SIAST International...In early 2010, a pilot program in India—the Student Partnership Program...

InternationalSTUDENTS

SIAST

SIAST InTernATIonAlIzATIon ConCepTFebruary 9, 2011

exeCuTIve SummAryThe Saskatchewan Institute of Applied Science and Technology (SIAST) Internationalization Concept presents a business case to establish and sustain internationalization programming and outlines the institution’s strategy to better compete in the international student marketplace. International students are important to SIAST for three reasons. First, international students in the classroom better prepare Canadian students for collaboration in an increasingly globalized workplace – at home and abroad. Second, once graduated and if so inclined, international students are often enormously successful making the transition to gainfully employed new young immigrants – a key objective for a jurisdiction such as Saskatchewan with ageing demographics. Third, international students typically pay significantly higher tuition fees, thus institutions have the potential to increase revenue.

According to the Department of Foreign Affairs and International Trade (DFAIT) (2009), international students have a $6.5-billion economic impact (tuition, living expenses, etc.) annually in Canada. Worldwide, according to the Council of the Federation, the international student population is expected to rise from 1.9-million to 7.2-million by 2025. Despite the large market and clear and tangible potential benefits, SIAST currently does not actively recruit international students and consequently has a low (approximately 50) international student population relative to similar-sized institutions in Canada.

SIAST made previous efforts to recruit international students – most notably in the mid-1990s when international students were recruited to the English as a Second Language (ESL) program at SIAST Wascana Campus in Regina. Unfortunately, the international students recruited were not retained because the services offered were not comparable to the University of Regina (URegina). The lesson learned from the experience was that SIAST needs the investment necessary to ensure it can be competitive prior to pursuing further international student recruitment efforts.

International

students have

a $6.5-billion

economic impact

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The SIAST Internationalization Concept identifies and addresses the key issues to improving competitiveness in the international student market. This “made-in-SIAST strategy” includes:

• StrategicarticulationandpartnershipagreementswithSaskatchewanuniversitiestoofferuninterrupted pathways from SIAST diplomas to university degrees – primarily in Business and Engineering Technologies;

• EstablishmentofdedicatedacademicESLprogrammingforthosestudentsrequiringlanguage instruction prior to entering SIAST certificate and/or diploma programs;

• Marketingthe“SaskatchewanAdvantage”tointernationalstudentsanddemonstratingthe clear advantages to studying in Saskatchewan for those interested in potential working permits, permanent residence and citizenship through the Saskatchewan Immigration Nomination Program (SINP) upon graduation from SIAST; and

• Appropriateinternationalstudentsupport–includinganoptionforstudentresidenceaccommodations and ongoing academic advising and social programming. Cost efficiency requires that SIAST centralize its international student supports to one of the four campus locations. Due to its strong programming in Business and Engineering Technologies plus its potential for a student residence for both international and Canadian students, SIAST Palliser Campus is selected for the SIAST international student hub.

International students will be charged the following average fees (all in 2010 Canadian dollars): ESL ($2,600/10 weeks), Business ($9,400/year) and Engineering Technologies ($10,500/year). Tuition fees are all competitive with institutions of similar sizes in Canada. “International StudentEnrolmentManagement”willprovidesomediscretiononinternationaltuitionrates– thus providing incentives to enroll in SIAST programs that would otherwise have vacant seats. However, beyond filling vacant seats, SIAST anticipates the addition of further cohorts to satisfy international student demand. Further costs for the additional cohorts will be funded by international student tuition rates. Other international student recruitment and support costs are expected to be between $400,000 to $600,000 annually.

A $15-million student residence is proposed at SIAST Palliser Campus in part to support the SIAST Internationalization Concept. The 200-bed residence’s mortgage payments and operational expenses would be funded by rent of $500 to $600/month assuming a 20 per cent vacancy rate. An initial mortgage investment of $6-million would be shared by the municipal, provincial and federal governments and private sector partners. Ideally, SIAST would begin international student recruitment efforts in April 2012 in tandem with residence construction – giving 12 to 18 months to recruit students and prepare programming for initial program entry in September 2013.

SIAST projects international student recruitment to be at approximately 450 international students within four years of inception (September 2013). In addition to enhancing the learning environment at SIAST and improving Saskatchewan’s access to young, skilled potential new immigrants with Canadian credentials, international student enrolment would conservatively represent approximately $1.5-million in annual net revenue (after all costs) to SIAST plus additional economic impact (living expenses, access to skilled labour, etc.) particularly in the city ofMooseJaw.

International student

enrolment would

conservatively

represent

approximately

$1.5-million in

annual net-revenue

to SIAST

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CLBA Canadian Language Benchmark Assessments

CIC Citizenship and Immigration Canada

DFAIT Department of Foreign Affairs and International Trade

ISA International Student Association

ISEM InternationalStudentEnrolmentManagement

ESL English as a Second Language

LINC Language Instruction for Newcomers to Canada

LLC Learning Language Centre

NAIT Northern Alberta Institute of Technology

SAIT Southern Alberta Institute of Technology

SIAST Saskatchewan Institute of Applied Science & Technology

URegina University of Regina

USask University of Saskatchewan

SINP Saskatchewan Immigration Nomination Program

ACronymS

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TAble of ConTenTS 1.0 Introduction 1

1.1 General Trends for International Students 2

1.1.1 International Student Recruitment at Other Schools 2

1.1.2 Priorities of the Government of Saskatchewan 2

1.1.3 Benefits of International Students 3

1.2 CompetitiveBarriersforSIASTtotheInternationalStudentMarket 3

1.2.1 Programming Level 3

1.2.2 Location 4

1.2.3 Student Services 4

1.2.4 ESL Services 4

1.2.5 Residences 5

1.2.6 NeedforaMadeatSIASTStrategy 5

2.0 SIAST Internationalization Strategy 6

2.1 Programming 6

2.1.1 ESL Programming 7

2.1.2 Degree Programming 8

2.1.3 Articulated Programming 8

2.2 Saskatchewan Advantage 10

2.3 Service Concentration at SIAST Palliser Campus 12

3.0 Operations 14

3.1 International Student Recruitment 15

3.2 International Student Application Assessment & Registration 16

3.3 International Student Services 16

3.4 Academic Programs 17

3.4.1 ESL 17

3.4.2 Business 19

3.4.3 Engineering Technology 21

3.5 InternationalStudentEnrolmentManagement 23

3.6 SIAST Palliser Residence 24

3.7 Implementation Schedule 25

3.8 Enrolment Targets 26

4.0 RiskMitigationStrategy 27

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1.0 InTroduCTIonInternational students (i.e. non-Canadian and non-permanent residents) play a multifaceted and increasingly vital role in the Canadian education and training sector. International students are important to Canadian post-secondary education and training organizations for three broad reasons:

• First,thewillingnessandcapacitytoliveandworkabroadintoday’sglobalizedlabourmarketarecompetenciesthat are quickly growing in importance in today’s labour market. As a result, recruiting and retaining international students on Canadian campuses is a central component to internationalization strategies at most post-secondary institutions in the country.

