leading” or alternative practicesWhile Sheridan does not want to blindly adopt practices or structure of other institutions, it may want to consider the merit of practices of other institutions, while making them specific to Sheridan.

Examples of influences linked directly to university status:

Examples of additional influences:

• In considering the potential changes to the OTR through the journey, there are influences which are specific to the transition to university status, and will need to be accounted for in the OTR functions, services and structure. There are other influences which are not necessarily tied directly to university status, but may be considered as part of the journey.

Changes to OTR Functions,

Services, and Structure


Overall, what might the potential changes involve?

• Changes to the functions, services and structure of the OTR will be influenced by the transition to university status which will involve a growth in degree programs and overall enrolment. Additionally, changes in functions, services and structure may be considered based on the unique vision, mission and goals of Sheridan. The graphic below illustrates which functions potentially could be impacted by the journey, and the color represents whether the change is influenced by the transition to university status.

21


Strategy, Planning and

Policy



Records

Communications/Publications


Transfer Credits

Recruitment


AdmissionsRegistrationFinancial Aid

and Awards Fees


Manage Convocation

Scheduling


ReportingAdvising


Testing

Change linked directly to university

status

Other changes possible on the

journeyMinimal change to function expected

Legend:

OTR functions potentially impacted by the journey


Which functions and services might change due to university status and the resulting growth in degree programs?

Function Potential change to function

Strategy, planning and policy

• As a steward of academic policy, the Registrar and Registrar’s Office can expect to play a key role in both the creation and maintenance of a new academic policy that will be approved by the Senate. This is expected to be a significant and important task in the formative stage of the university.

Curriculum management

• Changes in the governance structure resulting from the transition are likely to result in an expanded role for the OTR around managing curriculum approvals, managing consistency of requirements, and input of data into the student information system.

• As Sheridan is planning on introducing an expanded set of programs in addition to existing degrees, diplomas, and certificates, it can expect growth in the volume of curriculum management activities.

Transfer credits • Degree programs typically have more incoming transfer students. Combined with Sheridan’s projected increase in both domestic and international enrolment, there is likely to be increased volume and complexity of transfer credits requests. The variation and flexibility in some degree programs will impact the distribution of the transfer credits tasks and decisions between the OTR and academic areas. The OTR has completed significant work in building an online transfer credits process which will need to be adapted to requirements under university status.

Scheduling • The OTR can expect to play an increased role in space optimization through the scheduling program due to the growth in students and an expansion to four-year programs. There will be an increase in the complexity of scheduling activities due to growth in the number of programs, students, and classes. As degree programs typically have more varied program choices, creating a student centered schedule becomes a greater challenge than with block registration.

Statutory and management reporting

• The reporting requirements at a university are generally understood to be more rigorous than those for colleges in Ontario. This will be driven partly due to the variations in degree programs and the criteria used in determining accurate enrolment reporting. Although Institutional Research is expected to continue to play the lead in this area, the OTR is likely to have key input in determining reporting policy and tracking relevant data.

Grading and progression

• As Sheridan expands the number of degree offerings, the OTR can expect to play a key role in ensuring alignment of grading and progression policies across faculty areas. The complexity of progression activities is also expected to increase due to the varied nature of degree programs.

Manage convocation • The complexity of degree programs can impact the current degree audit process. There is also a potential impact on convocation cycles with multiple program types and timelines.

Enrolment management

• The OTR currently plays a key role in enrolment management through both planning and execution. Enrolment growth plans, along with the introduction of new programs, can be expected to add complexity to both the planning and execution of enrolment management strategies. The ownership and accountability of enrolment management activities between the OTR, other student service areas and academic departments will require increased clarity.

Registration • Managing both course-based and program-based registration is likely to add complexity to the registration function. Additionally, as new programs are introduced with greater flexibility for students, the OTR can expect an increased workload in setting up courses and monitoring the accuracy of prerequisite requirements within the system. Currently, the OTR manages five registration models which is relatively unique to Sheridan. Streamlining the registration models may help simplify processes in the future state.

22



What other changes to functions and services might Sheridan wish to consider as part of the journey?

Function Potential change to function

Projects, Operations and Systems

• As the owner of the student information system (PeopleSoft) on campus, the OTR has maintained a robust systems group. As the technology is increasingly leveraged by several areas of the school, there may be multiple options for the placement of systems skillsets across campus and particularly within broader student services. The need for business analyst resources within the OTR is an established practice that will likely be maintained. However, increased sharing of overall system resources may be of value to capture requirements across all student service areas and facilitate consistent system usage across campus. Specific examples include usage of the system for student interaction tracking and access to student data and reporting requirements.

Publications/ communications

• The Sheridan OTR maintains a significant footprint as it relates to publications and communications work. An assessment of the work completed by the OTR in relation to other departments (e.g. marketing/outreach) may reveal areas of potential duplication. For example, resources in other departments may be leveraged for the creation of program brochures and recruitment publications. Social media monitoring and response is another area that may be an institution-wide marketing/outreach function.

• There are several schools that are considering or have implemented a centralized student facing department with generalist resources that are able to point students to back-office skillsets where required (registrarial, financial aid, counseling, etc.). The current call centre may be a function that can be delivered in this manner.

Recruitment • The activities of the recruitment functions are likely to change as Sheridan looks to attract students for both degree and diploma programs. Some impacts include the venues through which recruiting is done (university and college fairs), the amount of resources dedicated to attracting students for different program types, and determining outreach activities across university and college recruitment platforms.

• The alignment of the recruitment function between the OTR and other departments may be an area of opportunity, depending on the balance between the level of integration between recruitment and admissions activities and efficiencies gained through aligning the recruitment function with the marketing/outreach function in student services.

Testing • A growing student base and program types may increase the volume of work for the testing function. Furthermore, the change to university status is expected to impact the policy framework around academic grading and appeals which will likely affect how testing activities are conducted.

• As indicated in the comparator universities analysis, Sheridan is unique in housing the testing function within the OTR. Assessing whether these activities are better aligned in other departments may reveal some opportunity for efficiency.

