KWANTLEN POLYTECHNIC UNIVERSITY ACCOUNTABILITY PLAN …

KWANTLEN POLYTECHNIC UNIVERSITY ACCOUNTABILITY PLAN AND REPORT

2012/13

Accountability Plan and Report 2012/13 P a g e | i

Institutional Analysis & Planning, KPU July 2013

Table of Contents

Table of Contents

1. Letter from the Board Chair and President ............................................................................ 1

2. Institutional Overview and Strategic Direction 2013 ............................................................ 3

2.1 Institutional Overview .................................................................................................. 3

2.2 VISION 2018: Kwantlen Polytechnic University Mission, Vision, Values,

Goals and Strategies .................................................................................................. 9

3. Planning and Operational Context ..................................................................................... 13

3.1 KPU’s Community Focus ........................................................................................... 13

3.2 Engagement with Our Communities ..................................................................... 15

Conclusion ............................................................................................................................ 16

4. Alignment of KPU’s Goals and Objectives with AVED’s Objectives 2012/13 .................. 17

5. KPU’s Goals, Initiatives and Performance Measures ......................................................... 19

5.1 Quality .......................................................................................................................... 19

5.2 Relevance ................................................................................................................... 24

5.3 Reputation .................................................................................................................. 27

6. AVED Performance Measures with Targets and Results .................................................... 29

7. Financial Information ......................................................................................................... 35

7.1 Summary Financial Report 2012/13........................................................................ 35

7.2 Summary Financial Outlook 2013/14 – 2015/16 ................................................... 36

Appendix A: FTE Enrolment Report Year Ended March 31st, 2013 .......................................... 37

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Accountability Plan and Report 2012/13 P a g e | 1


1. Letter from the Board Chair and President

Letter from the Board Chair and President

July 19th, 2013 Board of Governors

Hon. Amrik Virk

Minister of Advanced Education

Province of British Columbia

P.O. Box 9059, STN PROV GOVT

VICTORIA B.C. V8W 9E2

Dear Minister Virk:

We are pleased to submit KPU’s institutional Accountability Plan and Report for 2012/13

to 2014/15 and affirm that, in accordance with KPU’s governance structure, the Board

Chair and the President/Vice Chancellor are accountable for achieving its objectives

and would be most pleased to answer any questions you might have about it.

You will note that KPU has “substantially achieved, achieved or exceeded” targets set for

2012/13 except in the FTE targets for areas for health and access programs. We have

implemented significant changes to both areas to ensure that we make solid progress

towards meeting those targets, as the numbers for health programs this past year already

indicate.

KPU serves the fastest growing region in BC, and one which offers fewer postsecondary

spaces per capita than elsewhere in BC, at a time when a looming shortage of skilled

and qualified workers is being projected.

KPU’s mandate as a polytechnic university aligns perfectly with the needs of many more

citizens to have access to affordable and quality higher education that will lead to

employment, and yet our domestic enrolments were essentially flat for 2012/13. We

obviously need to find ways to increase our activity for the people in our region,

especially in key areas that align with the BC Jobs Plan, and in keeping with our

polytechnic mandate.

We stand ready to serve the higher education of this region, which is so crucial to the

economy of BC. Our intent is explicitly stated in the nine goals contained within our

VISION 2018 Strategic Plan (section 2.2) and our three themes align well with the

objectives of the BC government: quality, relevance and capacity.

We look forward to working with you to achieve the goals of the government of BC,

especially as they relate to the social, cultural, and economic vitality of the South Fraser

region that we are proud to serve. We appreciate very much the support we receive

from the staff at AVED, and we look forward to continued productive working

relationships in the coming year.

Sincerely,

Gord Schoberg Alan Davis

Chair, Board of Governors President & Vice Chancellor



2. Institutional Overview and Strategic Direction 2013

Institutional Overview and Strategic Direction 2013

2.1 Institutional Overview Figure 2.1

The Kwantlen Polytechnic University (KPU)

region comprises the Tsawwassen First

Nation, the City of Richmond, the

Corporation of Delta, the City of Surrey, the

City of White Rock, and the City and

Township of Langley, a total of 1,023 km2. It

has a population of 908,080 people,1 21% of

BC’s total population in 2011.

The region includes densely populated

urban regions, suburban neighbourhoods,

areas of heavy and light industry, and

working farms. The KPU region is home to three airports, three ports, six major highways, three rail

systems, three international border crossings, and the majority of Metro Vancouver’s warehouse

space and remaining industrial land.

Population in the Region KPU provides educational opportunities to the fastest

growing region of the province. Its regional

population increased 13% from 2006 to 2011. (See

Figure 2.2) This compares to 7% population growth in

the province in the same period. Thirty-seven

percent of the province’s overall population growth

in this five-year period was in KPU’s region.2

Four-fifths of KPU’s students and 55% of its employees

live within the region.

The most recent population projections

prepared by BC Stats3 show that the KPU

region’s population will exceed a million

people by 2016.

The population of the KPU region is

projected to increase by 17% in the

decade between 2013 and 2023 while the

population of BC overall increases by 10%.

(See Figure 2.3)

1 Population counts, 2011 census, Statistics Canada 2 Population counts, 2006 and 2011 censuses, Statistics Canada 3 PEOPLE 2012, BC Stats September 2012

3,492,153

(79%)

3,310,565

(80%)

907,904

(21%)

802,922

(20%)

2006 Census 2011 Census

Figure 2.2: Population Growth in BC

and KPU Region

between 2006 and 2011

KPU

Region

Rest of BC

13%

15%

17%

10%

12%

15%

Total BC Metro

Vancouver

KPU Region

Figure 2.3: Projected Population Growth

2013 - 2033

2013 - 2023 2023 - 2033




The number of 15 to 24 year olds in the KPU

region will drop over the next 15 years while

the number of 25 to 29 year olds will

increase.

Number aged 15 to 24 in the KPU region:

in 2013 – 123,927

in 2028 – 123,589

Number aged 25 to 29 in the KPU region:

in 2013 – 66,748

in 2028 – 70,711

Although the population in the KPU region is projected

to grow in the next twenty years, the number of 15 to 24

year olds is decreasing. By 2018, the number of 15 to 24

year olds will drop by 5%. This figure does not start to

increase until 2028, whereas the number of 25 to 49 year

olds will grow 9% by 2018. By 2033, the number of 25 to

49 year olds will have grown by 32% compared to 2013.

(See Figure 2.4)

Focus on Sustainability KPU has a long standing commitment to environmental sustainability. Over the past ten years the

University has made significant investments in reducing its energy consumption and its greenhouse

gas emissions. In 2012, KPU reduced its greenhouse gas emissions by 12.7%.

KPU’s concern for environmental sustainability issues is reflected in its buildings. The Cloverdale

campus, built in 2007, is KPU’s, and the City of Surrey’s, first LEED Gold certified building. Since then,

the Surrey Main Building expansion has been awarded LEED Silver, and Surrey’s three-story library is

LEED Gold certified.

This year KPU expanded its geothermal field at its Surrey campus; the field now provides heating

and cooling to recently constructed buildings and to the wing of the Library that was built in 1989.

KPU offers a number of degree programs focusing on sustainability; these include offerings in

science, urban agriculture/horticulture, and public policy.

- 500,000 1,000,000 1,500,000

2013

2018

2023

2028

2033

2013 2018 2023 2028 2033

>1-14 154,068 161,060 171,935 183,719 193,471

15-19 57,646 55,876 58,130 60,720 64,561

20-24 66,281 61,383 60,800 62,869 65,635

25-29 66,748 72,359 68,770 68,793 70,711

30-39 121,141 143,725 163,103 166,618 164,486

40-49 133,312 133,954 145,938 170,004 190,021

50-59 132,335 143,507 146,435 148,351 160,448

60-69 100,272 114,558 134,557 145,813 148,431

70-90+ 113,102 134,561 155,136 180,986 209,266

Figure 2.4: Population Projections by Age Group for KPU Region

2013 – 2033




KPU’s Campuses To accommodate the burgeoning population across this large and densely populated region

(950 persons per km2), KPU has four campuses: Richmond, Surrey, Cloverdale (Trades and

Technology), and Langley spread across 42km, as well as on-line and off-site course offerings. The

distribution of students by campus is shown in Figure 2.5.4

All KPU’s campuses have a retail bookstore,

cafeteria, learning centre, lounge areas and Wi-Fi

network service. The Richmond and Surrey

campuses have conference centres that are

heavily used for university and postsecondary

system events and are also used by community

groups. Most classrooms are equipped with

computers and digital projectors. Libraries on all

four campuses have computers, individual study

spaces, and small group study spaces for student

use.

