Business Plan 2007-11 - Athabasca University [PDF]

Business Plan 2007-11

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With the same level of energy that I tackled Olympic sport, I worked toward my university degree through distance education at Athabasca University while I was competing.

Christian Farstad, BGS CEO, Bobsleigh Canada Skeleton Two-time Bobsleigh Olympian Vancouver, British Columbia

STATEMENT OF ACCOUNTABILITY This business plan for the four-year period beginning April 1, 2007, was prepared under the direction of Athabasca University Governing Council in accordance with the Government Accountability Act and directions provided by Alberta Advanced Education. All material economic and fiscal data, as of March 31, 2007, of which we are aware have been considered in preparing this plan. If key assumptions materially change, this business plan may be revised. Athabasca University’s priorities, as outlined in this business plan, were developed in the context of Alberta Advanced Education’s business and fiscal planning guidelines. Athabasca University is committed to achieving the planned results presented in this document. Respectfully submitted on behalf of the Athabasca University Governing Council,

Joy Romero, P.Eng., MBA Chair Athabasca University Governing Council

Athabasca University Governing Council 2006-07 Front row (left to right): Jody Hunt, Joy Romero (Chair), Vikki Bellerose, Shawn Wasel Second row: Barry Walker, Ron Cherlet, Jill Matthew, Judi Malone, John Trefanenko Back row: Brian Curial, Tim Nerenz, Bruce Spencer, John Ollerenshaw, Frits Pannekoek Missing from photo: Marilyn Kane (Vice-Chair), Lisa Priebe, Lonita Fraser

“My accounting designation definitely allowed me to assume senior financial roles, but it was my MBA from Athabasca University that gave me the ability and confidence to launch my career beyond the world of finance.” Elizabeth Lindsay, MBA Vice-President, Operations and Administration  Merchant Banking BMO Capital Markets Toronto, Ontario

CONTENTS 9

Executive Summary

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Institutional Context Our Mission Our Mandate Our Values Situation Overview Opportunities and Challenges

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Strategic Goals and Performance Measures Strategic Goals Performance Measures

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Priorities and Support Needs Priorities for 2007-11 Support Needs

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Accessibility/Enrolment Plan Enrolment Access Funded Programs New Programs

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Financial Information

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Capital Projects Facilities Projects Technology Projects Equipment Projects Library and Art Collections Capital Forecast Ten Year Capital Plan

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Tuition Projections



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EXECUTIVE SUMMARY Having completed an extensive and broadly focused consultative process leading to the approval, in June 2006, of its Strategic University Plan 2006-11, Athabasca University now stands ready to move forward, to realize the goals articulated in that seminal document. This Business Plan 2007-11 is in large measure a roadmap plotting the route to be followed to reach the destination set for the university in the Strategic University Plan. Athabasca University’s mission, reconfirmed in the strategic planning process, commits the institution to promoting access to university education for all learners and to achieving excellence in teaching, in research and scholarship and in service to the community. The student experience is the university’s focus. The university’s exceptional growth, in terms of enrolment, of number of courses and programs offered, of research and publications and of development and promotion of student services, is a testament to its dedication to this mission and its success in achieving it. Many of the challenges facing the university, however, also stem from that same remarkable record of steady growth. The technological and physical infrastructure of the university has not expanded at a rate comparable to that of its student body or that of the staff needed to serve that student body. Consequently, the university finds itself today facing critical shortages of space and technological resources. These shortages not only constrain current university operations but restrict opportunities for growing enrolment, for introducing and expanding research projects and for developing and expanding academic programs. Addressing these deficiencies is, therefore, a primary focus for Athabasca University as it moves forward to actualize its Strategic University Plan. Athabasca University will continue to build on its strong base of programs and services, its network of partnerships and its national and international reputation for excellence in online and distance learning. The university’s priorities at the present time, as detailed in this plan, are as follows: • to secure funding for urgently needed teaching, learning and research facilities in Athabasca, Greater Edmonton and Calgary and to maintain and expand the university’s technological infrastructure • to expand opportunities for research and publication through the creation of new research institutes and an open access Athabasca University Press • to develop new academic programs and courses, particularly in professional and graduate areas, and to provide the support needed to maintain quality in rapidly growing programs • to enhance marketing strategies and financial supports in order to attract in greater numbers the members of under-represented groups (e.g., lower income students, young working men, immigrants, rural Albertans, Aboriginal Albertans), both to make post-secondary education accessible to these sectors of society and to advance the university’s enrolment to the level which, research suggests, a sustainable open and distance university requires 11

INSTITUTIONAL CONTEXT Our Mission Athabasca University, Canada’s Open University,® is dedicated to the removal of barriers that restrict access to and success in university-level studies and to increasing equality of educational opportunity for adult learners worldwide. We are committed to excellence in teaching, research and scholarship and to being of service to the general public.

Our Mandate Athabasca University is a board-governed open university committed, through distance education, to increasing accessibility in Alberta, throughout Canada and internationally to university-level study and to meeting the educational needs of the workplace. At the undergraduate level, the university is mandated to offer degree programs and university transfer courses in the natural and pure sciences, humanities, social sciences, interdisciplinary studies, administrative studies, commerce, nursing and allied professional fields. Credit-based university certificates are offered within the structure of the university’s undergraduate degree programs. As a partner in Campus Alberta, Athabasca University offers its courses and educational services to students registered in Alberta post-secondary institutions. Working with these and out-of-province institutions, Athabasca University also provides degree completion opportunities for university transfer students and diploma graduates. Non-credit continuing education courses are also offered. At the graduate level, the university offers degree programs in distance education, health studies and business administration. Credit-based university graduate diploma programs are offered within the structure of the university’s graduate degree programs. To the benefit of students, Athabasca University is committed to excellence in individualized distance education, co-ordination of credit and credit transfer, assessment of prior learning and associated forms of learning accreditation. Dedicated to research and scholarship in various disciplines, with a particular focus on distance education and associated learning technologies, Athabasca University provides international leadership in individualized distance education methods and technologies. Approved by the Minister of Advanced Education, April 1999.

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Our Values The students, faculty and staff of Athabasca University profess a set of complementary values that are fundamental to the university’s identity and provide the foundation for its practices. We value excellence. The search for excellence is the hallmark of all of our endeavours. We value learning. Student learning and satisfaction are measures of our success. We value scholarly research. We engage in reflective practice through the scholarship of discovery and the scholarship of teaching. We value the free exchange of ideas. A respectful climate for open discourse promotes innovation, discovery and social responsibility. We value openness and flexibility. Reducing barriers to education enhances access and social equity. We value diversity and inclusiveness. Diversity and inclusiveness enhance the quality both of learning and of the workplace. We value our employees. The commitment, innovation, creativity and continuous learning of every employee contribute to our success. We value accountability. We are accountable to our students, to each other and to the public.

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Situation Overview Now in its thirty-seventh year, Athabasca University, Canada’s Open University,® stands out as one of the world’s foremost and fastest growing online and distance education specialists, serving 37,000 students worldwide. The university offers over 700 courses in more than 60 undergraduate and graduate degree, diploma and certificate programs. Athabasca University’s primary focus is serving students. The university is dedicated to providing the best learning experience for students. Increasing equality of educational opportunity for adult learners is certainly central to its institutional mission, but achieving this goal also drives the university’s dayto-day operations. By removing geographical, financial, social and cultural barriers that traditionally limit access to post-secondary achievement, Athabasca University transforms lives. The university’s students have access to quality post-secondary education through distance delivery using a variety of technologies and media. In many programs, students have the choice of studying through either a highly flexible individualized study method or a more traditional grouped study method. The flexibility of the university’s distance and online learning programs allows students to obtain a quality postsecondary education. At the same time, this flexibility supports students in achieving their personal goals and managing other aspects of their lives: 81 per cent of Athabasca University students (67 per cent of whom are women) work while they study, and 63 per cent of graduates support dependents. The average Athabasca University undergraduate student is 29; the average graduate student is 40. Over 90 per cent of students study year-round, balancing their studies with other life commitments.