Advising • Achieving an appropriate advising model is an essential aspect to delivering an exceptional student experience. The volume of advising can be expected to increase as degree programs are introduced, which typically include greater choice for students. In this context, re-assessing the current advising model at Sheridan should lead to role clarification between the OTR, student services and academic areas. As advising activities grow, undefined advising roles and responsibilities increases the risk of inconsistent messaging to students, and can undermine the student-focused approach Sheridan is striving to achieve.

• In order to ensure the sustainability of current resourcing levels, a maximization of online advising delivery should be explored.

Fees • Greater flexibility for students in program selection and course loading may lead to greater volume of fee-related inquiries to OTR staff. In this context, the OTR might consider whether fee collection remains a core OTR function or shifts to other departments. There are several models as it relates to fee-related activities (centralized in finance, OTR driven, student services) that can be considered for Sheridan during the transition.

Applications processing and admissions

• University status is likely to result in greater rigour around admissions requirements. The OTR will typically be involved in ensuring the enforcement of academic policy as it relates to setting admissions standards. Admissions processes will also need to reflect these policies.

• As Sheridan looks to grow its international student base, the OTR may consider leveraging of admissions staff between domestic and international activities.

23



How might functions be structured between and within campuses?

In understanding which functions need to be delivered at all three campuses versus through a central location, they were grouped into the following categories:

• Central Service: Function is standardized across campuses, teaching departments and programs.

• Campus Specific Services: Function needs to be delivered in a specific location or program. Higher need for in-person interaction.

Function might be delivered centrally by the OTR

• Function is standardized across campuses, teaching departments and programs.

Function might be delivered in a distributed manner by the OTR

• Function is specific to a location or program. Higher need for in-person interaction.

Campus Specific Service

Cor

e to

OTR

Central Service

A full assessment of determining service delivery across Sheridan departments will need to be completed with a broad set of stakeholders. The following slide explores how functions might be aligned between central and campus specific services.

24



Potential alignment of OTR functions between and within campuses

25


Records

Transfer Credits

Recruitment

Applications Processing and Admissions

Registration


Fees


Manage Convocation

Scheduling

Statutory and Management Reporting

Advising

Testing

HR & Training

Strategy, Planning & Policy

Projects, Operations & Systems


Communications / Publications


Campus specific OTR servicesCentral OTR services

Based on interviews with stakeholders and our understanding of the nature of the work, the diagram below represents how functions and services can be expected to be organized in a multi-campus university environment. To preserve consistency of service delivery and efficiency, most services could be central, with services requiring high degree of in-person contact being delivered at each campus. Examples of services delivered at each campus include: training and managing staff; managing in-person communications; enrolling/dropping students; processing LOPs; providing third-party letter service; RESP forms; special case letters; managing visiting students; PLAR and advanced standing; developing and executing on-campus recruitment events; receiving in-person payments; academic advising; and testing. Please refer to Appendix D for further description of activities.


Summary of changes

Overall conclusion

Our analysis shows that no net new functions to the OTR will be required as a result of the transition to university status. The core functions performed by the OTR are in line with CAS and AUCC guidelines, comparator universities and the expectations of internal stakeholders. However, there are opportunities to modify existing functions, services, and structure, both as a result of the transition and other considerations such as stakeholder expectations and comparison to peer practices.

The potential changes will need to be considered based on the unique vision, mission and goals of Sheridan and the resulting impact to students and other key stakeholders.

Changes based on university status

The transition to university status is expected to bring a change in governance structure, an expansion of degree offerings, and increased enrolment of both domestic and international students. In some cases, the changes in governance structure will result in an expanded role for the OTR with respect to a certain function (i.e., the creation of new academic policies). The complexity of current functions performed is expected to increase as Sheridan introduces more degree programs and the OTR is expected to manage a greater number of diverse program types. Scheduling, grading and progression, and registration are examples where current processes will need to be modified to accommodate the increased requirements of degree programs. Overall, an increase of transactional volume to the OTR is expected, which will impact how and by whom functions are performed to achieve efficiency in these areas (e.g. determining an appropriate advising model).

Other considerations

Comparisons with similar institutions and consultations with stakeholders reveal several opportunities that can be considered as part of the transition. A comparison of resource allocation by function shows areas where Sheridan is an outlier with regards to services delivered by the OTR. In particular, advising, recruitment testing, publications/communications, systems, operations and projects all stood out as areas where the distribution of work between the OTR and other departments can be closely assessed.

Changes to how functions are performed will also be driven by the need to deliver services to three equal sized campuses. A determination of the requirement to cater to specific functions to the needs of students at each campus will drive how these services are delivered. A mix of centralized vs. distributed service delivery within major functions is expected, such as the records function which will require in-person services to issue transcripts while record maintenance functions can remain centralized.

.

26




What are the key activities to transition and what are the related risks that should be considered?



Transition roadmap

1.0 Governance/ Policy

Timelines/ Themes

Registrar-ownedExecutive-owned

Months 1 - 6 Months 7 - 12 Months 13 - 18

1.1 Determine overall governance structure and policy impact

3.1 Scheduling and space optimization

2.0 Service Delivery Model

3.2 Enrolment and mandatory reporting requirements definition

2.2 Process efficiency

2.1 Service delivery model assessment and implementation

1.2 Policy review/creation

3.0 Operations

4.0 Change management and staff training

• The key initiatives to address the potential changes to OTR functions, services, and structure are outlined below. The initiatives are categorized between registrar-owned and executive-owned to highlight the need for broader institutional involvement to deliver change.

• The initiatives are placed over an 18 month time frame under the assumption that adequate resources and funds are available. The sequence of initiatives are laid out considering priority and dependency of activities.

28



Initiative Description Outcomes/Benefits Risks and dependencies Owner

1.1 Determine overall governance model and policy role/impact

• Sheridan has already adopted an academic senate and defined the role of the Registrar as chair of the academic policy committee. Greater definition around accountabilities as it relates to OTR vs. academic responsibilities will be required.

• The role of the academic senate will need to be further refined as clarity is gained on the provincial legislation to be governing Sheridan University. Areas of responsibility for academic senates may include but not limited to setting admissions qualifications, criteria for academic standing, criteria for awards recognition, recognize transfer credits.

• Defined institutional governance structure.

• Assigned responsibility and accountability for functions and services that are shared across multiple departments.

• Key dependency includes the provincial legislation to be applied to Sheridan. However other Ontario universities may be assessed as potential benchmarks.