• Second,internationalstudentsinCanadahavetremendouspotentialtohelpaddressthecountry’sneedforimmigration. Young, well educated with Canadian credentials and often Canadian work experience and with roots already established in Canada, international students are ideal immigrants. Immigration is a particularly important issue in jurisdictions with ageing demographics such as Saskatchewan.

• Third,internationalstudentstypicallypaysignificantlyhighertuitionfeesthanCanadian(orpermanentresident)students – thus providing a significant immediate financial return to post-secondary institutions.

Given cost effectiveness and the ample non-monetary benefits, most Canadian post-secondary institutions have been actively recruiting international students for many years. In contrast, SIAST’s experience has been that significant recruitment efforts have not produced sufficient international students to justify allocating substantial resources. While international students have been recruited, because SIAST lacks many of the specialized student services provided to international students by competing post-secondary institutions in Canada and elsewhere, retention is a critical challenge.

SIASTcurrentlyhasaverysmallnumberofinternationalstudents.Moreover,duetoalackofstudentservicestypicallyexpected by international students and the resulting overall current inability to compete with other Canadian institutions, international student recruitment expenses have not been justified. In addition to further explaining the benefits of international students, this report will explain why SIAST has been unwilling or unable to attract and retain international students in the past. From the lessons learned at SIAST and other institutions, this report will also present a strategy and an operational plan that would dramatically increase the number of international students at SIAST. The result would be an improved learning environment at SIAST, increased easy access to potential skilled immigrants for the Government of Saskatchewan and Saskatchewan employers, and a net financial benefit to SIAST.

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1.1 GenerAl TrendS for InTernATIonAl STudenTS

According to 2010 statistics from Citizenship and Immigration Canada (CIC), more than 196,000 international students reside in Canada, with approximately 85,000 new applicants per yeari. According to the Council of the Federation (August 5, 2010), international students in 2008 spent $6.5-billion and created more than 83,000 jobs in Canada. By 2025, the global demand for international education is predicted to grow from 1.9 million to 7.2 million students. Canadian premiers, through the Council of the Federation, acknowledge the economic and social value of international students and endorse efforts to improve Canada’s international competitivenessii. In early 2010, a pilot program in India — the Student Partnership Program (SPP) — implemented by CIC, doubled the number of Indian students approved for study permits in Canada within a year. Negotiations for further SPP programs in China and Vietnam are currently under way.

1.1.1 InTernATIonAl STudenT reCruITmenT AT oTher SChoolS

ThemajorcentresinCanada(Toronto,MontrealandVancouver)attractthelargest international student populations. As an example, Seneca College in Toronto attracts approximately 2,000 international students per yeariii. Nevertheless, post-secondary institutions in other centres have also demonstrated success recruiting and retaining international students. The Southern Alberta Institute of Technology (SAIT) in Calgary currently has approximately 850 international studentsiv. Red River College in Winnipeg, an institution of comparable size to SIAST, has approximately 200 international students in mainstream programs, with more in their ESL programsv. SIAST, with approximately 50 international students on campus annually, lags far behind the above national trend. Even smaller institutions, such as Red Deer College and MedicineHatCollege,havesuperiorinternationalstudentenrolmentcomparedto SIAST. For SIAST to compete with other Canadian and international education and training institutions, a number of fundamental issues must be addressed.

1.1.2 prIorITIeS of The GovernmenT of SASkATChewAn

In 2009-10, according to the SINP, 141 international students transitioned to permanent residency through the SINP Student Categoryvi. This figure represents an almost 50 per cent increase from the previous year. Based on recent history, the number of international students combined with new immigrants in Saskatchewan is projected to grow significantly in the coming years.

International students who graduate in Saskatchewan are ideal new immigrants to the province. New regulations allow for international graduates to apply for permanent residence immediately after graduation, making the SINP one of the most aggressive international graduate immigration programs in the world. To qualify, applicants need to have graduated from a recognized post-secondary program of at least eight months, have worked for a minimum of 960 hours of paid employment, have a post-graduate work permit and have a permanent full-time job offer from a Saskatchewan employer. These graduates are attractive to Saskatchewan employers because they are young, have recognized credentials from a Saskatchewan post-secondary institution and have developed ties to the province.

By 2025, the

global demand

for international

education is

predicted to grow

from 1.9-million to

7.2-million students

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1.1.3 benefITS of InTernATIonAl STudenTSCanada is recognized as one of the largest high-quality international education providers in the world. A comprehensive study on the economic impact of international education was completed by the Department of Foreign Affairs and International Trade (DFAIT) in 2009. Statistics have shown that international students generated more than $6.5-billion in tuition, accommodation and other spending in Canada, more than 83,000 jobs and $291-million in revenue for government in 2008vii. The expenditure figure is based on tuition and living expense only (i.e. tourism and entertainment expenses were not mentioned). The total amount of international students’ spending ($6.5-billion) in Canada exceeded two of Canada’s largest trade goods, coniferous lumber ($5.1-billion) and coal ($6.07-billion).

1.2 CompeTITIve bArrIerS for SIAST To The InTernATIonAl STudenT mArkeT

Recruitment and retention of international students in Canada is a competitive business. Like all businesses, SIAST must be able to provide services that justify thetuitionfeesitcharges.Moreover,thevaluethatSIASToffersisrelativetotheservices provided by other institutions, not just in Canada, but globally. In short, while international students offer many benefits to institutions, it remains an intensely competitive business. SIAST must consider its competitive position in the market.

1.2.1 proGrAmmInG levelMostinternationalstudentscomingtoCanadaseekauniversityeducation.In2009, of the 196,138 international students in Canada, 54.8 per cent studied at the university level. An additional 17.6 per cent of international students come to Canada to study in the K-12 system. Certificate and diploma level programming accounts for 23.8 per cent of all international students in Canadaviii.

The international student discrepancy at the programming level is even wider in Saskatchewan. Currently, there are approximately 1,800 international students at USask and 900 at URegina. Less than two per cent of the post-secondary international student population in Saskatchewan are enrolled in SIAST’s certificate and diploma level programming.

The relatively low number of international students at the certificate and diploma levels in Canada represents an unrealized potential for international student recruitment. While a large portion of international students are degree seeking, college-level programming, especially those programs with strong articulation agreements, are not taking advantage of a large market of international students seeking in an earlier exit credential, smaller class sizes, and the opportunity to finish a degree.

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1.2.2 loCATIonInternational students tend to gravitate to the largest centres in Canada. According to 2009 CIC statistics, 81.1 per cent of all international students in 2009 attended schools located in Ontario, Quebec or British Columbia. While Saskatchewan has approximately 3.5 per cent of the Canadian population, the province is only able to attract 2.0 per cent of the overall international student populationix. Saskatchewan must continue to build its provincial brand in the international market.

1.2.3 STudenT ServICeSInternational students pay much higher tuition than domestic students. As such, international students expect a higher level of services to meet their differing needs. Because SIAST’s international student population has remained relatively low, it is has not been economically feasible for SIAST to provide the level of commitment that international students require at all four SIAST campuses.

International students expect, and receive at most other Canadian institutions, an international student association, cultural support, ongoing ESL support, housing services and cultural activities, among other services. SIAST currently does not provide this level of service. In order to compete with other institutions across the country, SIAST must include these services to be more attractive to the international student market.