Athabasca University at a Glance At present, Athabasca University • serves 37,000 students (68,000 course registrations) • offers over 700 courses in more than 60 undergraduate and graduate programs • employs over 1,100 faculty and staff members • generates over $2 million annually in research activities • maintains 256 collaborative agreements with other Canadian educational institutions and First Nations groups Athabasca University is uncompromising in its commitment to excellence in academic standards, in instructional design, in staff recruitment and development, in research and in student services. This commitment to excellence and rapid growth in enrolment (a 268 per cent increase in the past nine years) have been driving both technological innovation and ongoing recruitment of academic and support staff. The university’s staff complement has increased by 37 per cent in the past five years alone. These growth trends are expected to continue: annual student enrolment is projected to reach 100,000 by 2015. 14

To support this projected growth, Athabasca University therefore plans to add, over the next five years, a substantial new building to its main campus in Athabasca and to expand its facilities in the

Edmonton-St. Albert and Calgary regions. In the next 10 years, a research park and conference centre will also be added to the main campus. Meeting the capital requirements of this planned expansion is now a priority for Athabasca University.

Teaching and Learning One of Alberta’s four established universities, Athabasca University provides post-secondary learning opportunities to the province’s citizens. It is unique, however, in guaranteeing access to universitylevel study to a broad range of non-traditional university students: • those who are seeking an alternative to a conventional, campus-based experience • those who wish to continue their careers while they augment their education • those who have ongoing family or community responsibilities • those living in rural, northern and remote areas • those who cannot find a place in residential institutions • those with non-standard academic backgrounds • those whose family lacks a tradition of formal academic study: 72 per cent of Athabasca University graduates are first-generation university learners. Athabasca University’s students stand out for their dedication to their personal goals and for their commitment to advanced learning, to their communities and to the wider world community. Through the efforts and achievements of its students, Athabasca University will continue to stand out as a provider of high quality post-secondary education. Athabasca University focuses on providing excellent programs and courses, on flexibility of access and on providing students with the means of achieving success. It offers conventional distance courses but also supports online access. For example, the university recently enhanced the online component of 175 of its highest-enrolment courses to further its commitment to anywhere, anytime delivery and continues to adopt leading edge content management software. It was one of the first large universities to adopt Moodle, an open source course delivery software, designed on sound pedagogical principles, which allows educators to create effective online learning communities. Because Athabasca University is a distance university, the planning and writing of courses and the provision of course materials are undertaken more deliberately than they are at traditional universities. Courses are written by members of faculty and other subject matter experts. All individual study students and some grouped study students are taught online or through other media and technologies and are individually supported by tutors. In some contexts, particularly those involving collaborative partnerships with other post-secondary institutions, grouped study students take courses in classrooms. This combination of excellence in course content and design and delivery through leading edge technologies continues to yield success. For example, Athabasca University’s MBA program, founded in 1994 as the first online program of its kind, has once again been ranked by the Financial Times of London as one of the top 100 MBA programs in the world. The university’s Master of Arts – Integrated Studies program, with over 2,000 students, is Canada’s largest graduate program, and its nursing program is also one of the largest in Canada, graduating over 300 nurses each year. 15

Research and Scholarship Since 1999, research activity at the university has increased significantly. Students working at both the undergraduate and graduate levels are actively involved in research. Mission critical research in the scholarship of teaching and learning in open and distance environments has had particular prominence. For example, the search for better ways to remove barriers to education and, more particularly, to provide increased opportunities for participation in education in oil sands work camps and other remote and rural communities informs a major research initiative that is now being undertaken in partnership with the private sector and northern communities. Athabasca University also actively supports and maintains high standards in discipline based research. For example, at the present time, • Dr. Martin Connors, Canada Research Chair in Space Science, Instrumentation and Networking, with financial support from the Canadian Space Agency, is developing a northern astronomy course with a Canadian focus. The course, which will involve the creation of multimedia content, will emphasize sky phenomena unique to high latitudes, including the northern lights, and northern weather systems, northern seasons and aspects of space research that are relevant to Canadians. • Dr. Mike Gismondi, in collaboration with the Canadian Centre for Community Renewal and other co-applicants and partners from British Columbia and Alberta, has received approval for the British Columbia and Alberta Social Economy Research Alliance (BALTA). BALTA establishes a regional partnership among four universities and six social economy organizations, plus three federal agencies and a number of innovative municipalities. Over the next five years, faculty members, practitioners and students will collaborate on a series of research initiatives aimed at better understanding and improving the entire range of activities that make up the social economy and its infrastructure in the region. • Dr. Janice Thomas, program director for the MBA in Project Management, continues work on her project, Understanding the Value of Implementing Project Management, a $2.5 million (U.S.) investigation funded in part by the Project Management Institute (PMI) and one which brings together a wide range of experts from around the world. The project is expected to conclude in 2008. • Dr. Kam Jugdev in the Centre for Innovative Management continues to work on Project Management as a Source of Competitive Advantage, an SSHRC funded study which focuses on identifying strategic assets that can be sources of an organization’s competitive advantage. Since 2006, Jugdev has been gathering data from organizations across North America, with a specific emphasis on those in the energy sector. • Dr. Fuhua (Oscar) Lin in the School of Computing and Information Systems is concluding his NSERC funded research on Knowledge Modeling for Adaptive Course Generation and Delivery in Distributed Learning. The project highlights new methodology, models and tools for modeling and managing knowledge for adaptive web-based course generation and delivery.

Student Support In recent years, the university has significantly expanded its comprehensive network of supports for students. Student services include information, admission, registration, transfer accreditation, prior 16

learning assessment, advising, counselling, technical support, library and writing support services as well as services for students with disabilities. Alberta students’ high degree of satisfaction with Athabasca’s programs and services is evident in the 2005-06 results of provincial student and graduate surveys: • 97.5 per cent of Athabasca University students say that they are satisfied with their overall university experience. • 95 per cent of Athabasca University graduates say that they would recommend Athabasca University to others. However, students across Canada and around the world, in all Canadian provinces and territories and in 87 foreign countries, draw equally upon Athabasca University’s network of supports. The university’s recently achieved status as the first Canadian University to be formally accredited in the United States, through the Middle States Commission on Higher Education (MSCHE), and as the first Canadian public post-secondary institution to be fully authorized to operate in both Alberta and British Columbia has served to underline its national and international reach. In 2006, the U.S. based Center for Transforming Student Services (CENTSS) selected Athabasca University’s AskAU, an online frequently asked questions (FAQ) system that provides answers, through natural language searches, to students’ most common questions, as one of 10 best practices in online student services in higher education.

Collaborations The diversity of Alberta’s educational institutions provides learners with flexibility of choice, and because of its open admission practices, its flexible learning methods and its long-standing history of working collaboratively with other institutions, Athabasca University plays a pivotal role in the province’s post-secondary learning system. Students registered in other Alberta post-secondary institutions make extensive use of Athabasca University’s courses and educational services to help them complete their degrees. This accessibility accounts for a large percentage of students enrolled at the university: 23 per cent of Athabasca University undergraduates are visiting from other Alberta post-secondary institutions. For example, in the past year, 1,483 students from the University of Alberta and the University of Calgary took Athabasca University courses for degree completion. To create pathways to degree completion for students who hold college diplomas, Athabasca University has entered into hundreds of agreements and partnerships with colleges and technical institutes in Alberta, across Canada and abroad. Last year, for example, 1,686 Alberta college graduates were enrolled in Athabasca University degree completion programs. The university also has longstanding collaborative arrangements for providing post-secondary learning in Aboriginal communities and is a founding member of Alberta-North, a partnership of post-secondary institutions bringing courses and programs to students in northern Alberta, Nunavut, the Yukon and the Northwest Territories. In addition, Athabasca University is a founding member of Canadian Virtual University, a consortium of over 20 leading Canadian universities with an interest in e-learning. 17

Opportunities and Challenges Athabasca University faces a number of challenges, many of which are related to opportunities for growth and development. These challenges and opportunities may be grouped under general headings as follows: • • • • •

funding and affordability infrastructure deficits enrolment and emerging markets collaboration and competition recruitment and retention of staff