The Richmond campus has 40 classrooms, and 25

laboratories: 4 computer labs, 15 science labs, a

psychology lab, 2 language labs, and 3 graphic

design computer labs; and 15 design studios.

In December 2012, KPU announced the creation of the Chip and Shannon Wilson School of

Design as the result of gifts from Chip and Shannon Wilson, lululemon athletica, and contributions

from the Province of BC and KPU. The new building is expected to open on the Richmond

campus in September 2015.

The Surrey campus is KPU’s largest and serves the largest number of students. It has 53 classrooms,

29 labs: 13 science labs, 15 computer labs, and a psychology lab; and 8 studios for Visual Arts. A

125-seat lecture theatre provides space for lectures and panel discussions, and a public art

gallery showcases installations by students and visiting artists. Surrey is the only campus with a

gymnasium and fitness center. An award winning Aboriginal Student Gathering space opened in

2010 supports the learning of Aboriginal students.

The Cloverdale campus has 20 classrooms, 4 computer labs, 5 simulation labs and 13 shops

dedicated to trades and technology skill development. The campus also has a fine arts studio for

upper division students. The only Farrier training program in BC’s public postsecondary sector is

delivered at KPU’s Cloverdale campus.

The Langley campus is home to the School of Horticulture’s field lab, greenhouses, technical

training shops and a three-hole demonstration golf course. The Institute of Sustainable Horticulture

has state-of-the-art research laboratories and a research greenhouse at Langley. In fall 2012, the

Faculty of Community and Health Studies relocated to the Langley campus following a $7 million

renovation to the South building of the campus.

The Langley campus has 36 classrooms, 5 computer labs, 7 labs supporting horticulture,

environmental protection technology, and general science programs as well as 6 labs and 4 high-

technology simulation labs for Nursing. A 250-seat auditorium for music rehearsals and concert

performances at the Langley campus is also made available to community groups for

competitions and performances. In addition, the Music department has specialized teaching

studios and individual practice rooms.

4 Unless otherwise noted, all data in this Overview are drawn from internal KPU datasets.

Cloverdale

4%

Langley

15%

Offsite

2%

Online

5%

Richmond

31%

Surrey

43%

Figure 2.5: Distribution of Enrolments

by Campus, Fall 2012

N=14,896 unduplicated




KPU’s Students Total KPU enrolments have increased 13%

over the five academic years 2007/08 to

2011/12 (Figure 2.6). Increases in both

domestic and international student

enrolments have contributed to this

growth.

Reflecting the growth in the regional

population, KPU’s domestic enrolments

have grown steadily. In the last full

academic year 2011/12, 18,132 individual

domestic students enrolled in programs at

KPU. This is a 9% increase over 2007/08.

The number of international students at

KPU grew by 700 between academic

years 2007/08 and 2011/12, an 86%

increase. This demonstrates KPU’s efforts to

achieve the Ministry objective of

increasing international students in BC by

50%. More than half of KPU’s international students in 2011/12 were enrolled in programs in the

Faculty of Business, and 22% in the Faculty of Academic and Career Advancement.

KPU offers a wide array of courses

in all three terms each year.

Enrolments in the spring and

summer terms have increased

most. We attribute this to an

increasing number of students

who study part-time, likely also

working, throughout the year.

Summer 2012 enrolments

accounted for 16% of FTEs

generated in academic year

2011/12.

Two-thirds of all KPU students are

enrolled in programs in either the

Faculty of Business or the Faculty

of Arts. The growth in enrolment

from fall 2010 to fall 2012 was

greatest in the Faculties of

Community and Health Studies

(11%), Business (8%), and Arts (6%).

(See Figure 2.8 on the following

page.)

Forty-four percent of Arts students are taking General Studies, most at the Associate Degree level.

Thirty percent of Business students are taking Accounting, most at the BBA level. The majority of

students, regardless of Faculty, are studying part-time (i.e. taking fewer than 12 credits a

semester).

12,818

13,773

14,324

7,059

7,094

7,748

14,473

14,983

14,816

0 5,000 10,000 15,000 20,000

2010 Spring

2011 Spring

2012 Spring

2010 Summer

2011 Summer

2012 Summer

2010 Fall

2011 Fall

2012 Fall

Figure 2.7: Unduplicated Headcount by Term

Spring 2010 – Fall 2012

16,597 16,695

17,495 17,705

18,132

809 967

1,226

1,396

1,502

AY2007/08 AY2008/09 AY2009/10 AY2010/11 AY2011/12

Figure 2.6: Unduplicated Domestic and

International Headcount by

AY 2007/08 – 2011/12

Domestic International




Because students may take courses in Faculties other than the one they are enrolled in, the

distribution displayed in Figure 2.8 does not reflect the proportion of educational activity delivered

by each Faculty.

In academic year 2012/13, KPU students had a choice of one hundred and twenty-two programs

ranging from certificates of completion to post-baccalaureate diplomas in a wide range of

disciplines delivered by seven Faculties. Figure 2.9 shows the distribution of student enrolments by

credential level over each of the last three fall terms.

*Other credential: citation, statement of completion

Apart from the increase in students enrolled in baccalaureate programs and the increase in

international students, the profile of KPU’s student body has changed little over the past three

years. (See Figure 2.10 on the following page.)

0

1000

2000

3000

4000

5000

6000

Academic &

Career

Advancement

Arts Business Community

and Health

Studies

Design Science and

Horticulture

Trades and

Technology

Other

Figure 2.8: Distribution of Student Enrolments by Faculty

Fall 2010, 2011, and 2012

Fall 2010

N=14,136

Fall 2011

N=14,686

Fall 2012

N=14,553

0

1,000

2,000

3,000

4,000

5,000

6,000

Associate

Degree

Baccalaureate

Degree

Certificate Certificate of

Completion

Diploma No credential Other

credential*

Figure 2.9: Distribution of Students by Credential Level

Fall 2010 , 2011, and 2012

Fall 2010

N= 14,473

Fall 2011

N-14,983

Fall 2012

N=14,816




35%

30%

25%

62%

63%

63%

92%

93%

93%

80%

79%

76%

29%

32%

33%

32%

33%

33%

47%

47% 46%

48%

46%

40%

40%

65%

70%

75%

38%

37% 37%

8%

7%

7%

20%

21%

24%

71%

68%

67%

68%

67%

67%

53%

53%

54%

52%

54%

60%

60%

Fall 2012

Fall 2011

Fall 2010

Fall 2012

Fall 2011

Fall 2010

Fall 2012

Fall 2011

Fall 2010

Fall 2012

Fall 2011

Fall 2010

Fall 2012

Fall 2011

Fall 2010

Fall 2012

Fall 2011

Fall 2010

Fall 2012

Fall 2011

Fall 2010

Fall 2011

Fall 2009

Fall 2011

Fall 2009

Figure 2.10: Profile of KPU Student Body Fall 2010 through Fall 2012

Domestic International

Live in Region Outside Region

New to KPU Continuing at KPU

Study Full-time Study Part-time

Male Female

Working less than 10 hours/week Working more than 10 hours/week

Speak only English Speak English and Another Language

Seeking Baccalaureate Seeking Other Credential

Age 22 or less Age > 22

Fall 2010 Fall 2011 Fall 2012

N=14,473 N=14,983 N=14,816




2.2 VISION 2018: Kwantlen Polytechnic University Mission, Vision,

Values, Goals and Strategies

KPU worked from September 2012 through May 2013 to develop its first strategic plan as

a polytechnic university. VISION 2018, KPU’s Strategic Plan for 2013 – 2018, was approved

by Senate 29 April 2013 and by the Board of Governors 5 June 2013. The plan’s goals and

strategies are grouped in three themes: Quality, Reputation, and Relevance.