• A failure to refine an appropriate governance model increases the risk of misaligned activities between departments and stakeholders during and after the transition period.

Executive

1.2 Policy review/creation

• Conduct assessment of policy gaps between existing roster and expected policy set as a University. This will be impacted by the governance structure adopted and any necessary adjustments to current process which require policy direction.

• Implement annual policy review and update process as per terms of reference outlined for the existing academic policy sub committee.

• Determination of policy gaps for future state operation as university.

• Ensure ongoing maintenance of the policy roster.

• Align policy framework with governance structure and operational realities for equal and efficient service to students.

• Policy framework is dependent upon determination of governance model.

• Key principles in student service may influence policy decisions.

• Where policy gaps are not filled due to lack of information, student service delivery may be impacted.

Registrar

2.1 Service delivery model assessment and implementation

• Conduct a detailed service delivery model assessment for all student-facing administrative functions (OTR, student services, international, etc.). This should include an analysis of multi-campus service delivery as well as enhancing online functionality.

• A focus on the institutional advising model should be explored to eliminate duplication/overlap between the OTR, student services and academic areas.

• Streamlined service delivery ensuring efficient and equivalent levels of service for all students.

• Enhance the student centered focus of Sheridan as key differentiator.

• Achieve cost savings and future cost avoidance through reduction of overlap and duplication.

• Decisions related to a service delivery model require broad based stakeholder buy-in across administrative and academic departments.

• Technology capabilities may drive the extent of online vs. in person service delivery.

• A streamlined service delivery method across all areas of the institution is critical to an enhanced student experience as a key differentiator for Sheridan.

VP SAEM

29


Activity descriptions


Activity descriptions

Initiative Description Outcomes/Benefits Risks and dependencies Owner

2.2 Process efficiency

• Conduct a detailed process review of registrarial processes to ensure efficient process in the context of growing volumes and increasing complexity (multiple program types).

• Future cost avoidance with growing enrolment base.

• Reduction in processing errors and enhanced student service.

• Staff empowerment.

• Process engineering decisions are based upon chosen service delivery model and policy drivers.

• Process efficiency needs to be considered in light of cost avoidance, balanced with student experience.

Registrar

3.1 Scheduling and space optimization

• Enhance existing scheduling practices in the context of student focused seats in classes and space optimization. Ensuring usage of InfoSilem software is optimized to maintain efficiency and consistency in the scheduling process.

• Determine mechanisms to enforce scheduling policies, and clarify roles and accountability between OTR and academic areas.

• Establish scheduling practices conducive to positive student experiences.

• Maximize current physical space to allow for student growth.

• Engagement with academic areas will be necessary to achieve buy-in with scheduling approach.

• Capital planning will need to be closely aligned with enrolment projects and data from scheduling activities.

Registrar

3.2 Enrolment and mandatory reporting

• Define enrolment reporting requirements under University status and conduct gap analysis against current reporting capabilities.

• Sheridan will need to consider the provincial government’s enhanced focus on KPI metrics as part of the differentiation framework.

• Ensure processes are aligned for appropriate data collection related to reporting requirements.

• Enhance institutional capacity to meet regulatory and compliance reporting requirements.

• Policy and registration process decisions can impact quality of data available for enrolment reporting

• Failure to collect and maintain adequate data can directly impact staff workload and efficiency in meeting reporting requirements.

VP SAEM

4.0 Change management, staff training and re-alignment

• Stakeholder engagement and communication activities related to change implementation. Updating of operational and training documentation to reflect modified policy structure, service delivery model and processes.

• Build staff capacity to accept and champion change.

• Ensure staff skillsets are aligned with required responsibilities.

• Change management activities will need to be aligned with the scope of overall change proposed.

• Failure to conduct adequate training and communications will increase the timeline for achieving benefits.

Registrar

30



Appendix A – Functional model

Appendix B – AUCC and CAS guidance assessment

Appendix C – Comparator universities

Appendix D – Potential alignment of OTR functions

Appendix E – Impact of legislation

Appendix F – Academic policies comparison

Appendix G – Student survey results

Appendices

31



Appendix A

Functional model

32Sheridan College - The Journey - Final Report32 Sheridan College - The Journey - Final Report


DRAFT for discussionDRAFT Office of the Registrar functional model

Note: The functions are inclusive all five program types offered at Sheridan (full time, part time, continuing education, apprenticeship, and joint programs) with the exception of Applications Processing and Admissions. It is assumed that the primary functions are performed for all student types although with different processes varying levels of service.

Func

tion

Sub-

Func

tion

Conduct change management and coordinate OTR’s

activities

Manage internal Sheridan

community relations

Strategy, Planning, and

Policy

Interpret school policy and adjust

activities accordingly

Develops new policy

Systems Operations and

Projects

Troubleshoot issues for

department users

Execute ad-hoc data request

Gather requirements and

write change request

Conduct initial testing on new

functionality

Manage and maintain OTR

web sites

Train develop and manage staff

HR and Training

Hire/contract renewal /

termination decisions

Train new users and provide

ongoing training support

Provide third party letter

service: RESP forms, special case letters

Records

Issue transcripts and support EDI

transmission

Manage the challenge credit

process

Authenticate and scan documents

into imaging system

Process and manage Letters of Permission

Validate enrolment / graduation

Target Management &

Offer/Intake Projections

Manage pre and post admission

testing

Evaluate applications, and

process admissions decisions

Coordinate OCAS Download

& On-Line Response Processes

Create applicant profiles in system

Publications / Communications

Academic Calendar Print

and Web Production

Manage in-person, mail, e-mail, web and

telephone enquiries

Develop, write and/or edit internal and

external publications/

communications

Develop & manage print and e-communication

activities

Develop and manage

recruitment web portal

Manage program brochure and recruitment publications

inventory

System Communications: letter creation &

generation

Develop & Manage ‘My

Application’ Self-Serve Web

Portal

Manage admissions

appeals

Coordinate conditional clear

processes

Authorize and update Course

Substitutions/Directives

Update and maintain

Academic Structure

Update and maintain program

and course catalogues

Analyze, build and maintain

Academic Advising


Process Applications

Manage Transfer Credit Evaluation

Build and Maintain Transfer Credit Structure

Transfer Credits

Develop college-wide and/or

program specific recruitment &

communication plans

Develop & execute on-

campus events

Coordinate participation in

collective provincial and central region recruitment

activities

Plan and organize outreach

recruitment activity

Develop and coordinate domestic

recruitment plans & strategies

Recruitment Applications Processing and Admissions

Support online course enrolment

Registration

Enroll/drop students

Load of course and student

schedules to SIS


Manage student loan and gov’t

assistance applications

Financial Aid AdvisingTrack, assess,

and distribute awards

Build awards database

Scholarship promotion and

admin

Awards creation

US reporting

Issue fee invoices

Fees

Manage awards appeals

Manage fee appeals

Manage academic

standing process (level)