Funding and Affordability Athabasca University’s 2007-08 operating budget plans for total expenditures of $116 million. Nearly 66 per cent of this budget consists of salaries and benefits. The university expects to receive approximately $34 million from the Government of Alberta, $53 million through tuition, $2 million as research grants and contracts and $14 million through learning resources and advancement activities. Student registrations have, on average, increased by nearly 10 per cent annually. During the past year, Athabasca University’s overall undergraduate growth was just over 12 per cent. This growth and the associated growth in tuition, particularly from out-of-province students, has helped the university to meet its budget targets. The Government of Alberta still provides significant operating revenue. The government has indicated that it will provide a six per cent per year increase in base funding in each of the next three years and a grant to subsidize tuition increases for Alberta students. Although this level of funding has allowed the university to meet a number of challenges, maintaining the quality of programs while keeping fees competitive will remain a challenge. A provincial tuition rebate, which has kept tuition fees at the 2004-05 level during 2005-06 and 2006-07, has been discontinued for 2007-08, and under the new Tuition Fee Policy, the university’s undergraduate fee increases are limited to 3.2 per cent rather than seven per cent as expected. The uncertainty of Alberta government grants continues to be an issue of strategic importance to the university. Program costs are a major barrier to education for some prospective students. A 2003-04 Alberta government survey reported that only half of respondents believed post-secondary education is within the means of most Albertans. Providing opportunities for Albertans to access university education regardless of geographic location, culture, race, ethnicity, income, disability or educational background is fundamental to the identity and mandate of Canada’s Open University® and is explicitly endorsed in the Alberta government’s Strategic Business Plan of March 2006. In this context, maintaining affordable tuition fees is a serious responsibility for the province’s postsecondary institutions. An additional challenge for Athabasca University, however, is the variability in tuition fee rates and policies among the provinces. The tuition costs faced by out-of-province students in their home provinces are far more important to Athabasca University’s financial planning than they are to that of the province’s residential universities. 18

Infrastructure Deficits As a distance university, Athabasca University requires significantly less physical infrastructure than residential universities; nevertheless, it requires space to house its faculty and staff, its library, its technological assets and its course materials production units. Since 2001, when the university’s Course Materials Production unit moved into the newly renovated Tim Byrne Centre, staff numbers at Athabasca University have increased by 37 per cent. Because of this growth and an unchanged inventory of physical plant, the university is experiencing a severe space shortage. In order to continue to provide quality academic programs to students and to carry out the research that supports that teaching effort, staff and faculty urgently require new infrastructure. Residential universities maintain a significant physical infrastructure in the form of campus buildings. While Athabasca University also has a need for buildings, technology is the primary means by which the university connects with its students. Without a sizeable investment in its technological infrastructure, the university will be unable to maintain its learning environment, especially given the rate of technological change. Consequently, information and communication technology is and will remain a crucial component of the university’s capital plan. An $80 million investment, beyond the university’s $10 million restricted information technology reserve, is required over 10 years. One aspect of the technological challenge is the need to scale the university’s systems to accommodate increased numbers of students without compromising quality. The university will also be challenged to balance the need to keep its technological infrastructure up to date with the need to keep costs reasonable.

Growth Athabasca University’s Strategic University Plan targets 100,000 students by 2015. Research suggests that open and distance universities are most effective at delivering programs and that economies of scale are reached when enrolment exceeds 100,000 students. Careful planning will be required to reach this enrolment goal. In 2006-07, Athabasca University served about 37,000 students. The university will need to adopt an effective expansion strategy, one which encompasses taking advantage of opportunities for substantial growth beyond the borders of Alberta Today, the majority of Athabasca University’s Alberta students live in urban areas, particularly Calgary and Edmonton. While the university will continue to concentrate on these important primary markets, it will also strengthen its focus on providing opportunities for students in rural and remote areas, in Aboriginal communities and among immigrant populations. Immigration and Migration In the context of the province’s energetic economy, Alberta’s position in the global marketplace is being challenged by increased competition for highly skilled workers, whose contribution makes our economic growth possible. The importance of new Albertans cannot be over-estimated. To address labour market requirements, the province relies heavily on workers migrating from other provinces. By virtue of its significant out-of-province student population, Athabasca University is in a position, unique among the province’s universities, to create virtual Albertans, that is, to establish connections with prospective migrants. 19

Immigrants from abroad are also needed to meet the labour demand. Immigration to Alberta is growing, and the majority of immigrants are highly skilled. However, they face additional challenges in finding work in their area of specialization. Their credentials are often not recognized in Canada, some face language barriers to successful employment and others lack work experience in Alberta. As a result, many are unable to use their education and training. Athabasca University offers two opportunities to new Canadians. Firstly, the university will establish a presence in the local immigrant population by working with communities and other institutions to offer culturally sensitive university-level programs and to develop a better and more comprehensive system of assessing prior learning and experience. Secondly, and perhaps more strategically, the university will investigate the feasibility of providing online, open and distance education to prospective immigrants in their home countries, with particular attention to countries that are generating high numbers of immigrants. Rural and Remote Communities Over the past 50 years, the percentage of Albertans living in rural areas has dropped from over 50 per cent to below 20 per cent. Rural communities continue to lose young people and skilled professionals, even though about one-quarter of the province’s gross domestic product comes from oil, gas, forestry and agricultural industries, which are primarily located in rural and northern areas. Rural participation rates in post-secondary education are therefore a concern. Athabasca University is uniquely well-positioned to provide access to high-quality post-secondary programs for rural Albertans by means of online, open and distance learning. In pursuit of this objective, the university will strengthen its relationships through community partnerships with local governments, businesses and public institutions within these communities. One such initiative is the Learning Communities project. Funded by a private donation, this project will provide groundbreaking research on the learning needs of rural, remote and Aboriginal communities in Alberta’s north. Aboriginal Communities Aboriginal people are moving off reserves to take advantage of employment opportunities. In 2005, however, the unemployment rate for Aboriginal people living off reserves was 6.7 per cent, well above the provincial average. Unemployment rates on reserves are much higher. Since the average age of Aboriginal people is lower than that of Canadians as a whole, Alberta’s future success will depend in part on the province’s ability to tap into the human resource potential that the Aboriginal population represents. More needs to be done to increase this group’s participation in post-secondary learning. Today, only one third of Alberta’s Aboriginal people obtain a post-secondary education. Athabasca University’s longstanding collaborative agreements with First Nations colleges and councils have helped to promote equality of access. The university’s Centre for World Indigenous Knowledge and Research has undertaken outreach initiatives, and the university has worked directly with the Yellowhead Tribal Council, Blue Quills First Nations, Red Crow College and the Sunrise Project at Northern Lakes College to develop and implement programs and services. The provincial government’s strategy of encouraging a stronger collaboration between Aboriginal communities and post-secondary education (and industry) is also an important strategy for Athabasca University. 20

Collaboration and Competition Athabasca University recognizes its responsibility to maximize opportunities for all learners by providing flexible and accessible education through collaborative partnerships. While these relationships are complex, the university has made a strategic decision to form collaborative relationships with residential universities in order to provide the utmost flexibility in the learning system as a whole. Integrating Athabasca University courses into programs at residential universities increases the capacity of the educational system as a whole and reduces the need to invest in parallel distance and distributed learning systems. The scheduling and course availability constraints faced by students in residential universities are significant. Many students cannot carry a full course load because of the need to work or because of family or community commitments. Many undergraduate students, both in Alberta and across Canada, use Athabasca University courses to meet some of their degree requirements at other universities and colleges. To further encourage these highly cost-effective collaborations, the university needs to expand services through learning links and pathways at other universities. These relationships will be strengthened during the life of this plan. For example, this year, a new learning link will be opened on the University of Alberta campus in Edmonton to better serve students taking Athabasca University courses. Enrolment growth at Athabasca University has been steady. Even so, the university must acknowledge that students today have more choices. A number of traditional campus-based institutions across Canada are now offering university-level courses at a distance. In a few instances, public funds are being used to replicate services that are already available through Athabasca University. While the demand for some qualifications are real, requiring greater capacity, care must be exercised to ensure that expanding capacity within the college sector does not simply result in increased competition and cost for scarce faculty and supervised placements in the professions. Competition from the for-profit post-secondary sector, which is the fastest-growing educational sector worldwide, is also growing. Some foreign institutions are aggressively marketing to Albertans and other Canadians while operating within a protected environment in their home countries. As online learning becomes ubiquitous, affordable and more user-friendly, the university can and must maintain its position in this area by implementing the strategies outlined in the Strategic University Plan and by securing government support at all levels to ensure a level policy playing field in jurisdictions abroad.