Mission KPU offers all learners opportunities to achieve success in a diverse range of programs

that blend theory and practice, critical understanding, and social and ethical awareness

necessary for good citizenship and rewarding careers.

Vision In 2018, KPU is Canada’s leading polytechnic university, with

inspiring educators,

all learners engaging in campus and community life,

open and creative learning environments,

relevant scholarship and research, and

authentic external and internal relationships.

Values Synergistic community relationships

Supportive and collaborative learning and working environments

Scholarship of discovery, creativity, integration, application, and teaching

Rich learner experiences and a vibrant campus life

Responsible stewardship of resources

Multiple ways of knowing

Excellence and innovation

Diversity and inclusion

Continuous personal and professional enrichment

Access and flexibility

Academic freedom

QUALITY Goals and Strategies

All KPU graduates are prepared for global citizenship and rewarding careers.

Embed learning outcomes within the University’s academic plan that prepare

students for global citizenship and rewarding careers.

Enhance internationalization at KPU to allow learners and educators to develop a

better understanding of the global challenges facing society.

Integrate sustainability into the core curriculum across disciplines.

Learner engagement and retention at KPU show continuous improvement.

Assess, select, implement, and celebrate learning methodologies and

educational delivery options that provide learners with the support within and

beyond the classroom to succeed academically, personally, socially, and

professionally.




Develop and implement retention strategies that identify groups of students at

risk, set retention targets, and enhance student success.

Ensure that KPU’s physical and virtual learning spaces and other infrastructure are

able to accommodate curricular innovation and changing educational

practices, and create vibrant campuses.

Improve the student experience in first year and beyond based on the

recommendations arising from the 2011/12 internal study (Foundations of

Excellence).

Ensure that programming builds on KPU’s tradition of laddering to allow students

flexible options and recognition for previous learning.

KPU is a well-managed, integrated, and transparent organization that supports

learning.

Implement an integrated system that aligns institutional plans, allows for strategic

allocation of resources, and facilitates the articulation of, and reporting on,

annual goals and priorities.

Institutionalize effective quality assurance processes that allow for regular review

of all areas of the University.

Review and adjust KPU’s procedures to ensure efficiency and effectiveness.

Broaden the modes and increase the frequency of communication within the

University community in order to enhance transparency, decision-making,

collaboration, and relationship-building among departments.

Implement initiatives that will attract, support, engage, and retain KPU’s people

and create an environment where all employees see themselves as contributing

to student learning.

Continue to enhance environmental sustainability efforts on campus.

Create an inclusive and safe learning environment for everyone at KPU.

REPUTATION Goals and Strategies

KPU is widely recognized for its teaching and its scholarship.

Develop and implement a plan for teaching and learning, including the role of

instructional technologies that will extend and enrich the learning environment

within and across disciplines.

Develop and implement a comprehensive plan that engages KPU in research

and scholarship.

Promulgate and celebrate KPU’s achievements in teaching, learning, and

scholarship.




KPU’s unique identity is clearly articulated and well understood across the University

and beyond.

Ensure that KPU’s unique role in higher education, its pride in its important

endeavors, and the success of its students are all reflected in its publications and

communications, internal and external.

Expand initiatives to improve KPU’s recognition and reputation in our

communities.

KPU is the foremost provider of continuing and professional education in its region.

Establish the necessary infrastructure to effectively expand continuing and

professional education in response to the changing needs of business, industry,

and individual adults in KPU’s region.

RELEVANCE Goals and Strategies

The impact of KPU’s community engagement has doubled by 2018.

Implement a coordinated approach to document, expand, measure, and

celebrate effective partnerships with KPU’s communities.

Establish KPU as a place where the community gathers for informed discussions

on relevant topics.

Establish KPU as a key partner in regional economic development.

Create distinct campus identities within the unifying institutional vision.

Cultivate KPU’s relationship with its alumni in order to celebrate their

accomplishments, respond to their life-long educational needs, and support their

role as KPU ambassadors in the community.

Partner with Aboriginal communities to develop appropriate educational

pathways and programs to facilitate Aboriginal learner success.

KPU’s operations support purposeful learner FTE growth of at least 5% annually to meet

the educational needs of its region’s diverse population.

Expand initiatives to increase operating and capital funding from government

and other external sources.

Undertake research to understand the needs of learners in the diverse

communities KPU serves.

Create financially viable professional development, degree completion, post-

baccalaureate, and graduate programs.

Expand the distinctiveness and scope of KPU’s program offerings to realize its

polytechnic university mandate.

Develop a comprehensive strategic enrolment management plan directed

towards traditional and non-traditional, domestic and international learners to

support strategic growth.




Experiential learning is integrated into every KPU program, connecting theory to

application and the classroom to the community.

Ensure every KPU program of study includes experiential learning that connects

theory to its application.

Support and coordinate opportunities for experiential learning, applied research,

and community engagement.



3. Planning and Operational Context

City of Surrey Key Sectors:

Advanced Manufacturing

Agriculture

Arts

Clean Energy

Construction and

Development

Education

FIRE

Health

High Technology

One of Richmond’s economic

development strategies

involves building critical mass

of high tech companies to

facilitate synergies and create

room for innovation and

growth.

Figure 3.1

Figure 3.2

Planning and Operational Context

3.1 KPU’s Community Focus

Historically, KPU has been a regional institution, attuned to the economic, social, and

demographic trends in the communities it serves. In the new strategic plan, VISION 2018,

KPU has reaffirmed its commitment to its communities and seeks to re-focus the University

on its campuses and the ways each one interfaces with and serves its distinctive

communities. In doing so, the University is positioning itself to serve the diverse needs in its

region that is characterized by:

a mixed economy which includes a wide range of sectors such as food

processing, high tech, manufacturing, and transportation;

regional governments that are advancing economic diversification and livable-

city strategies to attract businesses and improve quality of life in their

communities;

high levels of immigration and cultural and ethnic diversity; and,

a younger demographic make-up with 31% of the region’s population under 25

compared to only 28% of the BC population.

City of Surrey The City of Surrey is supporting investment and expansion

in nine key sectors (see Figure 3.1) that will expand the

economic prosperity of the region and the quality of life

of residents. It is taking a collaborative approach to

advancing these sectors by involving industry,

government and academic partners at every

opportunity possible.

Surrey is amongst the fastest growing cities in the

province; it grew by 18.6% between the 2006 and 2011

censuses compared to the province’s 7% growth rate.

Much of the growth is attributed to immigration. According to the 2011 National

Household Survey (NHS), 40.5% of the population was foreign-born. This is 13 percentage

points greater than the provincial level. Recent immigrants arriving between 2006 and

2011 made up 18.6% of immigrants in Surrey.5

Forty-five percent of people in Surrey spoke a mother tongue other than French or

English, the most common of these was Punjabi (20%), Tagalog (2.9%) and Hindi (2.6%).

Sixty-three percent of the population primarily spoke English at home. Six percent had no

knowledge of English.6

City of Richmond Richmond is an ethnically diverse, growing, and

dynamic urban centre with a unique mix of residential

and commercial property, agricultural lands, industrial

parks, waterways, and natural areas.

5 2011 National Household Survey, Statistics Canada

6 2011 Census, Statistics Canada




Agriculture is vitally important to Delta’s

economic, environmental, and social

sustainability. Delta’s agricultural sector

consists predominantly of large, well-

established and efficient agricultural

operations specialized in domestic and

export markets.