1.2.4 eSl ServICeSSIAST currently offers two ESL programs at its Saskatoon and Regina locations. The English for Post-Secondary Success program follows the Canadian Language Benchmark Assessments (CLBA). While this program is occasionally open to international students, it is consistently filled with domestic students, and there is simply not room at either location to accommodate the international student demand. Furthermore, some potential international students need additional ESL training that this program cannot provide. SIAST also offers the Language Instruction for Newcomers to Canada (LINC). This program is sponsored by CIC and only available to permanent residents of Canada.

SIAST will need to develop an ESL program that has a more academic focus for students to transition to diploma and certificate programs. Ongoing ESL support will also be required for non-English speakers who meet the entrance requirements but struggle with the technical language of their program.

Saskatchewan must

continue to build its

provincial brand in the

international market

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1.2.5 reSIdenCeSAs stated previously, international students are attracted to institutions that can provide a full array of services to facilitate the transition to life in Canada. Providing this extra level of comfort reduces strain on the new students. At the USask and the URegina, it is estimated that 80 per cent of their apartment style residences are filled with international students. Other Western Canadian colleges of comparable size also have residences, with a large number of the rooms occupied byinternationalstudents,suchasRedRiverCollege,RedDeerCollegeandMedicineHat College.

1.2.6 need for A “mAde AT SIAST” STrATeGySIAST made previous efforts to recruit international students – most notably in the mid-1990s. Initial efforts were successful in recruiting a number of students to the ESL programming at SIAST Wascana Campus in Regina. However, international students were not retained in the SIAST program for any significant duration before transferring to the language program at URegina.

The main lesson learned from the experience with international student recruitment was that a comprehensive strategy must be developed and implemented before SIAST can effectively compete in the international student market. The strategy must identify and mitigate SIAST’s competitive disadvantages while leveraging the institution’s potential advantages. While SIAST surely needs to consider potential lessons learned from successful international student recruitment programs at other Canadian institutions, for the SIAST international student recruitment and retention efforts to ultimately succeed it must be customized to the unique circumstances at SIAST and in Saskatchewan.

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2.0 SIAST InTernATIonAlIzATIon STrATeGyThe SIAST Internationalization Strategy is a plan to use resources and to develop new and improve existing services in order to make SIAST much more competitive in the recruitment and retention of international students. This strategy will work in conjunction with recent initiatives set forth by the Government of Saskatchewan. The strategy outlined below will work towards the goals of the provincial government, develop a unique Saskatchewan international education brand, help increase of international students in Saskatchewan over the next five years and increase the number of international students who transition to permanent residency in Saskatchewan.

2.1 proGrAmmInGInternational students are interested in programming at the degree or post-graduate level; only 23 per cent of the international student market in Canada is currently studying at the certificate or diploma level. Despite the fact that most international students want degrees or graduate degrees, colleges and technical institutes can still beverysuccessfulinattractingandretaininginternationalstudents.Mostsuccessfulcolleges and technical institutes focus on one or more of the following approaches:

• ESLPre-ServiceDelivery ManycollegesandtechnicalinstitutesoffertraininginEnglishlanguagetointernational students expecting to transfer to a degree-granting institution or a degree program within that college or technical institution.

• DegreeProgramming As degree and applied programming becomes more prevalent at colleges and technical institutes, they are able to better compete with universities for international students.

• ArticulatedProgramming Certificate and diploma programs at colleges and technical colleges usually offer credit towards degree programs at universities.

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2.1.1 eSl proGrAmmInGThrough the Basic Education Division, SIAST currently offers the LINC program for new immigrants funded by CIC. While the program serves the general language needs of new immigrants, the funding mechanism through CIC makes it difficult to integrate international students (non-immigrants) into the LINC program. Furthermore, the LINC program does not fully address the program scheduling and the academic focus needed by international students to qualify for entry to SIAST academic programming.

In order to be competitive in the international student market, SIAST must offer ESL programming specifically focused for international students who want to take academic SIAST programs but who do not yet meet the English language requirements. Without the program, SIAST would remain unable to admit a significant number of interested applicants (i.e. those who do not yet meet the language requirements). Experience has shown that simply referring ESL international students to competing institutions prior to their SIAST study is ineffective because they rarely return to SIAST. In addition, international student-specific ESL programming is necessary for ongoing language support while international students take academic programming at SIAST.

SIAST would not market the ESL program independently but as a pre-service program for those wanting to qualify for SIAST academic programs (certificate and/or diploma). SIAST is most competitive and derives the most value from international students interested in completing a SIAST certificate and/or diploma.

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2.1.2 deGree proGrAmmInGInternational students’ strong preference is degree level programming. Ostensibly, given SIAST’s certificate and diploma level programming, international students’ expectations would present a challenge. However, due to the strong degree articulation of many SIAST programs, there is an opportunity to present SIAST programming as a preferable option to direct enrolment in a university.

Students benefit from small class sizes and receive marketable skills in addition to transfer credits to a degree program.

2.1.3 ArTICulATed proGrAmmInGIn terms of the degree, particularly in Engineering Technology and Business, many SIAST programs offer up to a full two years credit towards a degree. Please see Attachment A Current University Articulation Agreements for further information. As a result, in those programs with strong degree articulation, SIAST can offer international students a clear path towards a university degree. Furthermore, taking a SIAST certificate and/or diploma program prior to their degree program offers an international student much more flexibility than direct entry to a university. An international student at a university completing only one or two years generally receives no certification at exit, while those attending SIAST are likely to receive a certificate and/or diploma. The certificate and diploma certification is a consideration quickly growing in importance due to potential immigration opportunities (please see Section 2.2 Saskatchewan Advantage).

Although articulation agreements are important, SIAST students are required to apply and be accepted at the partner universities in order to complete their program to the degree level. Competitive entry to a university presents a risk to international students wanting to transfer and therefore a disincentive to attending a SIAST certificate and/or diploma program. Consequently, the SIAST Business Division has recently agreed with URegina that international students graduating with a SIAST Business diploma at SIAST Palliser Campus and earning a 70 per cent average or higher would automatically be enrolled into the third year of the URegina Faculty of Business Administration. The automatic entry arrangement with URegina is an incremental but vital enhancement over a simple articulation agreement. In large part, it removes the risk of re-applying after the completion of the SIAST diploma. SIAST is now advertising the agreement to prospective international business students. The potential result of this strategic partnership with URegina will be a net increase in the number of international students studying business at both SIAST and URegina.

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There is interest at USask for a similar automatic entry agreement for international business students. Likewise, SIAST needs to further explore opportunities for similar agreements with both URegina and USask in other faculties – particularly Engineering. Enhancing SIAST’s strategic partnerships with Saskatchewan universities also provides a net benefit, not only in increasing the international student population in the province, but also in advancing immigration through the SINP as discussed in Section 2.2 Saskatchewan Advantage.

Prestige is an important criterion for international students deciding upon a Canadian post-secondary institution. However, in positioning itself for the international student market, it is vital that SIAST recognize its competitive advantages and disadvantages and strategize accordingly. Strictly referencing prestige alone, SIAST cannot compete with the top-level universities in Canada. Nevertheless, SIAST can compete in niche international student markets. For example, to international students seeking i) the option of a certificate/diploma exit point on a path towards a degree, ii) affordable tuition (international students can be very cost-sensitive) and iii) potential avenues for immigration, SIAST should prove very competitive. The SIAST student recruitment strategy will focus upon such niche international student markets.