Recruitment and Retention of Staff Athabasca University employees work at centres in Athabasca, Edmonton, Calgary and St. Albert and in home offices throughout Alberta. On average, the number of full-time equivalent staff has increased by more than seven per cent per year over the past five years. The university is projecting a need for 944 full-time equivalents to support teaching, learning and research to 2014-15 time horizon. This number excludes tutors, who are largely located in home offices. Twenty-seven per cent of these new staff members will be based in the Greater Edmonton Area. The largest number, 64 per cent, are scheduled to be located at the main campus in Athabasca, provided the university’s capital plan is supported in a timely manner. An increasingly limited pool of doctoral-level candidates is available to fill faculty positions. In the

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context of growing enrolments and a more and more complex curricular environment, this availability issue will represent a significant challenge. Like other post-secondary institutions in Alberta and across Canada, Athabasca University is finding it progressively difficult to recruit and retain highly skilled faculty members and researchers. This situation is somewhat exacerbated by the location of the main campus in Athabasca. More employees are needed to serve increasing numbers of students, yet the average age of university employees continues to rise. Many qualified scholars are expected to retire in the next decade, and many other universities will also be renewing their academic and senior management staff. Consequently, it is extremely important to continue to attract and retain highly qualified and credible employees. Without them, the university will not be able to maintain its first-ranked status. Athabasca University is finding creative solutions to critical staff shortages in the most rapidly growing program areas such as business, life sciences, nursing and criminal justice. Other universities across the country can offer inducements such as well developed doctoral programs, doctoral candidates and post-doctoral staff and structured support for research initiatives. Athabasca University will continue to invest in similar opportunities for its faculty, with a focus on strengthening its research and graduatelevel teaching. Recently approved graduate programs such as the Doctorate in Education and others which are in the planning stages will strengthen the university’s appeal to scholars and researchers.

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STRATEGIC GOALS AND PERFORMANCE MEASURES Strategic Goals Accomplishing the goals articulated in the Strategic University Plan 2006-11 will stand as a testament to Athabasca University’s values and represent a significant step toward fulfilment of its mission and mandate. It will strengthen the university’s commitment to the principles of access, open and distance delivery, research and excellence. Over the next five years, therefore, the university will concentrate on achieving the following Strategic University Plan goals: • ensuring quality in learning • enhancing open access • focusing on quality research • building communities • recruiting and retaining excellent employees • allocating resources The Alberta Government goals referenced in the tables below are as follows: Goal 1: Alberta will have a diversified and prosperous economy. Goal 2: Albertans will be well prepared for lifelong learning and work. Goal 7: The well-being and self-reliance of Aboriginal communities and people will be improved. The Alberta Advanced Education and Technology strategic priorities referenced are as follows: Priority 1: building and educating tomorrow’s workforce Priority 2: access for all learners Priority 3: affordability for all learners Priority 4: quality and innovation in the advanced learning system Priority 5: post-secondary infrastructure

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Goal 1: to continue to focus on the delivery of high quality open and distance education through a wide range of programs and courses

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Government goals

Ministry priorities

1 2

2 4

Continue to strengthen the quality, accessibility and responsiveness of undergraduate and graduate courses and programs.

• Consistent student satisfaction ratings and improvement in some areas • Improvements in measures of student success • Undergraduate and graduate enrolment targets met • Program reviews as per the Education Review Plan continued • Increase in number of approved programs

4

Ensure that quality is enhanced and that access is not compromised as more course materials and learning activities move online. Adapt course development processes to the demands of e-learning, and develop IT strategies responsive to student learning needs.

• Number of available online courses increased • New course development models consistent with advancements in online learning • A balanced curriculum • Improved student satisfaction ratings

1

4

Continue to offer a high quality student experience at Athabasca University.

• Student satisfaction ratings maintained • Trend in exceeding provincial average in student satisfaction ratings continued • Improved student supports, including technology usage • Improvements in measures of student success

1

4 5

Continue to develop a digital and resource library that will meet the needs of students and researchers.

• Increased digital collections • Improved student information literacy rates • Increased use of digital materials

Strategic objectives

Expected results

Goal 2: to increase participation rates at Athabasca University and ensure accessibility for students from diverse regions and backgrounds Government goals

Ministry priorities

1 2

1 2

Recruit a diverse and wide-ranging group of undergraduate students from all sectors and provinces and abroad to major programs.

1 2

1 2

Recruit a diverse and wide-ranging group of • Increased graduate student registrations graduate students from all sectors and provinces • Specified graduate enrolment targets met and abroad to major graduate programs. • Enhanced opportunities for rural/remote students

1 2 7

1 2

Increase opportunities for access to universitylevel education for students from northern, rural, minority, Aboriginal and under-represented communities across Canada.

• Increased enrolments from rural/remote areas • Increase in partnerships and funding

1 2

2 4

Continue to be a major contributor to Campus Alberta, to build strong alliances with other post-secondary institutions and to increase availability of university-level education provincially, nationally and internationally.

• Increase in number of partnerships and collaborative arrangements • Existing partnerships maintained

1 2

1 2

Develop a more co-ordinated approach to addressing learner needs and improving student success and better supports for students to achieve their learning goals.

• Increased use of student support services • Increase in number of learner support initiatives • Improved student satisfaction ratings • Improved completion rates

1 2

3

Improve financial support for students to reduce barriers to post-secondary education.

• Increased financial aid through scholarships and bursaries

1

4

Provide a wide range of dynamic services that support the diverse needs of students.

• Increase in number of services critical to student success • Increased use of AskAU

Strategic objectives

Expected results • Increased undergraduate student registrations • Specified undergraduate enrolment targets met • Enhanced opportunities for rural/remote students

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Goal 3: to foster and expand research and scholarship at Athabasca University Government goals

Ministry priorities

1

4

Continue to provide and increase appropriate support for student and staff excellence in research and scholarship.

• Increased research activity (funding, publications, projects)

1

1 4

Enhance Athabasca University’s international reputation in open and distance learning scholarship.

• Increased international activity • Increase in number of research partnerships and collaborative arrangements • Increase in international registrations

1

4

Expand the research culture throughout the university environment.

• Increased research activity

1 2

2 4

Promote and expand the transfer of research knowledge for the benefit of society.

• Athabasca University Press established • Increase in number of publications • Increased media for research

1 2

2 4

Provide the widest possible access to the research created by researchers at Athabasca University.

• Increase in number of publications • AU Press regarded as a leading open-access press

1 2

1 4

Increase research partnerships and collaborations with other internationally recognized research institutions.

• Increase in number of research partnerships and collaborations

1

4

Develop a clear funding strategy to seek and allocate research funding.

• Increase in amount of research funding received

Strategic objectives

Expected results

Goal 4: to promote collaboration and foster leadership in the communities we serve

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Government goals

Ministry priorities

1 2

1 2

Raise the profile of Athabasca University as Canada’s Open University® provincially, nationally and internationally so that students, employers and governments will see it as their first choice for meeting their educational needs.

• Research profile increased in line with that of other universities • Awareness increased from benchmark (2006) • Increased student registrations • Increased media coverage

1 2

2

Employ university resources in the community to develop initiatives and collaborative partnerships.

• Increase in the number/extent of community partnerships • Increase in the number of community events

1 2

1

Foster vital alliances with business and industry to advance mutually beneficial educational goals for employment.

• Increase in the number/extent of partnerships and alliances

Strategic objectives

Expected results

Goal 5: to recruit and retain the very best staff Government goals

Ministry priorities

Strategic objectives

1 2

2 3

Create an environment that supports Athabasca University’s teaching and research priorities, increases recruitment and retention activities and ensures leadership succession.

• Increased annual research production

1

4

Provide appropriate recognition and support for staff members in their role in the teaching and research mandate of Athabasca University.

• Increase in the number of external recognition awards, publications and internal success stories

1 2

2 4

Improve collaboration and foster open dialogue, interpersonal networking and communication at Athabasca University.

• AU staff portal successfully implemented

1

4

Strengthen governance and organizational structures within Athabasca University.

• Governance and organizational structures reviewed and realigned in accordance with position as an established university

Expected results

Goal 6: to secure and steward the resources necessary for Athabasca University and its staff and students to achieve their potential Government goals

Ministry priorities

1 2

3 4

Align institutional planning and refine mechanisms to assess the effectiveness of university planning, resource allocation and institutional renewal process.

• Targeted investment budgets established

1 2

3 4

Increase existing and identify new sources of funds to support research, teaching and service at Athabasca University.