Approximately 20% of employment in

the City of Langley is in the industrial

sector. With more than 2.5 million

square feet of industrial floor space,

industry is the backbone of the City of

Langley. The City of Langley’s industrial

base comprises plastics manufacturing,

metal fabrication, clothing

manufacturing, and warehousing,

amongst others.

The Township of Langley has a diverse

economic base including state-of-the-

art manufacturing industries,

agriculture, and a very strong retail and

service sector. A favourable tax base,

skilled labour force, and its strategic

location within the regional trans-

portation network make the Township

of Langley attractive to investment and

development.

Figure 3.3

Figure 3.4

Richmond's economy supports over 135,000 jobs in various sectors including services,

retailing, tourism, technology industries, light manufacturing, airport services and aviation,

agriculture, fishing, and government. In recent years, Richmond has been emerging as a

leading centre for high tech industries.

Richmond’s population is also growing faster than the provincial average at 9.2%

between the 2006 and 2011 censuses. According to the 2011 NHS, 60% of Richmond’s

population was foreign born; 17% of the immigrants living in Richmond came to Canada

within the last seven years.

Sixty-two percent of Richmond residents speak a mother tongue other than English or

French. The most commonly spoken languages are Cantonese (16%) and Mandarin

(11%). Ten percent of the population had no knowledge of English.

Corporation of Delta The economic diversification strategy of the

Corporation of Delta targets the companies

in the high tech, aviation/airport, and

green/agriculture-related sectors. The ware-

housing sector in Delta has experienced

significant growth, and there is potential for

further development of the waste

management industry.

Unlike other parts of the KPU region, Delta’s population only grew by 3.3%, nearly half the

rate of the province. Nearly 30% of Delta’s population is immigrants, of which 12% came

to Canada between 2006 and 2011.

Close to a third of Delta residents’ mother

tongue is not English or French. Punjabi was,

by far, the most frequently cited non-official

language in the 2011Census (10%) of the

population. Three percent of the population

in Delta did not speak English.

City of Langley and Township of Langley The economic development sectors

identified by the City of Langley include: arts

and culture, education, food and restaurant,

retail, residential, industrial, and professional.

The Township of Langley’s main industries

include: agriculture, air transportation,

education, social assistance and health

care, home-based businesses, and film.

The City and Township of Langley are

positioning themselves as complete

communities where families can have a high

quality of life, enjoy amenities, and work.




KPU Facts:

Almost half of KPU students

have learned English in

addition to another language.

Over half of high school

students who come to KPU

don’t have an academic GPA.

The number of student work

placements is growing every

year. In 2012/13, there were

over 5,000 student work

placements.

Figure 3.5

Between the 2006 and 2011 censuses, the City and Township together grew by 10.2%,

and less than a fifth of the population is immigrants, of which 14% came to Canada

between 2006 and 2011.

In the City and Township, around 15% of the residents’ mother tongue is a language

other than English or French. The top three mother tongues in the City of Langley were

German (1.5%), Spanish (1.3%) and Sino-Tibetan (1.2%). In the Township of Langley they

were Korean (2.3%), German (1.8%) and Punjabi (1.5%). Less than 1% of the population in

the City and Township did not speak English.

KPU’s communities are dynamic, diverse, and growing. They are fertile ground for KPU to

grow into its polytechnic university mandate in innovative and impactful ways. The

diverse economic base offers opportunities for KPU to be responsive to the economic

development needs of the region through the

development of innovative and relevant programs

that blend theory with practice in ways that prepare

KPU graduates for successful careers. Furthermore,

the socio-economic and cultural diversity in our

region also presents interesting opportunities for

students to develop as citizens of the world with the

ability to lead locally and globally.

KPU is committed to enriching students’ learning not

only by challenging them academically and

providing opportunities to apply what they learn in

the classroom in various contexts, but also by

providing them with the support they need to excel in

their academic endeavours. KPU has the capacity to

take students who are academically underprepared

or whose first language is not English and prepare

them so that they can learn and grow.

3.2 Engagement with Our Communities

KPU’s role in each of its communities is significant. To maximize impact, KPU seeks to

understand the specific needs of its communities, establish partnerships, and involve

students and faculty. Some examples include:

The Community Adult Literacy Program: KPU partners with non-profit agencies to

deliver programs in Richmond, Langley, and Surrey. In each of these

communities, the programs offered meet specific needs. For example, KPU

student tutors are providing one-on-one instruction in basic literacy and

workplace literacy to clients of community service agencies across the region.

The Langley Environmental Partner Society Education Programs: KPU faculty

coordinate course activities for the society’s education programs aimed at raising

awareness of the natural environment, increasing conservation efforts, and

protecting biodiversity in the area.




Fourth year KPU Fashion Design student, Taylor Byrom worked with Canuck Place

Children's Hospice to research the needs of children with special needs to

develop a line of clothing. Taylor designed Jolie Hart, a line of clothing

specifically made for children who have conditions such as feeding tubes,

tracheotomy tubes, wheelchair dependency, and sensory processing disorders.

Network to Eliminate Violence in Relationships (NEVR): KPU Nursing faculty are

working with thirteen community agencies to eliminate violence in relationships in

the North Delta, Surrey, and White Rock areas by coordinating efforts to provide

open and seamless service delivery, collaboration, sharing of resources among

service providers, community leaders, educators, and government bodies.

Surrey Urban Mission: six Nursing students developed a volunteer guidebook on

how to deal with difficult situations through appropriate intervention strategies for

volunteers at the Surrey Urban Mission.

Inside-Out Prison Exchange Program (Criminology 4900): KPU in partnership with

the Correctional Service of Canada at Matsqui medium security institution

brought together KPU students and incarcerated students to learn in a semester-

long academic course meeting once a week, involving a seminar-sized class (25)

composed of equal numbers of undergraduate students (outside learners) and

prisoners (inside learners) who attend class together inside prison. The program

places a human face on justice issues while giving both inside and outside

students a powerful academic and experiential learning opportunity outside the

traditional campus classroom.

Conclusion As it prepared its strategic plan, VISION 2018, this past year KPU recognized the many

and varied resources existing in our communities that will help us provide our students

with opportunities to apply their learning. At the same time, the expertise resident at the

University can make significant contributions to the economic and social development

of our communities. Initiatives to expand our relationships with our communities will be

expanded and further focused as KPU moves to full implementation of VISION 2018 in the

next years.



4. Alignment of KPU’s Goals and Objectives with AVED’s Objectives 2012/13

Alignment of KPU’s Goals and Objectives with

AVED’s Objectives 2012/13

BC Postsecondary System Objectives:

Capacity, Access, Efficiency, Quality and Relevance

KPU’s Strategic Plan Goals KPU’s Accountability Plan Objectives

Alignment with

Objectives for the BC

Postsecondary System

QUALITY

1. All KPU graduates are

prepared for global citizenship

and rewarding careers.

1.1 Implement student and graduate

success initiatives

Quality, Capacity

and Relevance

1.2 Provide international learning

opportunities

Relevance

2. KPU is a well-managed,

integrated, and transparent

organization that supports

learning.

2.1 Implement education and service

quality improvement programs

Quality

2.2 Ensure operational structures and

processes support student, program,

and community goals in a sustainable

manner

Efficiency and

Capacity

2.3 Ensure physical and technological

environments support student,

program, and community goals in a

sustainable manner

Efficiency,

Capacity and

Relevance

3. Learner engagement and

retention at KPU show

continuous improvement.

3.1 Create an engaging learning

environment for students

Quality

RELEVANCE

4. The impact of KPU’s

community engagement has

doubled by 2018.

4.1 Increase educational access to

different segments of KPU’s

communities

Access

4.2 Increase financial support from

community to support initiatives and

students with financial need

Access

5. KPU’s operations support

purposeful learner FTE growth of

at least 5% annually to meet the

educational needs of its

region’s diverse population.

5.1 Provide an appropriate and

comprehensive program mix to meet

targets

Capacity

6. Experiential learning is

integrated into every KPU

program, connecting theory to

application and the classroom

to the community.