SIAST has

competitive

advantages to

build on

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2.2 SASkATChewAn AdvAnTAGeAlthough Saskatchewan was founded more than 100 years ago largely by immigrants, the number of new Canadians settling in the province since then has been relatively low. Recently the Government of Saskatchewan has put a new emphasis on immigration. The need for immigration in Saskatchewan is apparent. The median age in Saskatchewan has jumped from 26.6 years in 1971 to 37.7 year in 2006x. With the provincial population growing older, the number of people of working age and hence the tax base is decreasing. Immigration must be part of a multi-pronged approach (including increasing the labour market participation rates overall, especially among Aboriginal communities) to increase the size of the labour market.

Saskatchewan has been less negatively affected by the recent economic slow-down than many other places. In fact, it is clear the overall trend of sustained increasing global demand for Saskatchewan commodities in the agriculture, energy and mining sectors will result in unprecedented economic opportunities over the medium to long-term. Enhanced access to skilled human resources will be a critical consideration in exploiting many of the existing and upcoming opportunities in the province. In short, Saskatchewan needs new immigrants, and, concurrently, the province represents a tremendous opportunity for potential new immigrants.

As discussed in Section 1.1.2 Priorities of the Government of Saskatchewan, international students are ideal for immigration. International students, once graduated, have technical skills needed by the Canadian labour market, Canadian credentials and proven language skills, and are established in local communities. Recent changes federally now allow for international students to apply for and receive work permits for up to 20 hours of paid work per week and full-time during scheduled breaks, as long as they remain in good standing at the approved institution and are full-time students. Likewise, international students who graduate in Canada can apply for and receive a Post-Graduate Work Permit that mirrors their length of study up to

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a period of three years. Work permits are particularly important for international students at colleges. According to the Canadian Bureau for International Education (CBIE) in its 2009 Survey of International Students, 63 per cent of international college students, (compared to 29 per cent of international university students) rate the potential for work permits while studying as a “very important” consideration in selecting a school in Canada. Likewise, 74 per cent of international college students rated post-graduate work opportunities as “very important” as opposed to only 49 per cent of international university studentsxi.

TheGovernmentofSaskatchewaninJune2010waivedthesix-monthwaitingperiodtoapplyto immigrate for international students who graduate in Canada from a program of one or more years in duration, and who currently reside and work in Saskatchewan. These students can immediately apply for permanent residence under the SINP Student category, as long as they have obtained 960 working hours and have a permanent job offer from a Saskatchewan employer. If the student has obtained an Off-Campus Work Permit and has worked part-time during school and full-time during scheduled breaks, the student may be eligible to apply for permanent residency immediately following graduation if the student has received a permanent full-timejoboffer.MostinternationalstudentsapplyingtoSINPwhoareinatrainingrelatedoccupation and with demonstrated strong links in the Saskatchewan communities in which they live are approved within 12 months. No other jurisdiction in Canada is as aggressive in its efforts to attract international students as immigrants.

The potential for international students to work and immigrate is a relatively new phenomenon in Canada. Traditionally, international students were only granted study permits to Canada by CIC if they could convince CIC that they would immediately return home after the completion of their studies. Although not yet always widely understood by CIC officers working overseas, CIC now allows potential international students applying for study permits to have a dual intent – that is an intention to return home and concurrently a desire to stay in Canada if permitted through temporary foreign worker and/or provincial nomination program such as SINP.

Once most international students begin to appreciate the strong potential for employment during and after study and the strong potential for permanent residence, Saskatchewan becomes just as (if not more) attractive as traditional international student hubs such as Toronto, Montreal,CalgaryandVancouver.

International college students in particular are prone to shop around for institutions that best suit their needs. According to the CBIE 2009 Survey of International Students, about half of international university students are intent on studying at a particular university in Canada while only about a third of international college students are especially committed to attend a specific institution in Canada. The aforementioned desire to work during and after study, and the competitive approaches for international student retention through the SINP student category make international college student recruitment a unique opportunity for SIAST to attract and retain students.

In summary, the Saskatchewan Advantage needs to be a fundamental component of the SIAST international student recruitment and retention strategy. SIAST programs are typically one or two years, which may actually be an advantage to many potential international students considering immigrating to Saskatchewan. Once international students consider the potential for immigration together with the robust employment potential, Saskatchewan and SIAST are very competitive with even those Canadian institutions well established in the international student market. SIAST’s challenge is to get prospective international students to realize the tremendous potential of living, training and working in Saskatchewan and to judiciously compare it to other jurisdictions.

No other

jurisdiction is

as aggressive as

Saskatchewan in

its efforts to

attract international

students as

immigrants

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2.3 ServICe ConCenTrATIon AT SIAST pAllISer CAmpuS

As discussed in Section 1.2 Competitive Barriers for SIAST to the International StudentMarket,internationalstudentsgenerallyhavehigherneedsforgeneralstudent services and for selected academic programming, most notably ESL. International students pay significantly higher tuition and expect not only an academic experience, but general support such as assistance in finding housing, transport arrangements, etc. Given initial cultural barriers for international students, mundane tasks can seem daunting, and they need to know that assistance is always available if necessary. ESL training is needed for some international students not yet qualified for certificate or diploma programs. Additionally, ongoing ESL support will be needed for many international students as they complete their program.

As outlined in Section 3.0 Operations, the provision of student services and ESL programming requires a significant investment. Establishing and operating student support and ESL programming have relatively high fixed costs. Conversely there are significant economies of scale available. It costs essentially the same to provide support for a single student as it does for a larger group. Providing special services to a relatively small student population is a challenge for SIAST with four vastly geographically distributed campuses. Thus, in order to be cost-effective, SIAST must, as much as possible, centralize its international student programming at one campus.

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As discussed in Section 2.1 Programming, the most competitive programming for international students are the Business and Engineering Technologies. The Business and Engineering Technologies are chiefly, although certainly not exclusively, located atSIASTPalliserCampusinMooseJaw.Likewise,MooseJawmaypresentothercompetitiveadvantagesforSIAST.First,MooseJawisgeographicallyremoved (70 kilometres) from Regina and the URegina. URegina is both SIAST’s competitor andstrategicpartner.ThedistancebetweenMooseJawandReginamakesitmore difficult for international students to exit SIAST and transfer to URegina once establishedinMooseJaw.However,itwilllikelyprovetobeamanagablerelocationwhentheygraduatefromSIAST.ThustheMooseJawlocationwillinsulateSIAST from some competitive pressure from the URegina while still providing the advantages of the SIAST-URegina strategic partnership for international students.