• Increased research links with government agencies and the private sector • Increased revenue from research activity • Increased revenue from advancement activities (grants, donations, strategic partnerships)

Strategic objectives

Expected results

27

Performance Measures Enrolment: Expected and Targeted Full-load Equivalents (FLEs) Athabasca University has established the following enrolment targets to aid its planning in support of its goal of satisfying learners’ needs through open access to programs and courses. These targets reflect the expectation to grow, on average, by 915 FLEs per year. Student Group

2006-07 (Expected)

2007-08 (Targeted)

2008-09 (Targeted)

2009-10 (Targeted)

2010-11 (Targeted)

Undergraduate

6, 139

6,822

7,595

8,322

9,122

Graduate

1,208

1,377

1,523

1,736

1,883

Total FLEs (full-load equivalents)

7,347

8,199

9,118

10,058

11,005

Graduate Satisfaction In its value statements, Athabasca University indicates that student learning and satisfaction are measures of success. Very significantly, during a period of rapid growth, the university has maintained high levels of student satisfaction with the quality of the educational experience. Athabasca University consistently exceeds the provincial average level of satisfaction on the Government of Alberta’s university and college satisfaction and labour market experience surveys. Results for the 2002, 2004 and 2006 surveys are provided below: Graduate Satisfaction with Overall Quality of Educational Experience 98 96 %

94 92 90

2002

2004

2006

Year Surveyed

In 2006, 97.5 per cent of Athabasca University’s students expressed satisfaction with the overall quality of their educational experience. This figure represents a substantial improvement over the 93 per cent satisfaction ratings recorded in 2002 and 2004. It is our goal to continue to exceed the provincial average and retain our reputation as the best in the province.

28

Graduate Employment Rate Measures of student learning are embedded in the curriculum. That Athabasca University’s graduates consistently enjoy a very high rate of participation in the labour force is an indirect measure of the high quality of the university’s programs. The following chart shows employment rates for participants in Government of Alberta’s university and college satisfaction and labour market experience surveys:

Graduate Labour Force Experience 98 97 96 %

95 94 93 92

2002

2004

2006

Year Surveyed

It is also important to note that a majority of Athabasca University students participate in the labour force while completing their courses or programs: 81 per cent work while they study.

Student Consultation The Athabasca University Executive meets regularly with the Athabasca University Students’ Union to review the university’s proposed and projected fee increases. The last meeting was in January 2007. The Students’ Union is represented on the university’s Strategic Budget Committee, Academic Council, Finance Committee and Governing Council. A new Graduate Students’ Association is in the process of being established, and a representative of this association will also sit on the committees listed above.

Research Activities Athabasca University is committed to excellence in teaching, research and scholarship. Through discovery, dissemination and transfer of new knowledge, the university will continue to integrate research and creative activity with teaching, thereby informing its curriculum and providing opportunities for highly qualified graduates to promote innovation and to participate more fully in society. Historic successes at the undergraduate level, along with established and emerging graduate programs, provide the foundation for Athabasca University to become a recognized research university focused on excellence. A vibrant research community, informed teaching, and a supportive learning environment will, in turn, be reflected in quality courses and programs and comprehensive student services and will assist Athabasca University in maintaining its current success and encourage future growth. Enhancing Athabasca University’s reputation as a leader in open and distance learning is one means by which the university aims to meet its growth targets in the coming years. Additional public relations funding is needed to properly promote the university across Canada. With development planning for

29

an e-learning research centre underway, the university is poised to expand its position as a world leader in the research of distance and online learning (including m-learning and e-learning). In addition, as issues concerning the environment and sustainable resources continue to grow, Athabasca University has positioned itself to launch the Athabasca River Basin Research Centre aimed at addressing issues of sustainability, transformation and natural resources. From an ecological point of view, this multidisciplinary research centre will investigate the integration and accumulation of impacts on the hydrosphere, lithosphere, biosphere and atmosphere as well as the corresponding political implications. As a university with a growing graduate student population, now over 2,900, Athabasca University must ensure that the research and publication records of academic staff are comparable to those of other public universities in Canada. Research Impact – All Sources (thousands of dollars) A summary of all externally funded research at Athabasca University is provided in the following table: Types of Research Support Total sponsored research revenues

2003-04

2004-05

2005-06

Three-Year Average 2003-05

Three-Year Average 2004-06

$1,543

$2,316

$1,849

$1,909

$1,903

Support from council sources

$442

$724

$709

$484

$625

Council support ratio (council sources/total sponsored research revenue)

28.7%

31.3%

38.3%

25.4%

32.8%

Support from community and industry sources*

$1,101

$1,592

$1,141

$1,425

$1,278

Community and industry support ratio (community and industry/total sponsored research revenue)

71.4%

68.7%

61.7%

74.7%

67.2%

* Includes other federal, provincial and industry funding from sources such as the Canada Foundation for Innovation (CFI), Human Resources and Skills Development Canada (HRSDC) and Office of Learning Technologies (OLT).

In recent years, external funding from the granting councils has been much higher than in previous years. Sponsored Research Revenue as a Percentage of Provincial Grants (thousands of dollars) Sponsored research revenue as a percentage of provincial operating grants is summarized in the following table: Types of Research Support

2003-04

2004-05

2005-06

Three-Year Average 2003 -05

Three-Year Average 2004-06

Total sponsored research revenues

$1,543

$2,316

$1,849

$1,909

$1,903

Total Province of Alberta operating grants

$22,135

$25,452

$30,113

$22,782

$25,900

7.1%

9.1%

6.1%

8.4%

7.3%

Sponsored research revenues as a % of provincial operating grants

As the table shows, the percentage increase has changed significantly in recent years as funding from the granting councils has varied and operating grants have increased substantially. 30

Research Council Success (thousands of dollars) Athabasca University’s success rate with its applications to the granting councils is summarized in the following table: Granting Councils*

2003-04

2004-05

2005-06

Three-Year Average 2003-05

Three-Year Average 2004-06

Number of applications

27

26

21

23

24

Number of awards

11

6

5

7

7

$442

$724

$709

$469

$625

Total $ value of awards (in thousands of dollars)

* Includes Social Sciences and Humanities Research Council of Canada (SSHRC), Natural Sciences and Engineering Research Council of Canada (NSERC) including graduate scholarships, and Canadian Institutes of Health Research (CIHR). Also includes Canada Research Chairs and indirect costs, but not Canada Foundation for Innovation (CFI), Human Resources and Skills Development Canada (HRSDC), Office of Learning Technologies (OLT), Industry Canada, etc.

Of note is the increase in the value of the awards being received. Research Publications and Other Creative Works Athabasca University faculty and staff actively disseminate their research results through various publications and presentations. The following table provides a summary of these activities (Note: Numbers for previous years have been amended to reflect definitions from granting agencies.) Research Publications*

2003-04

2004-05

2005-06

Three-Year Average 2003-05

Three-Year Average 2004-06

Number of full-time faculty**

106

111

142

107

120

Books authored or co-authored

55

44

61

47

53

Books edited or co-edited

6

7

8

5.8

7

Articles in refereed publications

133

159

146

127

146

Non-refereed publications

42

36

40

34

39

Conference presentations

306

242

296

247

281

*Books authored or co-authored include chapters authored or co-authored. Refereed articles include refereed journals and conference proceedings. Conference presentations include invited speaking engagements. ** The number of full-time teaching staff is as reported to Statistics Canada through the University Full-time Teaching Staff System for the period and includes teaching staff employed as of October 1 of the reporting year and research staff who have an academic rank and salary scale similar to teaching staff, appointed on a full-time basis, whose term of appointment is not less than 12 months (including staff members on leave).

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PRIORITIES AND SUPPORT NEEDS Priorities for 2007-11 Athabasca University is advancing quickly. Student registrations continue to grow: from April 2006 to January 2007, registrations for individualized study courses increased by 11.6 per cent over the same period the year before, with the largest increases in commerce and administration, legal studies and science. Registrations in the MAIS graduate program increased by 20 per cent and in nursing by five per cent within the same period. For the 2007-08 year, undergraduate registration is targeted to grow by 11 per cent, with 68,000 registrations forecast. Graduate registration is targeted to rise by five per cent to 8,400 registrations. Strong growth is also anticipated in non-credential undergraduate enrolment, particularly in the number of students visiting from other universities. As mentioned above, this four-year business plan flows from the university’s new Strategic University Plan and the six priorities identified there: quality, access, people, community, research and resources. A progressive campus development plan, new programs and the introduction of new ways of accessing online and distance material, including the Athabasca University Press, the only open access academic press in Canada, are among recent developments that are positioning Athabasca University for the future. The Business Plan 2007-11 is therefore a plan both to consolidate recent gains in and to significantly invest in the following areas: • reducing barriers to access • technology and capital infrastructure • marketing and recruitment • new program development • research • student support services • fund development The proposed strategies represent investments in instruments of growth that will position Athabasca University for major change.