Assess graduation eligibility

Convocation planning and

execution

Manage Convocation

Receive in-person payments

Process documentation and operational communications

System strategy and vendor

relations

Scheduling

Collect and organize program

and course offerings

Build student, faculty and

facility schedules

Manage scheduling and ad hoc requests


Reporting

MTCU Grant Claim /

enrolment

Provide input to Stats Canada on

graduates

Create reports & provide analysis

for college executive

Transfer credit and articulation

reporting

Support departments and stakeholders on new programs, curricular and

admission requirement

changes

Coordinate grade entry process

into SIS

PLAR and Advanced Standing

Prospect relationship

management

Career Advising

Advising

Admissions Advising

Registration / Course Selection

Advising


Leadership role in the

development of short and long-

term post-secondary

enrolment targets

Liaise with academic Deans to develop and

implement strategies

Advise on setting intake enrolment

targets for programs

Measure and report on

progress against targets

Manage the academic policy review process

Policy enforcement (scheduling, grades etc)

Systems maintenance

and optimization

Data quality assurance

Project management and

identifying new opportunities

Social media monitoring and

response

Support International

office (liaising with recruitment,

admissions, scheduling)

Welcome centre

Support and promote pathway initiatives

Receipt and management of transcripts and

other admissions documentation

Management of applicant funnel

Projections to support

enrolment planning

Space utilization reporting

Manage registrations for

five program types

Student records maintenance

Replacement diplomas

Manage visiting students

Ad-hoc external reporting

Manage grading process

Managing awards budget

Administer make-up tests

Proctor testing for Accessible

Learning Students

Proctoring services for

external universities and

colleges

Maintain academic appeals

documentation

Testing

Make up testing

33



Function overviews

Function and overview Outputs Stakeholders

HR and TrainingThe HR and training function relates to activities by the OTR in managing the daily operations of the department. These include day-to-day staff direction and communications, hiring and terminations, and providing staff training and development. As part of this function, OTR management is responsible for developing and maintaining policy and procedural documentation for current processes.

• Staff training and development• Process documentation• Hiring and Terminations

• Human Resources

Strategy, Planning and PolicyThe strategy, planning, and policy function relates to activities conducted by the Registrar and OTR management in directing the activities of the department and setting policy decisions for the institution. The Registrar is responsible for creating a mission and vision in line with the strategic plan for the institution as a whole. This involves interacting with multiple areas of Sheridan, including academic and administrative to define and drive initiatives to meet the OTRs goals.

• Policy development• Policy enforcement

• Senate• Provost• Faculty

Systems Operations and ProjectsThe systems, operations, and projects function relates to activities performed to maintain and update the systems used by the OTR. These are primarily the PeopleSoft student information system and the OTR website. From an operational perspective, the function runs ongoing processes to support the OTR such as term start-up, loading grades, and gathering data. On a project basis, the function takes the lead on defining new requirements and testing for additional functionality to existing systems. The group of system and business analysts in this area work closely with all areas of the OTR to understand usage of current systems.

• System upgrades• System modifications

• Student Services• Information Technology

Curriculum ManagementThe curriculum management function is responsible for managing and updating changes to course and program catalogues. Changes are driven by academic areas and submitted to the OTR for review prior to be being uploaded to the relevant systems. As part of this function the OTR also supports departments and other stakeholders throughout the process of curricular change including advice on adherence to policy, timelines, and impacts to students.

• Program changes • Faculty• Senate

Publications/CommunicationsThe publications/communications function is responsible for developing and managing all internal and external publications/communications, and managing student inquiries across numerous mediums. There is a collaborative effort between the publications/communications function and the recruitment function within the OTR to send targeted information to prospective students. The objective of targeted communications is to generate demand for programs and ultimately meet enrolment targets.

• Communications to current students

• Communications to prospective students

• Information Technology• Student Services• Marketing/Communications• International• Finance• Faculty

34



Function overviews (continued)


Enrolment ManagementThe enrolment management function is responsible for working with the Executive Committee and Deans to develop short and long-term post-secondary enrolment targets. This also includes liaising with other key stakeholders (International Office, Deans, Associate Deans, Program Coordinators), to develop implementation plans and monitor set targets.

• Enrolment management plan (program mix, targets, program budgets, student demographic, etc.)

• Provost• Student Services• Faculty• International• Finance

RecruitmentThe recruitment function is responsible for planning, directing and administering recruitment events on campus as well as planning and executing off-campus outreach events. The recruitment team seeks to make direct prospect contact at audiences including high schools, universities, other colleges, trade schools, adult education centers, elementary schools, and community events. As part of these events, the function is responsible for creating recruitment materials including web, print, and multi-media.

• Outreach materials• Events

• Student Services• Faculty• International• Marketing/Communications

Applications Processing and AdmissionsThe applications processing and admissions function is responsible for managing the student intake process including communications with prospective students, assessment of student applications, and management of the overall applicant funnel. The function also works with other areas of the College for ongoing review of Sheridan admissions requirements.

• Offer letters • Faculty• International

Transfer CreditsThe transfer credits function is responsible for liaising with academic areas to build and maintain the transfer credit eligibility structure, evaluate transfer credits applications, and support and promote pathway initiatives.

• Updates to transfer credit guide • Faculty

Financial Aid and AwardsThe financial aid and awards function is responsible for managing the intake of student loan and awards applications, assessing applications and distributing funds to students within the awards budget, managing the award appeals process, and ongoing administration of student loans and awards.

• Student services • Student services

SchedulingThe scheduling function is responsible for collecting and organizing program and course offerings from academic areas, building student, faculty and facility schedules, liaising with academic areas to meet enrolment targets, and reporting on space utilization.