6.1 Create opportunities for students to

apply theory to practice and make

connections in the community

Relevance

REPUTATION

7. KPU is widely recognized for

its teaching and its scholarship.

7.1 Provide a learning environment

that inspires inquiry, collaboration,

creativity, and application

Relevance



5. KPU’s Goals, Initiatives and Performance Measures

KPU’s Goals, Initiatives and Performance Measures

5.1 Quality

1.1.1 The number of

credentials awarded by KPU

each year will equal or

exceed the Ministry target.

(AVED)

2012/13 Target

≥ 2,127 credentials

awarded

2012/13 Actual

2,173 credentials awarded

Performance

Assessment

Achieved

2011/12 Actual 2,026 credentials awarded


2009/10 Actual 1,693 revised by AVED to 1,939 credentials awarded

2013/14 Target > 2,237

The total number of credentials awarded calculated by AVED is the average of the three most recent

fiscal years (2008/09, 2009/10, and 2010/11). Developmental credentials are included. Apprenticeship,

short certificate, and other credentials are excluded. The Student Transitions Project is the data source for

credentials awarded. The target is calculated using the institution’s actual FTEs and it takes into

consideration the average program length.

1.1.2 Employed graduates’

assessment of the usefulness of

their knowledge and skills

acquired at KPU in performing

their job will equal or exceed

90%. (AVED)

2012/13 Target

≥ 90%

2012/13 Actual

DACSO: 80.4% (+/-3.3%)

BGS: 91.2% (+/-2.9%)

APPSO: 91.1% (+/-3.0%)

Performance

Assessment

DACSO:

Substantially

achieved

BGS:

Achieved

APPSO:

Achieved

2011/12 Actual DACSO: 78.7% (+/-3.6%); BGS: 89.9% (+/-2.6%); APPSO: 86.9% (+/-3.9%)


2009/10 Actual DACSO: 79.2% (+/-3.2%); BGS: 96.7% (+/-1.6%); APPSO: n/a

2012/13 – 2015/16 Target DACSO/BGS/APPSO: ≥ 90%

1.1.3 The unemployment rate

of KPU’s graduates will be

lower than that of high school

graduates in the Lower

Mainland/Southwest region of

BC. (AVED)

2012/13 Target

≤ 11.1%

2012/13 Actual

DACSO: 11.3% (+/-2.4%)

BGS: 4.4% (+/-2.0%)

APPSO: 7.7% (+/-2.6%)

Performance

Assessment

DACSO:

Achieved

BGS:

Exceeded

APPSO:

Exceeded




2012/13 – 2015/16 Target ≤ unemployment rate for individuals with high school credentials or less

Goal 1

All KPU graduates are prepared for global citizenship


Objective 1.1

Implement student and graduate success

initiatives

Postsecondary System Objective

Quality, Capacity and Relevance




1.1.4 [Former] student

assessment of their skill

development (written and oral

communication, group

collaboration, critical analysis,

problem resolution, reading

comprehension, and

independent learning) at KPU

will equal or exceed 85%.

(AVED)

2012/13 Target

Skill development

(avg. %): ≥ 85%

2012/13 Actual

DACSO:

Skill development (avg. %)

75.4% (+/-1.9%)

Written communication

70.4% (+/- 2.1%)

Oral communication

68.8% (+/-2.2%)

Group collaboration

81.0% (+/-1.7%)

Critical analysis

79.7% (+/-1.7%)

Problem resolution

71.7% (+/-1.9%)

Learn on your own

77.3% (+/-1.8%)

Reading comprehension

79.1% (+/-1.7%)

BGS


90.0% (+/-2.7%)


84.4% (+/- 3.3%)

Oral communication

91.3% (+/-2.6%)

Group collaboration

93.5% (+/-2.2%)

Critical analysis

93.5% (+/-2.2%)

Problem resolution

85.2% (+/-3.2%)

Learn on your own

94.7% (+/-2.0%)


87.2% (+/-3.0%)

APPSO


72.0% (+/-5.1%)


63.6% (+/- 7.5%)

Oral communication

63.9% (+/-7.5%)

Group collaboration

79.1% (+/-4.2%)

Critical analysis

77.5% (+/-4.1%)

Problem resolution

70.9% (+/-4.5%)

Learn on your own

78.6% (+/-4.0%)


70.2% (+/-4.5%)

Performance

Assessment

DACSO:

Substantially

achieved

BGS:

Achieved

APPSO:

Substantially

achieved

2011/12 Actual DACSO: 72.9% (+/-2.0%); BGS: 88.9% (+/-2.5%)

2010/11 Actual DACSO: 75.0% (+/-1.9%); BGS: 89.7% (+/-2.7%)

2009/10 Actual DACSO: 74.1% (+/-1.7%); BGS: 88.7% (+/-2.7%)

2012/13 – 2015/16 Target DACSO/BGS: ≥ 85%




1.2.1 International student FTEs

will increase year to year to

meet the government

objective of a 50% increase

over the next five years.

2012/13 Target

≥ 844.5 International

. FTEs

2012/13 Actual

983.1 International FTEs

Performance

Assessment

Exceeded

2011/12 Actual International FTEs: 844.5; total enrolment FTEs: 11,382.5 (7.4%)



2013/14 Target Yearly increase in international FTEs towards target of 1,300 international

FTEs by FY 2015/16 (based on new measure for 2012/13).

2.1.1 At least five program units

will undertake a program

review or demonstrate

completion of equivalent

external process in each

academic year.

2012/13 Target

≥ 5 program units

2012/13 Actual

6 program units completed:

Modern Languages, History,

Criminology, Political

Science, Creative Writing

and Horticulture

Performance

Assessment

Achieved

2011/12 Actual 6 program units completed: SETA, GDMA, ABE/ACP, APPD, Political

Science, and Accounting

2010/11 Actual 1 program completed the review; 8 programs began the review

process as of June 2010

2009/10 Actual

5 programs reviewed: Diploma in ELST, Bachelor of Applied Arts in

Psychology, Bachelor of Arts Major in Psychology, Bachelor of Arts Minor

in Psychology, Associated of Arts Degree in Psychology

2013/14 Target ≥ 5 program units

Goal 1

All KPU graduates are prepared for global citizenship


Objective 1.2

Provide international learning opportunities


Relevance

Goal 2

KPU is a well-managed, integrated, and transparent

organization that supports learning.

Objective 2.1

Implement education and service quality

improvement programs


Quality




2.2.1 Student satisfaction with

transfer from KPU will equal or

exceed the average of the

previous two years.

2012/13 Target

Sending: ≥ 82.5 %

2012/13 Actual

Sending: 85% (n=303)

Performance

Assessment

Sending:

Achieved

2011/12 Actual Sending: 79.0% (n=300)

2010/11 Actual Sending: 86% (n=344)

2009/10 Actual Sending: 84.2%

2013/14 Target Sending: ≥ 82%

2.2.2 Student satisfaction with

transfer to KPU will equal or

exceed the average of the

previous two years.

2012/13 Target

Receiving: ≥ 70.1%

2012/13 Actual

Receiving: 67% (n=51)

Performance

Assessment

Receiving:

Substantially

achieved

2011/12 Actual Receiving: 65.1% (n=43)

2010/11 Actual Receiving: 75% (n=48)

2009/10 Actual Receiving: 70.0%

2013/14 Target Receiving: ≥ 67.6%

2.3.1 Create or enhance at

least one space each year

that will encourage and

support student engagement

strategies.

2012/13 Target

≥ 1 space created or

enhanced

2012/13 Actual

3 spaces enhanced

Two new student gathering

places created in Richmond

campus

Langley campus cafeteria

Performance

Assessment

Exceeded

2011/12 Actual 4 spaces enhanced

2010/11 Actual 2 spaces created, 1 space enhanced

2009/10 Actual 2 spaces created

2013/14 Target ≥ 1 space created or enhanced

Goal 2



Objective 2.2

Ensure operational structures and processes

support student, program, and community

goals in a sustainable manner


Efficiency and Capacity

Goal 2



Objective 2.3

Ensure physical and technological

environments support student, program, and

community goals in a sustainable manner


Efficiency, Capacity and Relevance




2.3.2 KPU will reduce GHG

emissions by 18% by 2016 from

its 2007 baseline using weather

adjusted calculations for

energy usage.