Investment to Reduce Barriers to Access Athabasca University is a significant and respected leader among providers of open access university education. Maintaining its leadership position in the Canadian distance education market, as well as its reputation for quality, will require careful planning and managed growth. One persistent barrier to university-level education is learners’ lack of knowledge of the opportunities and supports available to them. Athabasca University intends to become more effective in ensuring that prospective students understand and use these supports. The need for enhanced marketing of the Athabasca University experience to under-represented groups (e.g., lower income students, young men working in industry, immigrants, rural Albertans and Aboriginal Albertans) within the post-secondary sector is critical. Satisfying the needs of these groups will be an important strategy over the life of this plan. The university has already begun working toward this goal by developing sound marketing and communication strategies that will reach out to these markets as well as to its primary market. Success in this endeavour will ensure a greater uptake of students from under-represented groups and higher completion rates for the post-secondary sector as a whole. Increased budgets for marketing reflect the need for additional exposure to under-represented groups 32

through advertising (including online advertising), participation in recruitment fairs, increased emphasis on alumni services and activities, strategic alliances and increased efforts to make significant inroads in corporate Canada. The university’s efforts to reach out to prospective students, particularly those who are members of underserved populations, is exemplified by the Learning Communities project mentioned earlier. Special attention will be given to partnership opportunities that improve access for learners from other post-secondary institutions, corporations and governments. The geographic focus will be on Alberta, Ontario and British Columbia, as well as on international markets in the United States, Asia and Mexico. The intention in these latter markets is to help students with an interest in Alberta employment readiness. Fundraising is a core activity of all research-based universities. Athabasca University intends to raise a minimum of $30.5 million during the four-year life of this business plan, and it expects these funds to be matched by Access to the Future funds. The funds raised will be used to support scholarships, new program initiatives and new research directions. The university intends to lever these funds already matched by Access funds through foundation and other opportunities.

Investment in Course and New Program Development Over the next four years, Athabasca University will move strongly toward the 100,000 enrolment target set for 2015 by the Strategic University Plan, enrolling over 54,000 students by 2011. The enhanced recruitment efforts described above will fuel this growth, as will development of new undergraduate and graduate programs. Significant investments in the maintenance and enhancement of course quality will be a priority during the course of this plan. The Educational Media Development unit is being restructured to achieve greater efficiencies in course development and delivery. Program review/restructuring, course renumbering and website development are also underway. During the coming year, 32 new academic positions will support quality maintenance in specific academic units that are experiencing significant growth: integrated studies, nursing, health studies, business and state and legal studies are just a few of those that will welcome new faculty members. Slower staff growth is anticipated during 2008-10 as the university consolidates its hiring of the previous two years, but the need for accelerated hiring is anticipated to again arise in the 2010-13 period. New program development will focus particularly on professional and graduate studies areas. Athabasca University’s Doctorate in Education has just been approved, and the university will seek approval to offer the first online doctoral program in business administration and subsequently in nursing. A new program in heritage resources management is under development, and through a ground-breaking agreement with the Royal Architectural Institute of Canada, Athabasca University will develop an undergraduate degree with specialization in architecture and a graduate diploma in architecture. One-time funds have also been secured to study the feasibility of programs in law, engineering and education, disciplines to which market research shows a clear need for access through distance education.

Investment in Research All Athabasca University faculty members are active in research. In recent years, research outputs and 33

the number of research grants awarded to faculty members have increased significantly. This trend is expected to continue; as the university develops its graduate programs, research activity will also increase. As in any university, a healthy dialogue exists among researchers who are studying the same broad issues through different paradigms. This dialogue informs all scholarly work, particularly graduatelevel teaching. The university has confirmed its commitment to graduate study by affirming in the Strategic University Plan its commitment to interdisciplinarity in research. Increasingly, university faculty members and students will be working in interdisciplinary environments. Through the Masters of Arts – Integrated Studies program, Athabasca University has become a leader among universities that actively encourage interdisciplinary academic activity. It must also be acknowledged that, in Canada, opportunities to disseminate peer-reviewed research are somewhat constrained by limited access to the traditional journals and academic presses. To address this concern, Athabasca University will be establishing the Athabasca University Press, an open access, peer-reviewed press that will provide Canadian researchers with much readier access to scholarly audiences. The university will also continue to seek support for its proposals to create the Centre of Excellence for Research in New Learning Technologies and the Athabasca River Basin Research Centre. These centres will facilitate both mission-critical and discipline-based research. Matching funds from the Access to the Future Fund have been requested, and support from several granting agencies and private sector donors has been targeted. Additional research based centres, a Centre of Excellence in Project Management within the Centre for Innovative Management, for example, are also being considered.

Investment in Infrastructure Capital Expansion of Athabasca University’s technological and administrative systems and of its physical facilities have failed to keep pace with the university’s remarkable growth in enrolment and program development. Capital infrastructure investments are now urgently needed, and securing the funds to develop new teaching, learning and research facilities is a strategic priority. To meet the need for additional capacity, the university plans, over the next five years, to construct a substantial new building on its main campus, in Athabasca, and to expand facilities in the Greater Edmonton Area and in Calgary. These new and expanded facilities will provide work space for faculty and staff and support the delivery of courses and programs to students. Over the next four years, $141 million in strategic capital investments is needed. Technology and Student Supports Students at an open university with e-delivery require support services that employ state-of-the-art technologies. All universities have embraced, to some extent, major changes in technology, but as a distance and online university, Athabasca University stands out for the centrality of technology to its students’ experience. In recent years, Athabasca University has produced a significant body of research in technologically mediated learning, and given the university’s considerable expertise and acknowledged leadership in 34

this field, that trend will continue. Expanding and enriching online student services will remain a focus for the duration of this plan. In addition to the E-Learning Accelerator Project, the integration of Moodle as the university-wide learning management system has been one of the key outcomes of the acceptance of the institutionwide Information Technology Systems (ITS) plan. For example, to facilitate greater access, the Centre for Nursing and Health Studies this year plans to convert 19 online undergraduate and 28 online graduate courses from WebCT to Moodle. The development of the myAU student portal is also nearing completion. Athabasca University courses are significantly different from campus-based e-learning courses, and the surest means of retaining students and maintaining high completion rates in a constantly changing environment is to provide services that support students’ learning needs. Information and communication technology will remain a crucial component of the university’s capital plan. An investment of at least $21 million over the duration of this plan and $80 million over the next decade, beyond the university’s $10 million allocation from its systems development reserve, is required to support the needed investment in technology and system development.