In addition to the programming availability at SIAST Palliser Campus and the greater potentialforcollaborationwithURegina,MooseJaw,arelativelysmallercommunity,mayprovetobeacompetitiveadvantage.MooseJawisnotunfamiliarwithinternational students with its experience as an international flight training base. As a relatively smaller community, opportunities for cultural integration are much greater for international students in the “Friendly City.” Likewise there is strong support in the community for attracting and retaining international students. It is projected that SIAST Palliser Campus will have some available programming spaces in the Business and Engineering Technology programs. There is also spacetoaccommodateincreasedprogrammingforESL.MooseJawisreceptive to supporting SIAST international students in their studies and transition to temporaryforeignworkers,and,eventually,asimmigrantstoMooseJaworelsewhere in Saskatchewan.

International students are interested in a variety of accommodations, from home-stay to renting independent accommodations to student residences. SIAST Palliser Campus currently does not have a student residence. There are options forindependentaccommodationalthoughthehousingmarketinMooseJawis tightening. SIAST does offer a home stay program for international students. However, many international students (especially those just arrived in Canada) have a very strong preference for student residence accommodation. With student residences, international students have many of the accommodation unknowns resolved prior to arrival in Canada. In short, without a student residence at SIAST Palliser Campus, SIAST will be unable to offer the full range of accommodation options necessary (home stay, independent accommodations and residence) and will be at a competitive disadvantage with respect to other institutions. SIAST Palliser Campus needs a student residence to accommodate both international and Canadian students. The student residence would also incorporate the international student support services. The detailed plan for the residence and costing is available in Section 3.6 Palliser Residence.

A relatively

smaller community

may prove to be

a competitive

advantage

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3.0 operATIonSAttracting and retaining international students is a globally competitive business. While international students do represent numerous intangible and tangible benefits, such as enhanced revenue from international student tuition fees and other ancillary fees, these benefits are not generated without cost. As discussed in Section 2.0 SIAST Internationalization Strategy, SIAST needs to offer new student support and academic programming in order to accommodate an increased international student population. Likewise, there are significant costs for international student recruitment. Section 3.0 Operations will outline anticipated costs and anticipated revenues for implementing the SIAST Internationalization Concept.

Please note: Costs and revenue are calculated using 2010 dollars as a constant. It is assumed increases in costs (collective agreement, inflation, etc.) will have a neutral impact considering an equivalent increase in revenue (tuition per student).

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3.1 InTernATIonAl STudenT reCruITmenTCanadian universities and colleges use numerous processes to recruit international students. Processes include attending international student fairs overseas (often organized by Canadian embassies and high commissions) and the use of agents. Agents are businesses overseas and in Canada that help potential international students apply to universities and/or colleges and for study permits. Agents are paid a commission by the receiving educational institution – approximately 10 to 20 per cent of the first-year tuition. As the CBIE 2009 Survey of International Students has shown, the internet is the principle tool international students use to make an informed decision on which institution to apply to. A robust web presence is critical to international student recruitment. Developing such a presence targeting international prospects will be a key element in SIAST’s recruitment strategy.

An international student manager will be hired to design and implement a cost-effective international student recruitment strategy. The international student manager will also be responsible for overseeing general logistic and cultural support services such as airport pickup, housing, cultural events, etc. In addition, an international student assistant position will help the international student manager as necessary on recruitment and general student support issues.

Please note: Overseas agency fees are incorporated in the tuition price. Therefore, no overseas agency fees are noted below.

Table 1: Annual International Student Recruitment Costs

Item number Cost Comment

1. International Student manager 1.00 $84,000 Annual Salary and benefits

2. International Student Assistant 1.00 $48,000 Annual Salary and benefits

3. promotion $50,000 Annual expense

4. Support (logistics, hospitality) $25,000 Annual expense

Total $207,000

An international

student manager

will be hired to

design and

implement a

cost-effective

international

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strategy

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3.2 InTernATIonAl STudenT ApplICATIon ASSeSSmenT & reGISTrATIon

An application fee of $100 is charged for each international application. The application fee will pay for the resources needed to assess applications and register applicants. Revenue will increase with the workload requirements. Therefore, please note that application and registration costs are considered scalable as well as cost and revenue neutral.

A significant training component will be required to keep registration staff up to date on constantly changing international academic equivalencies. Costs for registration staff training will be shared with SIAST core budget because many Canadian and/or landed immigrants applying to SIAST need the same expertise from SIAST registration. A $20,000 annual professional development fund is budgeted to allow for an effective application assessment and registration service.

Table 2: Annual International Student Application and Registration Costs

Item Cost Comment

1. professional development fund $20,000 Annual funding

Total $20,000

3.3 InTernATIonAl STudenT ServICeSEnhancing student services is a critical element of the internationalization concept. Therefore, SIAST International Centre is proposed at SIAST Palliser Campus as a place for international (and Canadian) students to socialize and to support/organize academic and non-academic international programming. The SIAST International Centre will be staffed by an international student advisor and administrative assistant. The student advisor will be responsible for designing and delivering international programming of interest to both international and Canadian students and assisting with study permits, work permits and other immigration issues. The SIAST International Centre will provide academic and cultural support programming for international students, while Canadian students will be able to get information and advice on international study or work programming. All students will benefit from the multicultural and multilingual environment within the SIAST International Centre.

Table 3: Annual SIAST International Centre Costs


1. International Student Advisor 1.00 $84,000 Annual Salary and benefits

2. Administrative Support 1.00 $48,000 Annual Salary and benefits

3. other (programming, Consumables, etc.) $25,000 Annual expense

Total $157,000

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3.4 ACAdemIC proGrAmSAs discussed in Section 2.0 SIAST Internationalization Strategy, SIAST will focus on three areas for international students: i) Business, ii) Engineering Technologies and iii) ESL programming for students before and during their SIAST certificate and diploma studies.

Projected costs and revenues for each program are in the following subsections.

3.4.1 eSlESL programming as part of this initiative will be, for the most part, centralized at SIAST Palliser Campus. All pre-service ESL programming will be offered at SIAST Palliser Campus.

Ongoing international student ESL support will be provided through the Language Learning Centre (LLC) at SIAST Palliser Campus. The LLC will be a language lab for up to 15 students at a time. The space is currently available at SIAST Palliser Campus. Learning equipment including computers and software is needed.

Table 4: Annual SIAST LLC Costs


1. Computers and Software 15.00 $500 Annual Computer depreciation

Total $7,500

The ESL pre-service training program will accommodate up to five levels of English language capacity. The program will be in modules of 10 weeks offered four times per academic year. Language instruction requires small class sizes, therefore cohorts will be restricted to a maximum of 15 students. Instructional durations per day are 4.5 hours plus lab time in the LLC. Tuition fees for the ESL program will be $2,600 per 10-week module. Compared with other ESL providers within and outside the province, SIAST offers close to the average rate to stay competitive. Please see Figure 1 ESL Fee Comparison below.

Figure 1: ESL Fee Comparison

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Each cohort contains 15 seats. The cost of each cohort will be instructor expense and ancillary costs for an annual total of $95,593. Tuition from each seat will generate revenue of $10,400 a year because the program will run four times a year, see Table 5 ESL Programming Costs and Revenue Source.