FeesThe fees function is responsible for issuing invoices to students, receiving in-person payments, and managing fee appeals.

• Collection of fee payments• Fee appeals• Income tax receipts

• Board of Governors• Finance

35



Function overviews (continued)


RecordsThe records function is responsible for registration and reporting of all student client groups (post-secondary, continuing education, skills development and apprenticeship) in varying levels of intake for a variety of different programs offerings, within three academic terms for students of varying academic loads. Responsibilities also include producing documentation on request of students (letter of permission, transcripts, etc.).

• Registration• Student file

• Faculty• Student Services• Finance• Institutional Research

Statutory and Management ReportingThe statutory and management reporting function is responsible for generating reports on enrolment, transfer credits, and number of graduates to granting agencies, government agencies, other internal departments, and for ad-hoc reports.

• Reporting to government agencies (StatsCan)

• Reporting to US granting agencies

• Reporting to University (applications, registrations, transfer credit metrics, FTE funding reports)

• Institutional Research• Finance

Grading and progressionThe grading and progression function is responsible for conducting the assessment of the student academic standing based on information entered into the SIS system by Faculty areas. The function will be responsible for managing changes to grading scales, maintaining documentation related to grading appeals by students, and administering make-up testing.

• Assessing academic standing/graduation

• Changes to grading scale(s)• Accommodations for students

with disabilities

• Faculty

Manage ConvocationThe convocation function is responsible for determining, annually, the list of graduating students which provides the content for the convocation program. The function is also responsible for the production of all credentials (certificate, diploma, degree) that are awarded to students and ensures that all regalia, including Silver Medals, Governor General Award, Student and Faculty Gowns, Liripipes and Academic Hoods are ordered and available at each ceremony..

• Convocation program • Student Services

AdvisingThe advising function is responsible for providing various types of advising to students throughout the student lifecycle. The OTR currently provides career, financial aid, admissions, and registration/course selection advising. There is a collaborative effort between the OTR, Student Services, and the Academic Faculty areas to ensure each student obtains the appropriate guidance to make timely and informed decisions.

• Admissions advising• Financial aid advising• Course/program advising• Accommodations advising

(accessibility, testing)• Career advising

• Faculty• Student Services

TestingThe testing function is responsible for managing pre- and post-admission testing, make up testing, and coordinating proctors for Accessible Learning Students and external universities and colleges. These services are delivered out of the assessment centre department of the OTR.

• Proctoring services• Delivery of pre-post admission

testing

• Faculty• Student Services



Appendix B

AUCC and CAS guidelines and criteria for universities



AUCC – Criteria to become a member

I. Institutional MembersInstitutional Members shall be those universities and colleges named in the Schedule to the Act of Parliament incorporating the Association and such other Canadian universities and university-degree level colleges as are from time-to-time approved for Institutional Membership by the Board and subsequently approved by a vote of the Voting Members, provided that each of such universities and university-degree level colleges, including those federated with, affiliated to or a constituent portion of a university, shall satisfy the following conditions:

1. It has the powers it purports to exercise pursuant to authority granted by the Crown or by Statute or by formal agreement with its affiliated or federated university, or the university of which it is a constituent portion;

2. It has governance and an administrative structure appropriate to a university, including:• Authority vested in academic staff for decisions affecting academic programs including admissions, content, graduation requirements/standards, and related

policies and procedures through membership on an elected academic senate or other appropriate elected body representative of academic staff;• An independent Board of Governors, or appropriate equivalent, that:

‒ Is committed to public accountability and functions in an open and transparent manner;‒ Has control over the institution’s finances, administration and appointments;‒ Includes appropriate representation from the institution’s external stakeholders (including the general public), from academic staff, from students and from

alumni; and‒ Uses the institution’s resources to advance its mission and goals.

• A senior administration normally including a president and vice-presidents and/or other senior officers appropriate to the size of the institution and the range of its activities.

3. It has an approved, clearly articulated and widely known and accepted mission statement and academic goals that are appropriate to a university and that demonstrate its commitment to:• Teaching and other forms of dissemination of knowledge;• Research, scholarship, academic inquiry and the advancement of knowledge;• Service to the community.

4. It has as its core teaching mission the provision of education of university standard with the majority of its programs at that level.

38



AUCC – Criteria to become a member (continued)I. Institutional Members (continued)5. It offers a full program or programs of undergraduate and/or graduate studies that animate its mission and goals, and that leads to a university degree or

degrees conferred by itself or, if federated or affiliated with, or a constituent of a university, by the parent institution. Indicators will include:• Highly qualified academic staff holding a PhD or other appropriate terminal degree, and relevant professional experience where appropriate;• Undergraduate programs taught by senior academic staff;• A quality assurance policy that results in cyclical or continuous assessment of all of its academic programs and support services, and which includes the

participation by those directly involved in delivery of the program or service, as well as by other institutional colleagues and external experts and stakeholders;

• Provision for the periodic evaluation of the performance of academic staff, including a student assessment component;• Access to library and other learning resources appropriate to the institution’s mission, goals and programs;• The periodical monitoring of graduate outcomes, and established and transparent processes for disseminating this information inside and outside the

institution;• Academic counselling and other student services appropriate to its programs; and• Financial resources to meet its mission statement and goals in the association every five years commencing in 2005.

6. Its undergraduate degree programs are characterized by breadth and depth in the traditional areas of the liberal arts and/or sciences, and first degrees of a professional nature – such as medicine, law, teacher education, engineering – have a significant liberal arts and/or sciences component.

7. It has a proven record of scholarship, academic inquiry and research; expects its academic staff to be engaged in externally peer reviewed research and to publish in externally disseminated sources; and provides appropriate time and institutional support for them to do so. Indicators of this commitment will include policies and programs pertaining to the creation of knowledge, the development of curriculum and the execution of research projects.

8. Its approach to the protection of academic freedom respects the spirit of the AUCC Statement on Academic Freedom which was approved by the membership on October 25, 2011 and as may be amended by the membership from time to time.

9. If it is a freestanding institution, neither in a formal relationship of affiliation or federation nor a constituent portion of a member university, it has in the academic year in which it makes application for membership, and has had in the two preceding years, an enrolment of at least 500 FTE. For further certainty, institutions that are not freestanding institutions are not required to have an enrolment of at least 500 FTE.