Support Needs In a time of significant new investments in the province’s post-secondary system, Athabasca University looks forward to working with government and others to secure appropriate funding for its graduate programs, its research programs (particularly those focused on new learning technologies) and its technological and physical infrastructures. Working together, stakeholders in post-secondary education can address the university’s most urgent problems to better serve Alberta students. Athabasca University relies on out-of-province student fees to support its operations and the delivery of programs to all students regardless of location. The university must continue to clarify and strengthen its policies on serving students from other jurisdictions and work to ensure that the provincial government clearly understands both the importance of students from other jurisdictions to the financial sustainability of the university and the investment the university is making in the educational capital of Canada. Government policy to support this important revenue stream for Athabasca University in required. Significant and progressive changes are also needed to the university’s capital funding model. Like other universities, Athabasca University has a large unmet need for capital and technological infrastructure. To address this deficit, priority capital projects include • construction of an academic and research building on the main campus in Athabasca • development of an integrated facility in the Greater Edmonton Area, including the acquisition of land on which to build this facility • participation in the Calgary Urban Campus partnership, a developer-led construction project in east Calgary with a long-term leasing opportunity • renovation of the Tim Byrne Centre in Athabasca These developments are long overdue, and their completion will create an appropriate capacity for growth. A detailed plan for the new academic and research facility in Athabasca has been submitted for approval. Funding is required for functional planning for the Greater Edmonton facility and the 35

Calgary Urban Campus. Acquisition of land in the Greater Edmonton area is also planned for the 200708 budget year. Two additional projects will need future support: • the proposed Centre of Excellence for Research in New Learning Technologies • the proposed Athabasca River Basin Research Centre Drawing on Athabasca University’s recognized expertise in the field of online and distance education and benefiting from the presence of Canada Research Chairs in e-learning and distance education, the Centre of Excellence for Research in New Learning Technologies will be an international leader in the field. This project will require $18 million to fully realize. The Athabasca River Basin Research Centre will allow Athabasca University researchers to collaborate with representatives of industry, government and the community to study the impact of development on the ecosystem of the Athabasca River Basin. This centre will conduct research, educate and communicate with respect to existing conditions within the river basin, sustainable environmental practices (e.g., bio-economy, water use and emissions) and challenges and opportunities for rural development and the northern economy. Given its academic resources and location, Athabasca University is well positioned to examine the challenges faced by the Athabasca River Basin and to find solutions to problems identified. Matching start-up funds have been requested from the Access to the Future Fund. Equally pressing is the need for a funding formula that recognizes that Athabasca University’s technological infrastructure is as integral to the learning environment of its students as the laboratories and classrooms of campus-based institutions are to that of traditional students. The investments that Athabasca University needs to sustain the capital value of its courses and delivery systems falls outside the traditional funding categories. Last year, the province agreed that Athabasca University’s technology needs were capital. Over the next year, the direct capital portion of the technology infrastructure needed to enhance the administrative and learning support systems will be approximately $4 million. Athabasca University is appreciative of the work the Ministry of Advanced Education and Technology has done over the last year on behalf of the university and its students. Should the ministry continue the enhancement of its post-secondary framework to ensure the timeliness of program changes and other initiatives, it would allow the university to become even more responsive to the marketplace. Athabasca University would also benefit from the government’s continued effort to streamline and standardize regulatory or policy frameworks. For example, a greater degree of inter-provincial cooperation would enhance inter-jurisdictional activities that fund a significant part the university’s operations. Government of Alberta support could advance initiatives aimed at achieving national alignment in the regulatory framework for public educational institutions. The province’s success in brokering the Trade, Investment and Labour Mobility Agreement (TILMA) with British Columbia represented a precedent-setting step in this area.

36

ACCESSIBILITY/ENROLMENT PLAN Enrolment Athabasca University anticipates strong enrolment growth with an average 11 per cent year-overyear increase throughout the 2007-08 to 2010-11 planning period. A renewed focus on marketing and targeted recruitment will help to ensure this strong growth. Increases are expected across-the-board in undergraduate and graduate enrolment. Strong growth is also anticipated among non-credential undergraduate students, particularly students visiting from other universities. The growth rate among this group of Athabasca University students has increased by an average of seven per cent per year over the past five years.

Out-of-province Students In the last few years, as Ontario’s 2002-03 double cohort has worked its way through the system, the proportion of Ontario students in the total Athabasca University population has increased: Ontario student enrolment has grown by an average of 17 per cent per year over the past five years. Though the double cohort anomaly has nearly run its course, growth rates are expected to continue to be very strong among students from all provinces.

Alberta Students The number of Alberta residents taking courses through Athabasca University continues to rise, growing by eight per cent in the past year and targeted to grow by seven per cent per year for each of the years of this plan. Because Athabasca University students are, on average, older than students at Alberta’s residential universities, the echo boom that has been swelling undergraduate populations at the residential universities and colleges is likely to continue to affect Athabasca University’s population well after enrolment has plateaued or declined at the province’s other universities. The university will focus on increasing participation rates of Alberta students over the next four years. Alberta Students Taking Courses 20,000 15,000 10,000 5,000 0 2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

Year

37

Access Funded Programs Athabasca University’s accessibility plan includes meeting specific targets for programs that have received conditional funding. The targets for each program are shown below. Programs are expected to reach their maintenance targets within the period covered by this business plan. Program

Year First Funded

Initial Target

Maintenance Target

Bachelor of Arts at Mount Royal College

2001-02

15

45

Bachelor of Nursing at Mount Royal College

2001-02

3.2

28

Conjoint Nursing Program, Calgary

2001-02

9.1

80.5

Campus Alberta Applied Psychology: Counselling Initiative

2001-02

7

25

Bachelor of Management (B.Admin.)

2004-05

62

62

Bachelor of Professional Arts

2004-05

66

66

Bachelor of Nursing: LPN

2005-06

17

47

Bachelor of Professional Arts: Criminal Justice

2006-07

16

50

Master of Nursing

2006-07

10

40

Campus Alberta Applied Psychology: Counselling Initiative

2006-07

16.7

16.7

New Programs Over the past five years, Athabasca University has developed a number of new programs in response to the demonstrated educational needs of Albertans. This growth in the curriculum is expected to continue. In February 2007, the university received approval from Alberta Advanced Education and Technology to offer a Doctorate in Education. This program, the university’s first at the doctoral level, is expected to open in 2008. A second doctoral program, in business administration, an important planned addition to the offerings of the Centre for Innovative Management, is currently under review. The university also plans to introduce graduate diploma programs in legislative drafting, instructional design, architectural studies and heritage resource management. Launch dates for these new programs will depend on the approval mechanisms of Alberta Advanced Education and Technology and the Campus Alberta Quality Council. In terms of undergraduate programs, the university expects, again in response labour market need and student demand, to expand its collaborative and credit co-ordinating activities to fulfil its Campus Alberta mandate. New major programs under development include environmental studies within the Bachelor of Arts, Indigenous Nations organization within the Bachelor of Management and architectural studies within the Bachelor of Science. New undergraduate certificate programs under development include programs in heritage resources management, financial services, e-commerce, marketing and environmental studies. In addition to developing these courses and programs, the university intends, within the next three years, to embark upon feasibility studies for the development of new programs in law, engineering and education.

38

FINANCIAL INFORMATION In preparing the 2007-08 budget and the planned statements of operations and financial position for 2007-08 to 2010-11, a number of complex factors had to be taken into account. First and foremost, the budget is aligned with the Strategic University Plan. Over the period of this plan, the university is positioned to invest in research, academic program development, course delivery and student services, all of which are staffing and technology intensive. In 2007-08, substantial permanent staffing increases are planned to position the university for growth and to add new academic programs and enhance student services. In contrast, in 2008-09, only moderate staffing increases are planned, primarily to align with direct student service needs. As salary increases are a key budget driver, by the end of this plan, salaries and benefits will constitute nearly 70 per cent of all university expenditures. Capital investments are desperately needed for facilities for staff and for information technology development: $141 million in capital investments are planned over the next four years, of which $127 million in external funding is needed. The availability of financial and physical resources is key to Athabasca University’s development as a university. Strong registration growth is expected over the period of this plan, with 73 per cent cumulative revenue growth (reaching $158 million) expected by 2010-11. Similar growth in expenditures is planned to prepare for and respond to this growth. For each year, a six per cent Alberta operating grant increase together with the university’s share of the Alberta Affordability Framework grant is planned so that tuition fees are kept affordable for Alberta students. Under the new Alberta Tuition Fee Policy, the maximum permissible tuition increase for 2007-08 is 3.2 per cent, applied to the 2004-05 base tuition. Based on this policy, the maximum tuition fee increase is proposed. This increase is required for ongoing expenditures and needed major investments. In 2007-08, initiatives to diversify revenue are expanding, and $4 million in restricted donations and endowments and a matching $1.2 million from the Access to Future Fund are expected. These initiatives are expected to raise $30.5 million in endowments and restricted donations over the life of this plan. Finally, net assets (reserves) generated from previous year surpluses will be used to invest in new program development, technology, bridging to retirement and facilities. For example, $10 million is planned for new program development and $4 million for bridging to retirement operating expenditures. These estimates require planning for deficits in the next four years. During these years, the university will manage commitments prudently.