2012/13 Target

487 tonnes reduction

by 2016

2012/13 Actual

GHG emissions reduction of

18% or 498 tonnes from its

2007 baseline using weather

adjusted calculations for

energy use

Performance

Assessment

Achieved

2011/12 Actual 1.3% reduction or 34 tonnes from the 2007 base

2010/11 Actual 14.4% reduction or 391 tonnes

2009/10 Actual In process

2013/14 Target < 18% of GHG emissions

New measure in 2013/14: Maintain GHG emissions at 18% below 2007 baseline using weather adjusted

calculations for energy use and building area adjustments (m2) for changes to building sizes.

2.3.3 KPU will maintain energy

density level at 0.85 eGJ/m2 for

2011/12.

2012/13 Target

0.95 eGJ/m2

2012/13 Actual

Energy intensity has been

reduced to .87 eGJ/m2

Performance

Assessment

Achieved

2011/12 Actual 0.91 eGJ/m2

2010/11 Actual 0.80 eGJ/m2

2009/10 Actual 0.85 eGJ/m2

2008/09 Actual N/A - new measure in 2009/10

2013/14 Target < 0.85 eGJ/m2

New measure in 2013/14: Maintain energy intensity at 0.85 eGJ/m2 using weather adjusted calculations

for energy use.

2.3.4 The percentage of annual

educational activity occurring

between May and August will

equal or exceed the average

of the previous two years.

2012/13 Target

≥ 15.6%

2012/13 Actual

15.8%

Performance

Assessment

Achieved

2011/12 Actual 15.1%

2010/11 Actual 16.0%

2009/10 Actual 15.2%

2013/14 Target ≥ 15.5%

3.1.1 Student assessment of

satisfaction with education will

equal or exceed 90%. (AVED)

2012/13 Target

≥ 90%

2012/13 Actual

DACSO: 90.8% (+/-1.2%)

BGS: 98.0% (+/-1.3%)

APPSO: 88.2% (+/-3.0%)

Performance

Assessment

DACSO:

Achieved

BGS:

Exceeded

APPSO:

Achieved





Goal 3

Learner engagement and retention at KPU show

continuous improvement.

Objective 3.1

Create an engaging learning environment

for students


Quality




3.1.2 Student assessment of the

quality of instruction [at KPU as

good or very good] will equal

or exceed 90%. (AVED)

2012/13 Target

≥ 90%

2012/13 Actual

DACSO: 94.0% (+/-1.0%)

BGS: 98.4% (+/-1.1%)

APPSO: 91.0% (+/-2.7%)

Performance

Assessment

DACSO:

Achieved

BGS:

Exceeded

APPSO:

Achieved

2011/12 Actual DACSO: 94.5% (+/-0.9%); BGS: 97.1% (1.3%); APPSO: 94.0% (+/-2.3%)


2009/10 Actual DACSO: 95.1%(+/-1.5%); BGS: 95.8% (+/-1.6%); APPSO: n/a

2012/13 – 2015/16 Target DACSO/BGS: ≥ 90%

5.2 Relevance

4.1.1 Maintain or increase the

number and percent of student

population that is Aboriginal.

(AVED)

2012/13 Target

≥ 488 and 2.7%

2012/13 Actual

487 and 2.7%

Performance

Assessment

Number:

Substantially

achieved

Percent:

Substantially

achieved

2011/12 Actual 488 and 2.7%

2010/11 Actual 505 and 2.9%

2009/10 Actual 496 and 2.9% (revised by AVED from 475 and 2.8%)

2012/13 – 2015/16 Target ≥ previous year

Note: Since 2011, the Student Transitions Project is the data source for the number and percent of students

who are Aboriginal.

4.1.2 Maintain or increase the

number of Aboriginal student

spaces (FTEs). (AVED)

2012/13 Target

N/A

2012/13 Actual

Total 311 FTEs

(AVED 201 FTEs; ITA 110 FTEs)

Performance

Assessment

Not Assessed

2011/12 Actual Total 335 FTEs (201 AVED FTEs; 134 ITA FTEs)


2009/10 Actual n/a

2013/14 Target n/a

Goal 4

The impact of KPU’s community engagement has

doubled by 2018.

Objective 4.1

Increase educational access to different

segments of KPU’s communities


Access




4.2.1 KPU will receive cash

donations from the community

for capital expansion, special

projects and student awards

that equal or exceed the

average of the previous two

years.

2012/13 Target

≥ $1,855,473

2012/13 Actual

Total: $ 2,723,512

Performance

Assessment

Exceeded

2011/12 Actual $2,014,000

2010/11 Actual $1,696,946

2009/10 Actual $1,458,695

2008/09 Actual $1,564,773

2013/14 Target ≥ $2,289,493

5.1.1 The number of Nursing and

other Allied Health student

spaces at KPU will equal or

exceed the Ministry student FTE

targets for Health and Allied

Health Programs. (AVED)

2012/13 Target

716 FTEs

2012/13 Actual

596.7 FTEs

Performance

Assessment

Not achieved

2011/12 Actual 539 FTEs

2010/11 Actual 552.2 FTEs



2013/14 – 2014/15 Target 716 FTEs

Explanation: The revamping of the admission requirements for the Bachelor of Science in Nursing

(September 2012) and Bachelor of Psychiatric Nursing (May 2013) have helped address issues of student

attrition which impacts FTEs generated. Although the Nursing and allied health FTE target was not met this

cycle, KPU met 83% of the target compared to only 72% last cycle. It is anticipated that utilization will

continue to rise as the changes in admission requirements are fully realized, and the number of students in

the Bachelor of Science in Nursing increases. The new Bachelor of Science in Nursing post-baccalaureate

program, designed to allow students who already have a baccalaureate degree to transition to the field

of Nursing and offered in a hybrid delivery format, is expected to attract additional students.

Goal 4

The impact of KPU’s community engagement has

doubled by 2018.

Objective 4.2

Increase financial support from community to

support initiatives and students with financial

need


Access

Goal 5

KPU’s operations support purposeful learner FTE growth

of at least 5% annually to meet the educational needs

of its region’s diverse population.

Objective 5.1

Provide an appropriate and comprehensive

program mix to meet targets


Capacity




5.1.2 The number of student

spaces in ABE, ESL, and ASE

programs at KPU will equal or


target for Developmental

programs.(AVED)

2012/13 Target

968 FTEs

2012/13 Actual

701.4 FTEs

Performance

Assessment

Not achieved





2013/14 – 2014/15 Target 968 FTEs

In 2012, AVED approved a four-year plan for attaining KPU’s Developmental program FTE targets. The year

one FTE target in that plan (721FTEs) was substantially achieved (97%) in 2012-13. Multiple strategies to

continue increasing KPU’s Developmental program FTEs over the four years of the plan: e.g., the

accelerated ELST program, a designated recruiter and coordinated marketing strategy for

Developmental programs, increased connections with community agencies, and clearly described

pathways for students in developmental programs to other KPU programs, were put in place over the last

15 months, and development of additional strategies is underway.

5.1.3 KPU’s FTEs in trades training

and apprenticeship programs

will equal or exceed the

average of the previous two

years.

2012/13 Target

≥ 1,224 FTEs

2012/13 Actual

Total: 1,177.5 FTEs

Trades training: 402.4 FTEs

Apprenticeship: 775.1 FTEs

Performance

Assessment

Substantially

achieved

2011/12 Actual Total:1,209 FTEs (Trades training: 405.1 FTEs; Apprenticeship: 804 FTEs)

2010/11 Actual Total:1,239 FTEs (Trades training: 407.6 FTEs; Apprenticeship: 831.4 FTEs)

2009/10 Actual Total:1,371 FTEs (Trades training: 367.9 FTEs; Apprenticeship: 1,003 FTEs)

2008/09 Actual Total:1,280 FTEs (Trades training: 360.7 FTEs; Apprenticeship: 919.6 FTEs)

2013/14 Target > 1,201 FTEs

5.1.4 CTC and ACE IT program

enrolments will equal or exceed

the average enrolments of the

two previous years.