10. If it is a constituent of an Institutional Member, its application for membership is supported by its parent institution.

11. It operates on a Not-for-Profit basis.

12. It satisfies the Board, after receiving a report by a visiting committee appointed by the Board, that it is providing education of university standard and meets the criteria for membership in the Association.An institution that does not meet all of the criteria for membership may not re-apply for a period of three (3) years.(AUCC members are invited to reaffirm their adherence to the criteria for membership.)

39


http://www.aucc.ca/media-room/news-and-commentary/canadas-universities-adopt-new-statement-on-academic-freedom


Alignment with CAS guidance

CAS guidance Assessment RationaleCollaborate with complementary services regarding enrolment management functions The OTR currently works closely with multiple departments in

conducting enrolment management functions

Interpret, implement, and ensure compliance with policies and procedures related to academic record-keeping

The OTR manages the central student information system and maintains all academic appeals documentation

Ensure that cooperative agreements articulate the responsibility for student support and services and the appropriate student conduct policiesProvide a registration process for enrolling students in classes each term, which may include the calculation of tuition and fees

The OTR manages in person and online student registration with automatic fee calculation

Verify student academic eligibility for graduation, honors, academic probation, or dismissal The OTR is responsible for conducting grading and progression functions as well as degree audit

Document approved transfer credit The OTR is the primary office for the transfer credit function.

Verify records for graduation for the preparation and distribution of diplomas The OTR leads the degree audit process and prepares diplomas/degrees.

Support academic advising activities

Develop a workable disaster recovery plan that will allow RPS to function in the event of catastrophic circumstances

TBD IF PLAN EXISTS;

Coordinate the scheduling of appropriate space and resources for classes, including non-classroom-based courses

The OTR leads the scheduling practice at Sheridan.

Provide information about courses, programs, policies, and procedures for the development of institutional publications, websites, and other educational materials

The OTR publishes the academic calendar and several other communications materials

Provide reports as required (e.g. class rosters, grade rosters, grade reports, transcripts, committee needs)

Prepare statistical reports (as needed for institutional research, enrolment management, assessment, and other purposes, e.g. enrolment projections, retention, attrition, and graduation rates)

The OTR currently produces ad-hoc and regular reporting for several stakeholders on campus

RPS must have written policies on all relevant operations, transactions or tasks that have legal implications

The OTR maintains a repository of policies which is currently being updated

RPS must modify or remove policies, practices, facilities, structures, systems, and technologies that limit access, discriminate, or produce inequities

As part of the transition process and movement to online services, the OTR will need be conscious of ensuring equitable access for all students

RPS must ensure physical, program, and resource access for persons with disabilities The OTR works with accessible learning services in delivery resources

RPS must recognize the needs of distance learning students by providing appropriate and accessible services and resources or by assisting them in gaining access to other appropriate services and resources in their geographic region

TBD – Sheridan Distance Learning program?

High Low

The current practices of the OTR at Sheridan are in alignment with existing CAS guidance. Moving forward the impact of these standards is not forecasted to be significant as the OTR considers changes to its functions, services, and structure over transition period to university status.

40



Appendix C

Comparator Universities

41 Sheridan College - The Journey - Final Report41


Comparator universities

The following universities were consulted as part of the process. The discussions were facilitated using the Sheridan functional model in appendix A to understand the key differences to functions, services, and structure and how these were impacted as part of the transition to university.

Institution Campus type Campus setting(s)

Student population

University status Rationale for inclusion Key contact(s)

Simon Fraser University Multi-site Urban ~35,000 Since founding

• Campus type and setting• Comparable student

population

• Jo Ah• Rella Ng

University of the Fraser Valley Multi-site Urban ~15,000 2008

• Campus type and setting• Comparable student

population• Recently transitioned to

university status

• Jody Gordon• Al Wiseman

Mount Royal University Single-site Urban ~25,000 2009

• Comparable student population

• Recently transitioned to university status

• David Wood• Phil Warsaba

Thompson Rivers Single-site Urban ~13,000 1995• Campus type and setting• Comparable student

population• Angelique Saweczko



Mount Royal – discussion summary

Context/background

Mount Royal University is a single-site institution in Alberta that transitioned to university status in 2009. Approximately 93% of students are enrolled in degree programs which represents a significant shift since the attainment of university status. Diploma, certificate, and continuing education programs are all offered at Mount Royal. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e. continuing education).

Distinct functional areas Notes

Admissions and recruitment Increased recruiting efforts for direct from high school students, resulting in a school demographic that has decreased the student’s average age from 24 to 21 in entry cohorts. RO believes it will stabilize around 19 in the next few years, which is typical for a University.

Enrolment management Director of Admissions obtains enrolment target data from each of the Academic Faculty areas, but final approvals sit with the RO. The responsibility for meeting enrolment targets lies with Admissions and they strive for 1-2% over the enrolment target. The RO noted this method makes it easier to strategically manage the overall budget.

Convocation The RO determines which students are eligible to graduate, but the University Advancement Office manages the logistics of the ceremony.

Advising Course and program advising is done by Student Affairs for undeclared students (usually first and second year), and by the Academic Faculty areas once a student has declared their major (usually third and fourth year).

Lessons learned from the transition

The need to automate manual processes will be more evident due to increased volume and complexity.• There is an enormous amount of work to be done to achieve University status. With that in mind, staff need to understand that the majority of work occurs after

University status is granted.• Be prepared for a shift in student's decision making: for diplomas/certificates, students generally finish in the program they started. Approximately half of

degree students will change their major within the first year.• The attendance rate at convocations increases from 40% for diploma students to 80% for degree students, which can lead to an increase in the number of

ceremonies.

43



University of the Fraser Valley – discussion summary

Context/background

University of Fraser Valley is a multi-site institution in British Columbia that transitioned to university status in 2008. UFV offers master’s and bachelor’s degrees, diploma and certificate programs, and continuing education programs. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e. continuing education).


Curriculum management Academic Faculty areas handle degree audits/checks, but the RO is not particularly happy with the current process.

Financial aid and awards The financial aid and awards process is managed by Student Services.

Reporting The Institutional Research Office completes the majority of reporting, and obtains some of the information required from the RO.