Table 5: ESL Programming Costs and Revenue Source Per Cohort

Item Costs number Cost Comment

1. Instructors 1.00 $80,593 Annual Salary and benefits

2. Ancillary Costs (field trips, llC) $15,000 Annual expense

Total $95,593

revenue

1. Tuition 15.00 $10,400 4 semesters x 10 weeks

Total $156,000

As noted in Figure 2 ESL Revenue vs. Costs below, there is revenue potential in ESL program delivery, particularly with higher enrolments. The break-even point is less than two cohorts. However, the main SIAST motivation for providing ESL training services would be to qualify otherwise unqualified international students for SIAST certificateand/ordiplomaprograms.Morevalueisassociatedwiththecertificate,diploma and degree graduates as opposed to a strict ESL student. For example, certificate, diploma and degree graduates are able to apply for permanent residence under SINP while ESL program graduates cannot. Therefore, the ESL program will be marketed and implemented as a pre-service or feeder program to SIAST programs. Despite the higher costs and lower revenues compared to other SIAST programs, the ESL program is a necessary pre-requisite to accommodating the ongoing needs of international students.

$0180160 200

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3.4.2 buSIneSSAs noted in Figure 3 Business Revenue vs. Costs below, Business programs offer considerable potential for international student recruitment. With the ability to accept a few students over capacity in Business programs, SIAST can integrate approximately 50 international students into currently unoccupied spaces. The marginal cost to SIAST for these additional students would (not including the recruitment and international student support costs) be nil.

The challenge to SIAST is to fill seats once committed to running each cohort. Often programs do operate a few seats below capacity when student-for-programming demand is relatively weak. However, there are number of tools available to encourage international students in particular to fill the otherwise empty training seats. A description of SIAST’s strategy for filling otherwise potentially empty trainingseatsisoutlinedinSection3.5InternationalEnrolmentManagement.

International tuition fees for Business programs would average approximately $9,400 per student per year. Approximately 50 seats (certificate and diploma programs combined) from existing capacity would be filled by international students through international enrolment management. Additional cohorts will be added as warranted by demand.

After the existing 50 seats are filled, new cohorts could be added. Instructor expense and ancillary costs are forecast to be $125,000 a year. Please see Table 6 Business Programming Costs and Revenue.

Table 6: Business Programming Costs and Revenue Source Per Cohort


1. Instructors 1.50 $120,000 Total Annual Salaries and benefits

2. Ancillary Costs $5,000 Annual expense

Total $125,000

revenue

1. Tuition 25.00 $9,400 2 semesters x 4 months

Total $235,000

Business programs generate relatively high return compared to other programs due, in part, to the programs’ lower costs.

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SIAST can integrate

approximately

50 international

students into

currently unoccupied

Business spaces

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Compared to other Canadian institutions at a college level, SIAST offers international students a competitive rate in Business programs, which is below the average business rate, $10,794. Please see Figure 4 Business Fee Comparison below.

Figure 4: Business Fee Comparison

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$500

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3.4.3 enGIneerInG TeChnoloGyEngineering Technology programs have approximately 30 vacant seats in various programs that could be filled by international students through international enrolment management. Additional cohorts could be added as warranted by demand.

Each additional cohort size is 25 seats. After the existing 30 seats are filled, adding an extra cohort will cost $215,000 a year, including instructor expense and ancillary cost. Revenue is generated by tuition per student. Please see Table 7 Engineering Programming Costs and Revenue Source.

Table 7: Engineering Programming Costs and Revenue Source Per Cohort


1. Instructors 2.50 $200,000 Annual Salary and benefits

2. Ancillary Costs $15,000 Annual expense

Total $215,000

revenue

1. Tuition 25.00 $10,500 2 semesters x 4 months

Total $262,500

As can be seen in Figure 5 Engineering Technology Revenue vs. Costs, there is significant potential for filling otherwise potentially empty seats. Although the costs for Engineering Technologies is higher than Business, significant capacity for international students is available.

$0180160 200

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Figure 6: Engineering Technology Fee Comparison

The average international tuition for Engineering Technology programs is estimated at $10,500 per student per year. Figure 6 shows the fee comparison of SIAST Engineering Technology programs with other Canadian institutions. SIAST has a competitive rate over other colleges in other provinces. (The average Engineering Technology rate is $11,633)

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3.5 InTernATIonAl STudenT enrolmenT mAnAGemenT

InternationalStudentEnrolmentManagement(ISEM)isaprocesstoencourageinternational students to enrol in otherwise vacant training seats. While tuition rates for Canadian students are highly regulated by The SIAST Act, international student tuition by comparison is fairly discretionary to SIAST management providing it recovers instructional and other marginal costs.

As a result, SIAST proposes a tuition band rate that will float based upon enrolment figures. SIAST would offer lower international tuition rates (though still significantly higherthanCanadiantuitionrates)toundersubscribedprograms.However,ISEMwill not have tremendous application to international students applying to SIAST from overseas. The process to receive study permits from CIC needs to begin up to 12 months before studies are to start, at which point SIAST would not have a clear estimate of future enrolments. However, for international students already inCanada,itisanticipatedthatISEMcouldbeapotenttoolforinternationalstudent recruitment and enrolment. International students already in Canada are typically very cost conscious and are seeking quality programming with strong employment opportunities (in Canada and/or abroad) at a reasonable cost. Because they are already located in Canada, these international students can change their programming/training institution with relatively short notice to CIC.

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3.6 SIAST pAllISer reSIdenCeAs discussed in Section 2.3 Service Concentration at SIAST Palliser Campus, adesignoftheStudentResidencebyMewsCorporation(March2010)isenclosed in Attachment B Final Report of SIAST Palliser Student Residence. The proposed SIAST Palliser Campus Student Residence would be for both Canadian and international students. By no means is it expected that all international students would live at the residence. Nevertheless, as discussed in Section 2.3, a student residence is vital to recruiting international students from abroad – at least to meet initial needs for accommodation.

The report plans for $15-million building with 51 suites and a total of 200 beds located within easy walking distance of campus on land currently owned by the Government of Saskatchewan northwest of SIAST Palliser Campus. The report recommends a locally competitive $500/month rental rate to cover mortgage payments and operational expenses, assuming a down payment of $5-million. It further assumes a 20 per cent vacancy rate (due to SIAST Palliser Campus vacation times). A daycare is in the design for the main floor of the residence.

WithreferencetotheMewsCorporationreports,SIASTisconsideringthefollowing:

• Dependingonmarketconditions,constructioncostsmaybehigherthan $15-million.

• Aninternationalstudentcentremaybebetterplacedintheresidencewiththedaycare to be located on the main SIAST Palliser Campus.

• Vacancyassumptions(20percent)maybehigh–schedulingmoreprogramming (apprenticeship, certificate, diploma, etc.) over typical holiday times will likely keep vacancy to a lower rate (5 to 10 per cent).

• Revenuepotentialmaybeavailablethroughnamingrights.

• Apublicprivatepartnershipcanbedevelopedthroughatenderingprocessonthe design and construction consultant services needed.

SIAST believes that with the above assumptions and considerations, a down payment on the residence in the $6-million to $8-million range is needed to ensure rent revenues will cover mortgage costs, operational costs and depreciation. Revenue sources for the down payment include all three levels of government and potentially the private sector (naming).

A student residence

is vital to recruiting

international

students

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3.7 ImplemenTATIon SCheduleJune2011 Appropriatefundingmustbesecuredtomeetthetargetdates as set out below.