2012/13 Target

≥ 252 student

enrolments

2012/13 Actual

235 student enrolments

Performance

Assessment

Substantially

achieved

2011/12 Actual 248 student enrolments




2013/14 Target ≥ student enrolments

5.1.5 The number of domestic

student spaces (FTE) at KPU will

equal or exceed the Ministry

overall student FTE targets.

(AVED)

2012/13 Target

9,141 FTEs

2012/13 Actual

9,272.8 FTEs (excludes

international and ITA)

Performance

Assessment

Achieved

2011/12 Actual 9,329 FTEs (excludes international and ITA)




2013/14 – 2014/15 Target 9,077 FTEs




6.1.1 Links to the workplace

through co-op education

placement, internships,

practicums, work placements,

and apprenticeships will equal

or exceed the average of the

two previous years.

2012/13 Target

≥ 4,547 links to the

workplace

2012/13 Actual

6,315 links to the workplace

Performance

Assessment

Exceeded

2011/12 Actual 4,855 links to the workplace




2013/14 Target 5,585 links to the workplace

5.3 Reputation

7.1.1 The amount of research

funding from community

partners, industry contributions,

and granting agencies will

equal or exceed the average

of the previous five years.

2012/13 Target

≥ $491,774 (based on

most recent 4 years)

2012/13 Actual

External funding:

$991,243

Performance

Assessment

Exceeded

2011/12 Actual $941,958

2010/11 Actual $578,806 (modified from $561,873)

2009/10 Actual $337,287 (modified from $657,223)

2008/09 Actual $109,047 (modified from $4,858,000)

2013/14 Target ≥ $591,668 (based on most recent 4 years)

Historical figures were modified to reflect the new criteria and tracking method introduced in 2009/10.

Goal 6

Experiential learning is integrated into every KPU

program, connecting theory to application and the

classroom to the community.

Objective 6.1

Create opportunities for students to apply

theory to practice and make connections in

the community


Relevance

Goal 7

KPU is widely recognized for its teaching and its

scholarship.

Objective 7.1

Provide a learning environment that inspires

inquiry, collaboration, creativity, and

application


Relevance



6. AVED Performance Measures with Targets and Results

AVED Performance Measures with Targets and Results

System Objective: Capacity

1a. The number of domestic

student spaces (FTE) at KPU will


overall student FTE targets.

(AVED)

2012/13 Target

9,141 FTEs

2012/13 Actual

9,273FTEs (excludes

international and ITA)

Performance

Assessment

Achieved




2013/14 – 2014/15 Target 9,077 FTEs

System Objective: Capacity

1b. The number of Nursing and

other Allied Health student

spaces at KPU will equal or


targets for Health and Allied

Health Programs. (AVED)

2012/13 Target

716 FTEs

2012/13 Actual

597 FTEs

Performance

Assessment

Not achieved




2013/14 – 2014/15 Target 716 FTEs

Explanation: The revamping of the admission requirements for the Bachelor of Science in Nursing

(September 2012) and Bachelor of Psychiatric Nursing (May 2013) have helped address issues of student

attrition which impacts FTEs generated. Although the Nursing and allied health FTE target was not met this

cycle, KPU met 83% of the target compared to only 72% last cycle. It is anticipated that utilization will

continue to rise as the changes in admission requirements are fully realized, and the number of students in

the Bachelor of Science in Nursing increases. The new Bachelor of Science in Nursing post-baccalaureate

program, designed to allow students who already have a baccalaureate degree to transition to the field

of Nursing and offered in a hybrid delivery format, is expected to attract additional students.

System Objective Capacity

1c. The number of student

spaces in ABE, ESL, and ASE

programs at KPU will equal or


target for Developmental

programs.(AVED)

2012/13 Target

968 FTEs

2012/13 Actual

701 FTEs

Performance

Assessment

Not achieved




2013/14 Target 968 FTEs

In 2012, AVED approved a four-year plan for attaining KPU’s Developmental program FTE targets. The year

one FTE target in that plan (721FTEs) was substantially achieved (97%) in 2012-13. Multiple strategies to

continue increasing KPU’s Developmental program FTEs over the four years of the plan: e.g., the

accelerated ELST program, a designated recruiter and coordinated marketing strategy for

Developmental programs, increased connections with community agencies, and clearly described

pathways for students in developmental programs to other KPU programs, were put in place over the last

15 months, and development of additional strategies is underway.

2013/14 – 2014/15 Target 968 FTEs




System Objective: Quality, Capacity and Relevance

2. The number of credentials

awarded by KPU each year will


target. (AVED)

2012/13 Target

≥ 2,127 credentials

awarded

2012/13 Actual

2,173 credentials awarded

Performance

Assessment

Achieved



2009/10 Actual 1,693 revised by AVED to 1,939 credentials awarded (calculation of

measure was revised by AVED)

2008/09 Actual 1,666 revised by AVED to 1,782 credentials awarded

2013/14 Target > 2,237

The total number of credentials awarded calculated by AVED is the average of the three most recent

fiscal years (2008/09, 2009/10, and 2010/11). Developmental credentials are included. Apprenticeship,

short certificate, and other credentials are excluded. The Student Transitions Project is the data source for

credentials awarded. The target is calculated using the institution’s actual FTEs and it takes into

consideration the average program length.

System Objective: Access

3a. Maintain or increase the

number and percent of student

population that is Aboriginal.

(AVED)

2012/13 Target

≥ 488 and 2.7%

2012/13 Actual

487 and 2.7%

Performance

Assessment

Number:

Substantially

achieved

Percent:

Substantially

achieved

2011/12 Actual 488 and 2.7%

2010/11 Actual 505 and 2.9%

2009/10 Actual 496 and 2.9% (revised by AVED from 475 and 2.8%)

2013/14 – 2015/16 Target ≥ previous year

Note: Since 2011, the Student Transitions Project is the data source for the number and percent of students

who are Aboriginal.

System Objective: Access

3b. Maintain or increase the

number of Aboriginal student

spaces (FTEs). (AVED)

2012/13 Target

N/A

2012/13 Actual

Total 311 FTEs

(AVED 201 FTEs; ITA 110 FTEs)

Performance

Assessment

Not Assessed



2009/10 Actual n/a

2013/14 Target n/a




System Objective: Quality

4. Student assessment of

satisfaction with education will

equal or exceed 90%. (AVED)

2012/13 Target

≥ 90%

2012/13 Actual

DACSO: 90.8% (+/-1.2%)

BGS: 98.0% (+/-1.3%)

APPSO: 88.2% (+/-3.0%)

Performance

Assessment

DACSO:

Achieved

BGS:

Exceeded

APPSO:

Achieved






System Objective: Quality

5. Student assessment of the

quality of instruction [at KPU as

good or very good] will equal or

exceed 90%. (AVED)

2012/13 Target

≥ 90%

2012/13 Actual

DACSO: 94.0% (+/-1.0%)

BGS: 98.4% (+/-1.1%)

APPSO: 91.0% (+/-2.7%)

Performance

Assessment

DACSO:

Achieved

BGS:

Exceeded

APPSO:

Achieved

2011/12 Actual DACSO: 94.5% (+/-0.9%); BGS: 97.1% (1.3%); APPSO: 94.0% (+/-2.3%)




2013/14 – 2015/16 Target DACSO/BGS: ≥ 90%





6. [Former] student assessment

of their skill development

(written and oral

communication, group

collaboration, critical analysis,

problem resolution, reading

comprehension, and

independent learning) at KPU

will equal or exceed 85%.