Advising Financial aid and admissions advising is done by the RO. Course and program advising is done by Student Affairs for undeclared students (usually first and second year), and by the Academic Faculty areas once a student has declared their major (usually third and fourth year). The Academic Faculty area advisors and Student Affairs have a forum to discuss emerging issues/topics.

Lessons learned from the transition

• The RO should aim to complete as much policy/governance work upfront as possible. This includes finalizing high-level responsibilities (what decisions each governing body is responsible for), and low-level responsibilities (for elections: does a particular employee vote with Faculty, Staff, or are they an Officer of the University and therefore ineligible to vote).

• Ensure staff understands that the transition involves more than changing the name and adding a few degrees. There are fundamental changes to the governance structure and decision-making processes and it is a large undertaking.

44



Thompson Rivers – discussion summary

Context/background

University of Fraser Valley is a multi-site institution in British Columbia that transitioned to university status in 2008. UFV offers master’s and bachelor’s degrees, diploma and certificate programs, and continuing education programs. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e. continuing education).


Publications/communications Student communications are done through the RO, but general communications are done through the Marketing/Communications office, which liaises with the RO.

Scheduling The RO currently owns some space on campus, but they are moving to a model where all space is available to the RO and other units will book space from the RO. To facilitate the transition, they are implementing InfoSylum over the next 6 months.

Fees Finance handles the distribution of invoices and collection of fees, and the RO manages fee appeals.

Strategic Reporting Application/registration metrics and transfer credit reporting is done by the RO, but government agency reporting and ad-hoc reporting is done centrally by the Institutional Planning Office.

Convocation The RO determines which students are eligible to graduate, but the Advancement Office manages the logistics of the ceremony.

Advising Career and accessibility/testing advising is done by Student Services, and admissions and course selection advising is done by the RO.

Lessons Learned from the transition

• Be prepared for a shift in staff requirements. University students expect an increased quality of customer service. Staff cannot just answer the questions being asked, they must be able to anticipate the questions that will be asked in the future. Staff must also be able to adapt to changing technology and the shift to more automated processes.

45



Simon Fraser University – discussion summary

Context/background

Simon Fraser University is a multi-site institution in British Columbia that offers master’s and bachelor’s degrees, continuing education programs, and is in a pilot phase to offer high school classes. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e. continuing education).


Admissions and recruitment Admissions and applications processing is performed the same way as Sheridan. Recruitment and communications to prospective students sits within Student Affairs.

Enrolment management Academic Faculty areas set program caps based on teaching capacity, but once the caps are set, it is a shared responsibility between the Academic Faculty areas and the RO to meet enrolment targets.

Convocation RO coordinates registration, organizes regalia, and manages logistics of ceremony. The Ceremonies office looks after honorary degrees.

Advising Financial aid and admissions advising is done by the RO. Course and program advising is done by Student Affairs for undeclared students (usually first and second year), and by the Academic Faculty areas once a student has declared their major (usually third and fourth year). The Academic Faculty area advisors and Student Affairs have a common forum to discuss emerging issues/topics.

Lessons Learned from the transition

Simon Fraser has been a university since founding the primary lessons in relation to delivery in a multi-site environment. Some lessons include:• Leveraging the “front office” of multiple functions for the delivery of services (i.e. partnering with accessible learning)• Identifying where student interactions are common and staffing those functions at each site• Staffing based on program and student types

46



Appendix D

Potential alignment of OTR functions and sub-functions



Potential alignment of OTR functions and sub-functionsCampus specific serviceCentral service

Function is delivered centrally by the OTR

• HR and Training – Hire/contract/termination decisions• HR and Training – Train new users and provide ongoing training support• HR and Training – Process documentation and operational communications• Strategy, Policy, and Planning – all sub-functions• Projects, Operations and Systems – Troubleshoot issues for department users• Projects, Operations and Systems – Manage and maintain OTR websites• Projects, Operations and Systems – Coordinate grade entry process into SIS• Curriculum Management – all sub-functions• Communications/Publications – Academic Calendar print and web production• Communications/Publications – System communications: letter creation and generation• Applications Processing and Admissions – all sub-functions• Transfer Credits – Process applications• Transfer Credits – Manage transfer credit evaluations• Transfer Credits – Support and promote pathway initiatives• Transfer Credits – Build and maintain transfer credit structure• Scheduling – all sub-functions• Registration – Load of course and student schedules to SIS• Registration – Support online course enrolment• Registration – Manage registrations for five program types• Records – Issue transcripts and support EDI transmission• Grading and Progression – Manage academic standing process (level)• Grading and Progression – Maintain academic appeals documentation• Records – Validate enrolment/graduation• Records – Authenticate and scan documents into imaging system• Records – Manage the challenge credit process• Records – Student records maintenance• Records – Replacement diplomas• Manage Convocation – Assess graduation eligibility• Recruitment – All functions except on-campus events• Projects, Operations and Systems – Troubleshoot issues for department users• Projects, Operations and Systems – Execute ad-hoc data request• Projects, Operations and Systems – Gather requirements and write change request• Projects, Operations and Systems – Conduct initial testing on new functionality• Projects, Operations and Systems – System strategy and vendor relations• Projects, Operations and Systems – Systems maintenance and optimization• Projects, Operations and Systems – Data quality assurance• Communications/Publications – Develop and manage print and e-communication activities• Communications/Publications – Develop and manage recruitment web portal• Communications/Publications – Manage program brochure and recruitment publications

inventory• Communications/Publications – Develop, write and/or edit internal and external

Communications/Publications• Communications/Publications – Social media monitoring and response• Enrolment management – all sub-functions• Financial Aid and Awards – all sub-functions• Fees – Issue fee invoices• Statutory and Management Reporting – all sub-functions• Manage Convocation – Convocation planning and execution

Function is delivered in a distributed manner by the OTR

• HR and Training - Train develop and manage staff• Communications/Publications – Manage in-person, mail, e-mail, web and telephone

enquiries• Registration – Enrol/drop students• Records – Process and manage LOPs• Records – Provide third party letter service; RESP forms, special case letters• Records – Manage visiting students• Transfer Credits – PLAR and advanced standing• Recruitment – Develop & execute on-campus events• Fees – Receive in-person payments• Fees – Manage fee appeals• Grading and Progression – Administer make-up tests• Advising – all sub-functions• Testing – all sub-functions