April 2012 Student recruitment begins. An aggressive student recruitment campaign will take place both abroad and within Canada. The targets set are very ambitious. To significantly increase international student enrolment, SIAST must ensure that it is properly marketing itself 18 months in advance of the first enrolment of the new initiative.

April 2012 Construction begins.

September 2013 First enrolment.

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3.8 enrolmenT TArGeTSSIAST’s strategy is to fill all potentially available seats within four years. Total profits of all programs are approximately $1.7-million. The numbers of seats for each program are as follow. The approximate annual net profits are listed as well.

1. ESL – 100 students (net $300K)

2. Business – 150 students (net $900K)

3. Engineering Technology – 125 students (net $500K)

According to the annual expense from Section 3.1 to 3.4, total annual fixed cost of the internationalization concept is $391,500 each year; see the following table for internationalization overhead expense, prior to program costs.

Table 8: Internationalization Annual Overhead Expense

Annual International Student recruitment Costs $207,000

professional development fund $20,000

Annual SIAST International Centre Costs $157,000

Annual SIAST llC Costs $7,500

Total $391,500

At the end of the fourth year, if the above enrolment targets are met, the program will be self-sustaining.

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4.0 rISk mITIGATIon STrATeGyThe risk mitigation strategy below outlines SIAST’s strategy to address each of the identified risks for increased international student recruitment/enrolment efforts.

1. lack of degree programming

• ArticulationwithSIASTcertificateanddiplomaprograms

• StrategicpartnershipswiththeUReginaandpotentiallywithUSask

2. ESl programming

• DevelopESLprogramspecifictotheneedsofinternationalstudentsbeforetheyenter SIAST certificate or diploma programming

3. International Student Services

• Establishsupportservicesspecifictotheneedsofinternationalstudents

• CentralizeinternationalstudentsupportservicesatSIASTPalliserCampus

• EstablishstudentresidenceatSIASTPalliserCampusforCanadianandinternational students

4. Competitive pressure from Uregina/USask

• MooseJawlocationsignificantlyinsulatesSIASTbutnotfarenoughtomeaningfully dampen the potential third and fourth years at URegina or USask

• ContinuetodevelopandstrengthenstrategicpartnershipswithURegina and USask

5. SIAST is not a well-known institution among international students

• Nichemarketingtopotentialinternationalstudentswhoarealsointerestedinarticulated certificate and diploma options and immigration

• Coordinateinternationalstudentrecruitmentmessagingandotherefforts with SINP

• SIASTwillbecostcompetitiveintermsoftuitionandlivingexpenses

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i Facts and figures 2009 – Immigration overview: Permanent and temporary residents by CIC. http://www.cic.gc.ca/english/resources/statistics/facts2009/index.asp (September 2010)

ii Premiers Working to Sustain Economic Recovery by The Council of the Federation (August 5, 2010) http://www.councilofthefederation.ca/pdfs/Prem_Working_to_Sustain_Economic_Recovery.pdf.

iii Seneca Website at: www.senecac.on.ca/journey/international. Retrieved December 2, 2008

iv SAIT Polytechnic at: www.studyincanada.com/English/schools. Last updated September 8, 2010 http://www.studyincanada.com/english/schools/profile.asp?SchoolCode=csait01&ProfileType=College&URL=etours

v Conversation with Red River College director of International Education, Bruce Condie, September 4, 2008.

vi Source:SINPDatabank/CDQ,accessedMarch15,2010

viiEconomicImpactofInternationalEducationinCanada,ForeignAffairsandInternationalTradeCanada,July2009

viii Facts and figures 2009 – Foreign students present on December 1 by level of study http://www.cic.gc.ca/english/resources/statistics/facts2009/temporary/18.asp

ix Canada–Foreign students present on December 1, 2009 by province or territory and urban area, by CIC http://www.cic.gc.ca/english/resources/statistics/facts2009/temporary/16.asp

x StatisticsCanada–MedianageofthepopulationofCanada,provincesandterritories,1971and2006 http://www.statcan.gc.ca/pub/91-003-x/2007001/t/4129901-eng.htm

xi Canada First – The 2009 Survey of International Students http://www.cbie.ca/data/media/resources/20091110_SurveyInternationalStudents_e.pdf

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ATTAChmenTS

ATTAChmenT ACurrent University Articulation Agreements

ATTAChmenT bFinal Report of SIAST Palliser Student ResidencebyMewsCorporation (March2010)

ATTAChmenT A

Current University Articulation AgreementsSIAST Programs Recognized for Transfer Credit at Other Institutions

Updated November 15, 2010SIA

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SIAST dIvISIon - buSIneSS

business Athabasca university (Au) 60 cu for SIAST business diploma toward a Au bachelor of management (human resources management or marketing) or Commerce (Accounting and e-commerce)

SIAST program partner Institution description of Transfer Credits Granted to SIAST Graduate

business Athabasca university 60 cu for SIAST business diploma marketing Specialty into Au bachelor of management or bachelor of Commerce

business university of lethbridge - faculty of management

may be eligible to receive two years of block credit for business and business-related diplomas to complete the bachelor of management degree in two years.

business (Accounting) university of lethbridge – faculty of management

may be eligible to receive two years of block credit for business and business-related diplomas to complete the bachelor of management degree (post-diploma) in two years.

business (Administration) university of lethbridge – faculty of management


business (financial Services) university of lethbridge – faculty of management


business (human resources) university of lethbridge – faculty of management


business (Information Systems)

university of lethbridge – faculty of management


business (marketing) university of lethbridge – faculty of management


business (financial Services) Athabasca university may be eligible for block transfer of 60 cu towards the bachelor of management and bachelor of Commerce post-diploma programs.

business (human resources) Athabasca university may be eligible for block transfer of 60 cu towards the bachelor of management and bachelor of Commerce post-diploma programs

business (marketing) Athabasca university may be eligible for block transfer of 60 cu towards the bachelor of management and bachelor of Commerce post-diploma programs

business (Administration) Athabasca university may be eligible for block transfer of 60 cu towards bachelor of management and bachelor of Commerce post-diploma programs.

business (Administration) university of regina 30 cu toward first year of Administration program, faculty of Administration

business and entrepreneurial Studies

Athabasca university Transfer credit granted for 33 SIAST courses

business Certificate program

briercrest College and Seminary

reciprocal agreement for SIAST courses in Accounting, business Communications, Computers, economics, finance, human resources, management and Statistics – refer to original document for details.

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SIAST dIvISIon - buSIneSS

SIAST program partner Institution description of Transfer Credits granted to SIAST graduate

business Information Systems

Athabasca university may be eligible to receive 60 cu toward bachelor of management and bachelor of Commerce post-diploma programs.

business program business Certificate, Accountancy, Administration, financial Services, human resources, Information Systems, marketing

university of regina – paul hill School of business

may be eligible for credit transfer towards the bachelor of business Administration.

business-Accountancy, Administration, financial Services, human resources, Information Systems, marketing

university Canada west Transfer into third year of bachelor of Commerce degree with the requirement to complete an additional 60 cu as described in agreement. Can be completed on-line (two years plus a residency requirement) or on campus (one year). upon completion can choose to obtain an masters of business Administration in one additional year.