(AVED)

2012/13 Target

Skill development

(avg. %): ≥ 85%

2012/13 Actual

DACSO:


75.4% (+/-1.9%)


70.4% (+/- 2.1%)

Oral communication

68.8% (+/-2.2%)

Group collaboration

81.0% (+/-1.7%)

Critical analysis

79.7% (+/-1.7%)

Problem resolution

71.7% (+/-1.9%)

Learn on your own

77.3% (+/-1.8%)


79.1% (+/-1.7%)

BGS


90.0% (+/-2.7%)


84.4% (+/- 3.3%)

Oral communication

91.3% (+/-2.6%)

Group collaboration

93.5% (+/-2.2%)

Critical analysis

93.5% (+/-2.2%)

Problem resolution

85.2% (+/-3.2%)

Learn on your own

94.7% (+/-2.0%)


87.2% (+/-3.0%)

APPSO


72.0% (+/-5.1%)


63.6% (+/- 7.5%)

Oral communication

63.9% (+/-7.5%)

Group collaboration

79.1% (+/-4.2%)

Critical analysis

77.5% (+/-4.1%)

Problem resolution

70.9% (+/-4.5%)

Learn on your own

78.6% (+/-4.0%)


70.2% (+/-4.5%)

Performance

Assessment

DACSO:

Substantially

achieved

BGS:

Achieved

APPSO:

Substantially

achieved

2011/12 Actual DACSO: 72.9% (+/-2.0%); BGS: 88.9% (+/-2.5%)

2010/11 Actual DACSO: 75.0% (+/-1.9%); BGS: 89.7% (+/-2.7%)

2009/10 Actual DACSO: 74.1% (+/-1.7%); BGS: 88.7% (+/-2.7%)

2008/09 Actual DACSO: 76.5% (+/-1.6%); BGS: 93.0% (+/-2.6%)

2013/14 – 2015/16 Target DACSO/BGS: ≥ 85%





7. Employed graduates’

assessment of the usefulness of

their knowledge and skills

acquired at KPU in performing

their job will equal or exceed

90%. (AVED)

2012/13 Target

≥ 90%

2012/13 Actual

DACSO: 80.4% (+/-3.3%)

BGS: 91.2% (+/-2.9%)

APPSO: 91.1% (+/-3.0%)

Performance

Assessment

DACSO:

Substantially

achieved

BGS:

Achieved

APPSO:

Achieved







8. The unemployment rate of

KPU’s graduates will be lower

than that of high school

graduates in the Lower

Mainland/Southwest region of

BC. (AVED)

2012/13 Target

≤ 11.1%

2012/13 Actual

DACSO: 11.3% (+/-2.4%)

BGS: 4.4% (+/-2.0%)

APPSO: 7.7% (+/-2.6%)

Performance

Assessment

DACSO:

Achieved

BGS:

Exceeded

APPSO:

Exceeded





2013/14 – 2015/16 Target ≤ unemployment rate for individuals with high school credentials or less



7. Financial Information

Financial Information

7.1 Summary Financial Report 2012/13*

Financial Report 2012/13 2012/13 2011/12

Actual Forecast Actual

Revenues

Grants $74,362 $73,406 $73,755

Tuition and other fees $53,589 $46,977 $51,706

Other revenues $4,621 $10,843 $7,044

Ancillary services $8,191 $9,035 $8,333

Amortization of deferred capital

contributions $4,860 $5,105 $5,230

Restricted endowment

contributions $317 $317

Total Revenues $145,940 $145,683 $146,068

Expenditures

Salaries and benefits $104,350 $105,159 $101,383

Cost of goods sold $5,243 $6,127 $5,160

Other operating costs $22,224 $22,375 $22,414

Amortization of capital assets $9,858 $11,000 $10,105

Transfers to KPU Foundation $1,191 $1,000 $1,194

Total Expenditures $142,866 $145,661 $140,256

Net Results $3,074 $22 $5,812

Net Assets

*All figures in thousands



7. Financial Information

7.2 Summary Financial Outlook 2013/14 – 2015/16*

Summary Financial 2013/14 2014/15 2015/16

Outlook Forecast Forecast Forecast

Revenues

Grants $72,205 $71,155 $71,155

Tuition and other fees $55,272 $58,279 $60,784

Other revenues $6,600 $6,600 $6,600

Ancillary services $9,035 $9,035 $9,035

Amortization of deferred capital

contributions $5,105 $5,105 $5,105

Total Revenues $148,217 $150,173 $152,678

Expenditures

Salaries and benefits $107,320 $108,715 $110,889

Cost of goods sold $5,806 $5,922 $6,041

Other operating costs $23,066 $23,330 $23,545

Amortization of capital assets $11,000 $11,200 $11,200

Transfers to KPU Foundation $1,000 $1,000 $1,000

Total Expenditures $148,192 $150,167 $152,675

Net Results $25 $6 $3

*All figures in thousands



Appendix A: FTE Enrolment Report Year Ended March 31st, 2013

FTE Enrolment Report Year Ended March 31st, 2013

Faculty/Ministry Credential Level 2012/13

Actual 2011/12

Actual

Academic & Career Advancement

Developmental Credential 207.1 235.8

No Credential Level/Others 213.8 192.4

420.9 428.2

Arts

Baccalaureate degree 1,541.5 1,318.1

Associate degree 1,797.2 2,111.6

Diploma 226.2 250.1

Certificate/Others 53.4 92.9

3,618.2 3,772.6

Business

Baccalaureate degree 1,677.5 1,483.3

Associate degree 39.1 33.5

Post-degree Diploma 17.1 19.5

Diploma 1,046.6 1,184.7

Certificate 200.2 244.0

2,980.5 2,965.0

Community and Health Studies

Baccalaureate degree 352.4 320.9

Post-degree Certificate 5.7


684.3 629.9

Continuing Education

No Credential Level 40.2 24.3

40.2 24.3

Design


Diploma 49.8 43.8

Certificate 20.2 43.9

369.2 360.1




Faculty/Ministry Credential Level 2012/13

Actual 2011/12

Actual

Science and Horticulture


Associate degree 615.5 645.7

Diploma 145.3 154.0

Apprenticeship 113.0 142.0


1,035.1 1,088.1

Trades and Technology

Diploma 68.2 58.4

Apprenticeship 728.2 739.0


1,253.6 1,233.1

Non-credential /Undeclared

No Credential Level 48.2 37.0

48.2 37.0

Government Funded FTEs 10,450.2 10,538.3 International FTEs 983.1 844.5

Total Institution FTE 11,433.3 11,382.8

1. Basis of actual FTE calculation: The Ministry of Advanced Education, Innovation and Technology (AEIT) issued in March 2013, the February 2013 version of the Enrolment Analysis and FTE Audit tool (EAT and FAT) for the May 2013 BC Postsecondary Central data Warehouse submission.

This February 2013 version of the FTE Audit tool was used to produce student FTE enrolments for program/course instructional activities for the fiscal year 2012/13 (April 1

st, 2012 to March 31

st,

2013). 2. Report Presentation:

This enrolment statement reports all student enrolments funded by AEIT and the Industry Training Authority (ITA) – as defined in the Student FTE Enrolment Reporting Manual. This statement also reports on international student enrolments separately. These enrolments are shown separately as they are not counted towards meeting government enrolment targets.




3. Full-Time Equivalent Targets: The domestic enrolment targets for 2012/13 and 2011/12 were:

2012/13 2011/12

Advanced Education, Innovation and Technology (AEIT)* 9,125 9,170 Industry Training Authority (ITA)**

Apprenticeship 968 972 Foundation 304 336

Total 10,397 10,478 4. Comparative Figures:

Report categories reflect the program credential level categories submitted to the Ministry in Kwantlen bi-annual Central Data Warehouse submissions. Certain comparative figures have been restated to conform to the report presentation adopted in the current year. Faculty is student program faculty.

*AEIT target is from the Ministry Final FTE Report templates for 2011/12 and 2012/13

**ITA target is from Schedule C – ITA Agreement for 2011/12 and 2012/13

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