48



Appendix E

Impact of legislation on the OTR

49



Provincial legislation as policy drivers

Overview• Deloitte reviewed existing provincial legislation related to the Provision Act of multiple universities. These included:

‒ Ryerson University Act‒ Alberta Post-Secondary Learning Act‒ British Columbia Act (University)‒ British Columbia Act (Special Purpose, Teaching University) – applicable to Kwantlen Polytechnic and Vancouver Island University‒ Thompson Rivers University Act (amended BC act)‒ Acadia University Act‒ Carleton University Act‒ Wilfrid Laurier University Act

• In all cases the relevant Acts specified the responsibilities of the Senate with regards to setting admission standards, and criteria for academic standing. For special purpose teaching universities the following additional duties are stipulated:‒ The Senate of a special purpose, teaching university must advise the board, and the board must seek advice from the Senate, on the development of

educational policy for the following matters: mission statement and educational goals, establishment, revision, or discontinuance of courses, reporting for non-credit programs, library and resource centres, setting of the academic schedule, and qualifications of faculty members. In addition the acts of these universities lay out the responsibilities of the Senate in relation to transfer credit arrangements

‒ In the case of Carleton University the Senate is also responsible for publishing University calendars.

Impact on the OTRIt was noted that the level of detail around Senate responsibility varied most greatly between the Acts reviewed for the three Ontario universities. As the Sheridan College as the OTR will perform many of its functions on behalf of the Senate the level of responsibility prescribed to the Senate in the act will determine how the policy framework will need to be adjusted. For example, in most Ontario universities the Senate does not oversee or approve non-credit courses. However, the teaching university acts in British Columbia specify a role for the Senate in non-credit courses and programs.The responsibilities of the Senate will also impact the level and types of reporting required by Senate for decision making. These reporting requirements may directly impact the work performed in the OTR.

50



Appendix F

Academic policies comparison



Policy compare summary

Institution Number of academic policies Primary academic policy categories Link to Policies

Sheridan College 16 Not specifically categorized n/a

Simon Fraser University 70 Policies categorized under “Academic” largely include academic employment topics including:• Academic Appointments and Terms of

Appointment• Renewal, Tenure and Promotion• Other Academic Appointments• Administrative Appointments• Faculty Salaries• Benefits for Academic Appointments• Employment Policies for Academic Personnel• Leaves and Exchanges for Academic

Personnel• Awards for Academic PersonnelOther policy catergories related to academic matters include:• Student conduct and discipline• Grading and Exams• Course Scheduling

http://www.sfu.ca/policies/gazette.html

University of the Fraser Valley 57 Academic Administration PoliciesAcademic StandardsAdmissionsCurriculum DevelopmentFeesGrading and Assignment of CreditResidenceStudent Academic Records

http://www.ufv.ca/secretariat/policies/#d.en.944641

52



Appendix G

Student Survey Results

53



Survey demographics

21%

21%

26%

29%

1% 3%

In which Faculty are you enrolled?

Animation, Arts and Design

Applied Health & Community Studies

Applied Science & Technology

Business

Continuing and Professional Studies

Humanities & Social Sciences

Four Years

One year

Three Years

Two Years

What is the duration of your program?

1st Year

2nd Year

3rd Year4th Year

In which year of the program are you currently registered?

54



Registrar services

Adv

ising

Transfe

r Cred

its

myO

TR (onli

ne)

In P

erson

Fee P

aymen

t

App

licati

ons a

nd A

dmiss

ions

Rec

ruitm

ent

Reg

istrat

ion

Financ

ial A

id an

d Award

s

Ass

essm

ent (T

estin

g) Cen

treOthe

r0

50

100

150

200

250

Sheridan Office of Registrar Services' Usage

Office of Registrar Services

Usag

e by

Res

pond

ents

In person

Online

Telephone

Method of Interaction with the Office of the Registrar

55



Registrar services compared

Adv

ising

App

licati

ons a

nd A

dmiss

ions

Ass

essm

ent (T

estin

g) Cen

tre

Financ

ial A

id an

d Award

s

In P

erson

Fee P

aymen

t

myO

TR (onli

ne)

Rec

ruitm

ent

Reg

istrat

ion

Transfe

r Cred

itsOthe

r0

100

200

Sheridan vs. Previous UniversityOffice of Registrar Services' Usage

SheridanPrevious University

Services

Usag

e by

Res

pond

ents

In person Online Telephone0

50

100

150

200

250

300

Sheridan vs. Previous University Method of Interaction With the Office of the Registrar

SheridanPrevious University

56



Which Office of the Registrar services did you have at university that you do not find at Sheridan?

• None. I've found everything I need at both institutions• I haven't found much difference between them• None, Sheridan's is much better

• You can get a lot of the forms you need online • The ability to actually manipulate my course load and schedule, add/drop/swap classes, see midterm grades,

pathways to graduate calculations.

• The ability to pay fees in whatever method I want.• A dedicated area for accepting bill payments, whereas Sheridan has a area in the front lobby which can have very

long lines.

• Choosing my own courses• Access to preview the classes available and their schedules online• Didn't have to wait inline at the start of the semester to add/changes courses

• They made work study programs more apparent• Graduation: provide graduation information, organize recruitment and job seeking meetings for graduates

None – 59%

Online Self-Services – 6%

Payments – 6%

Scheduling – 6%

Career Services – 5%

Top 5

57



Which Office of the Registrar services have you found at Sheridan that you did not have access to at your university?

• None. I've found everything quite the same• The same services were available• All services are same as university

• myOTR• Online services at Sheridan were a lot better• Good online system

• Smaller and more intimate. I used one of many registrar's at university and there was long lines many of the time.• The office of the registrar at Sheridan is more easily accessible

• I found advising resources here at Sheridan really helpful and unique. They also have more resources and time• Walk in advisement

• Coop Office• Career Centre

None – 46%

myOTR – 22%

Staff – 10%

Advising – 7%

Coop Office – 3%

Top 5

58


© Deloitte LLP and affiliated entities. Sheridan Journey Office of the Registrar May 2014.

Documents

Transcript of © Deloitte LLP and affiliated entities. Sheridan Journey Office of the Registrar May 2014.