Computer Information Systems

Athabasca university list of block transfers currently in place (60 credits)


university of regina CIS diploma program equivalent to first two years of bachelor of Science in Computer Science department


university of lethbridge Admission granted into two-year post-diploma bachelor of Science in Computer Science

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CAd/CAm engineering Technology

memorial university block transfer into bachelor of Technology degree with 39 credit hours (13 courses) to be completed

CAd/CAm engineering Technology

lakehead university Graduates may be eligible for advanced standing toward a degree in engineering. faculty of engineering offers post-diploma programs which enable qualified engineering Technology graduates from accredited Canadian technology programs to obtain engineering degrees. post-diploma program typically consists of two years full-time study preceded by transition courses. Check faculty of engineering website.

CAdd Technology memorial university block transfer into bachelor of Technology degree with 39 credit hours (13 courses) to be completed

Civil engineering Technology Camosun College bridging program into the university of british Columbia

Graduates with a cumulative GpA of 70 per cent are eligible for entry into the Civil engineering bridging program at Camosun College. After completion qualified for entry into ubC engineering

Civil engineering Technology memorial university block transfer into bachelor of Technology degree with 39 credit hours (13 courses) to be completed

Civil engineering Technology lakehead university Graduates may be eligible for advanced standing toward a degree in engineering. faculty of engineering offers post-diploma programs which enable qualified engineering Technology graduates from accredited Canadian technology programs to obtain engineering degrees. post-diploma program typically consists of two years full-time study preceded by transition courses. Check faculty of engineering website.

Computer engineering Technology


Computer engineering Technology


electrical engineering Technology

lakehead university Graduates may be eligible for advanced standing toward a degree in engineering. faculty of engineering offers post-diploma programs which enable qualified engineering technology graduates from accredited Canadian technology programs to obtain engineering degrees. post-diploma program typically consists of two years full-time study preceded by transition courses. Check faculty of engineering website.

electrical engineering Technology


electronic Systems engineering Technology


SIAST dIvISIon - TeChnoloGy


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SIAST dIvISIon - TeChnoloGy

electronic Systems engineering Technology


electronics engineering Technology


electronics engineering Technology


environmental engineering lakeland College direct entry to lakeland’s bachelor of Applied Science: environmental management degree program

environmental engineering royal roads university may be eligible for full block transfer into the third year of the bachelor of Science in environmental Science and bachelor of Science in environmental management degree at royal roads university in victoria, bC

environmental engineering Technology


mechanical engineering Technology

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Summary of the Final report of SIAST palliser Student residence by Mews Corporation

(March2010)

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TheSaskatchewanInstituteofAppliedScienceandTechnologycommissionedMewsCorporation to develop an initial feasibility study and plan for a student residence toservicetheaccommodationneedsofSIASTPalliserCampusinMooseJaw.ThefollowingisasummaryofthefindingspublishedinMarch2010.

The Site:The proposed site of the residence is a currently vacant lot one block northwest of SIASTPalliserCampus(MacDonaldStreetbetween7thAvenueNWand9thAvenueNW).ThesiteiscurrentlyownedbytheGovernmentofSaskatchewan(MinistryofGovernment Services). Prior to the site purchase, SIAST would require i) subdivision of the large land parcel owned by the Government of Saskatchewan (pending final design land needs), ii) municipal rezoning to allow for the residence, iii) an environmental study.

Site Location

Image: Google Earth

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Design:MewsCorporationproposedaconcretenine-storeysinglebuildingcontainingsixsuites (four bedrooms, two bathrooms and one kitchen per suite) per floor. The residence would have a total of 51 suites accounting for 200 beds. A further design option would be a series of three- to four-storey low-rise buildings. The low-rise option would improve the aesthetic appeal and functionality of the residence but would increase land requirements on the current Government of Saskatchewan-owned site.

Typical Area Suite Sq. Ft.

Bed-1 88Bed-2 88 Bed-3 88Bed-4 88Bath-1 20Bath-2 20Living/Dining 371Storage 19Cir/Walls 133Total Area 916

Daycare Total Number Space Ft^2 of Spaces

Preschool 1,120 21Toddlers 580 10Infants 330 6Total 2,010 37Other 952Total 2,962

Typical handicapped suite; three bedrooms, storage, and kitchen/dining suite.

2 Elevators

Daycare Space

• Twoseparateentrances • Kitchen • Storageandlockerspace • Washrooms • Accesstooutdoorplayspace • Dropoffarea • Spacefor30-40children

Item Area Sq. Ft.

Site 28,840Building Ft Print 7,573 Area 68,157Suites Suites-Reg 48 Main 3 Total Suites 51Bedrooms Floors 2-9 192MainFloor8 Total Bedrooms 200

MAINFLooR

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Typical Area Suite Sq. Ft.

Bed-1 88Bed-2 88 Bed-3 88Bed-4 88Bath-1 20Bath-2 20Living/Dining 371Storage 19Cir/Walls 133Total Area 916

Typical Floor

• 6Suites • 24Bedrooms • 2Elevators • 2Stairwells • LaundryRoom • 1 Washer • 1 Dryer

SECOND TO NINTH FLOORS

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Capital Costs:MewsCorporationestimatesthecostfortheresidenceat$15-million.Costsareapproximated as per the following:

Construction: $ 12,300,000

Consultancy: $ 1,000,000

Appliances/Furniture $ 300,000

Taxes $ 700,000

Contingency & Other $ 700,000

operating revenues and Costs:MewsCorporationnotesthatforrentstoremaincompetitivewithoff-campushousing options, rent is targeted at $500/month. A relatively high vacancy rate of 20% is assumed. However, scheduling of SIAST programming over the summer months – especially for international students in ESL, Business and Engineering Technology programming – would increase demand and vacancy rates in the MaytoAugustperiod.Rentatthe200-bedresidenceat$500/month/bedwith 80 per cent occupancy would generate $960,000 annually.

Annual costs of approximately $320,000 include utilities (included in rent), maintenance,janitorialandadministration.Municipalpropertytaxesarenotincluded because SIAST is exempt by virtue of The SIAST Act. Approximately $640,000 annually would be available to cover payments against a mortgage. This would allow for a mortgage of $8,200,000 at 6.0 per cent interest amortized over 25 years.

Start Up Equity:In order for the residence to be cost effective, a minimum of $6.8-million in start-up equity investment is needed. Primarily public (non-repayable) sources are needed. However, a smaller minority portion of the program may be financed through public-private partnerships, but the $500/month rent threshold must be a primary consideration in any collaboration with private investors.

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Conclusions:The student housing project at SIAST Palliser Campus would be economically feasible providing:

1. The proposed site and the appropriate zoning can be obtained.

2. The residence is not subject to municipal property tax.

3. The start-up equity is available.

4. Annual vacancy rates do not exceed 20 per cent.

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SIAST buSIneSS developmenT And InTernATIonAl pArTnerShIp400 - 119 4th Avenue South Saskatoon SK S7K 5X2 Canada

SIAST International...In early 2010, a pilot program in India—the Student Partnership Program...

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Transcript of SIAST International...In early 2010, a pilot program in India—the Student Partnership Program...