39

Athabasca University Business Plan 2007–2011 Statement of Operations For the year ended March 31 (in thousands of dollars)

APPROVED

APPROVED

Plan

Plan

Plan

BUDGET

BUDGET

2008-2009

2009-2010

2010-2011

2006-2007

2007-2008

REVENUES $28,711

$34,484

$38,152

Undergraduate student fees

33,643

38,817

Graduate student fees

13,391

14,261

Sales of goods and services

9,964

Research and other grants

2,605

Amortization of DCC

873

2,132

1,428

3,340

5,701

Interest

1,500

2,028

2,132

2.177

2,223

Donations

350

2,000

3,500

7,000

10,000

Other

316

143

181

220

220

91,353

109,325

120,787

138,698

157,996

Salaries and benefits

62,377

76,050

87,216

96,842

110,725

Fees and purchased services

13,013

15,946

15,175

16,023

17,002

Materials and supplies

8,924

10,319

10,300

10,782

11,241

Communications and travel

5,389

6,551

6,773

7,353

8,161

Amortization

3,147

4,783

4,592

6,336

8,629

Facilities costs

1,796

1,858

1,908

1,952

1,996

Scholarships

305

616

593

854

1,085

$ 94,951

$ 116,123

$126,557

$140,142

$158,839

$ (3,598)

$ (6,798)

$ (5,770)

$ (1,444)

$ (843)

Excess of expense over revenue

$ (3,598)

(6,798)

(5,770)

(1,444)

(843)

Planned transfers from reserves

3,598

6,798

5,770

1,444

843

Approved Plan

-

-

-

-

-

Operating grants

$41,524

$45,889

45,235

51,457

58,543

16,153

18,472

20,417

14,572

13,450

13,952

14,447

888

556

556

556

EXPENSES (Note A)

Excess of expense over revenue Funding Source for ExCess

Net Assets: Planned Investments (Expenditures) Changes in net assets (reserves) Balance, beginning of year

$ 25,214

21,403

19,555

13,785

12,341

Forecast adjustments 2006-07 (Note B)

0

9,464

0

0

0

Excess of expense over revenue

(3,598)

(6,798)

(5,770)

(1,444)

(843)

Capital acquisitions

(213)

(4,514)

0

0

0

Balance, end of the year

$21,403

$19,555

$13,785

$12,341

$11,498

A: Incudes expenditures related to planned investments from restricted reserves B: Adjustments to 2006-07 for capital acquisitions $213, and forecasted operations variances of $6,663 for 2005-06 and $2,588 for 2004-05

40

Athabasca University Business Plan 2007–2011 Statement of Financial Position For the year ended March 31 (in thousands of dollars)

Approved

Approved

Plan

Plan

Plan

Budget

Budget

2008-2009

2009-2010

2010-2011

2006-2007

2007-2008

ASSETS CURRENT Cash and short-term investments

$ 13,781

$ 16,995

$ 15,303

$ 17,859

$ 21,625

Accounts receivable

5,279

5,957

6,890

7,849

8,863

Inventory of course materials

5,333

5,973

6,690

7,359

8,095

Prepaid expenses

605

608

547

490

505

24,998

29,533

29,430

33,556

39,088

Non-current investments

26,900

27,800

27,800

27,800

27,800

Capital assets and collectionS

26,970

43,198

71,191

125,178

145,063

$ 78,868

$ 100,531

$ 128,421

$186,534

$211,951

Accounts payable and accruals

$ 2,844

$ 3,349

$ 3,296

$ 3,481

$ 3,701

Salaries and benefits payable

8,199

9,996

11,464

12,729

14,554

Deferred revenue

15,278

17,600

19,712

21,683

23,851

Deferred contributions

1,653

1,653

1,653

1,653

1,653

LIABILITIES AND NET ASSETS CURRENT

Due to joint venture

287

287

287

287

287

28,261

32,885

36,412

39,833

44,046

Deferred salaries and benefits payable

1,936

2,068

2,208

2,358

2,519

Deferred capital contributions

13,752

17,466

46,504

100,966

120,686

43,949

52,419

85,124

143,158

167,250

Investment in capital assets

12,293

24,807

23,762

23,286

23,452

Endowments

1,223

3,750

5,750

7,750

9,750

Internally restricted

18,353

19,555

13,785

12,333

11,477

Unrestricted

3,050

-

-

8

21

34,919

48,112

43,297

43,376

44,700

$ 78,868

$ 100,531

$ 128,421

$186,534

$211,951

Net assets

41

Athabasca University Business Plan 2007–2011 Statement of Cash Flows For the year ended March 31

Approved

(in thousands of dollars)

Approved

Budget

Budget

2006-2007

2007-2008

CASH PROVIDED FROM (USED IN) OPERATING ACTIVITIES Excess of expense over revenue

$ (3,598)

$ (6,798)

Amortization of capital assets and deferred course development costs

3,147

4,713

Amortization of deferred capital and deferred couse development contributions

(873)

(2,062)

Other items not affecting cash

165

138

(1,159)

(4,009)

Change in accounts receivable, inventory of course materials and prepaid expenses

(941)

(1,328)

Change in current liabilities, except current portion of obligation under capital lease

3,362

4,625

1,262

(712)

Decrease (increase) in non-current investments, net

(20,500)

(900)

Capital asset and collection acquisitions, net

(7,926)

(20,941)

Endowment awards and contributions, net

0

2,777

Deferred capital contributions

3,266

5,776

Change in non-cash working capitaL

CASH PROVIDED FROM (USED IN) INVESTING AND FINANCING ACTIVITIES

8,000

Capital contibutions for land Capital lease payments

INCREASE (decrease) in cash and short-term investments

(53)

-

(25,213)

(5,288)

(23,951)

(6,000)

*

37,732

22,995

Cash and short-term investments, end of year

$ 13,781

$ 16,995

Cash and short-term investments, beginning of year

*Note: The beginning of year cash and short-term investments amount is projected based on forecasted operating results for the previous year. The 2007-08 amount varies from the approved budget amount for 2006-07 by the variances for 2005-06 and 2006-07.

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CAPITAL PROJECTS Developing knowledge, technology and student services capacities is critical to Athabasca University’s success. A number of major strategic capital planning activities, including the 25-year Campus Development Plan, the 2006-11 Capital Plan, the Information System Development Plan 2006-09 and other supporting capital business plans, were completed last year. These plans were submitted to government in June 2006. The university is advancing quickly. To support its projected growth, it plans to add, over the next five years, a substantial new building to its main campus in Athabasca, to expand existing facilities in the Greater Edmonton Area and in Calgary and to make major investments in information technology. Meeting the capital and technological requirements of these planned expansions is a priority. Over the next four years, $141 million in strategic capital investment, as outlined below and in the attached capital expenditure projections, is needed. Further, over the next 10 years, $270 million in capital infrastructure, as outlined in the 10-year capital expenditure projection, is required. The 2007-17 10-year capital projection is an update of the previous projection, which was submitted to government with the 2006-11 Capital Plan, adjusted to reflect the required investment in 2007 dollars.

Facilities Projects The university has experienced significant growth in both undergraduate and graduate registrations, but there has been no corresponding increase in capital infrastructure investment. The need for capital investments has now become critical, and satisfying this need is Athabasca University’s most pressing problem. A $1.2 million interior renovation, intended to better utilize existing floor space, is underway at the main campus in Athabasca. Additional office space was also created during the past year through the addition of a portable office complex, which cost $864,000. In total, the university spent over $2 million on infrastructure renewal projects last year. However, the space increases gained will barely accommodate immediate staff growth, and capacity has been stretched to the limit. Much more remains to be done. This year, 5,000 square feet of additional space will be leased in Athabasca and 10,000 square feet in Edmonton. Leasehold improvements will also be undertaken in new leased space in Athabasca and Edmonton and in existing Calgary space to achieve greater efficiencies of use. The total cost of these improvements is estimated at $3 million. Leasing space is a short-term solution to the university’s pressing need for additional space.

Athabasca University in Athabasca: Academic and Research Facility Athabasca University’s proposed new academic and research building, which will be located on the main campus in Athabasca, will provide space and services for the academic, research and educational media development centres of the university. It will accommodate 210 new positions. This new facility will enhance and support increased collaboration and synergies between researchers and academics. The proposed Centre of Excellence for Research in New Learning Technologies, to be housed in the new facility, will showcase Athabasca University’s leadership role in addressing e-learning challenges and opportunities. It will provide a provincial focal point for research, teaching practices and implementation strategies associated with e-learning. The centre will develop innovative approaches

43

to distance education using ICT and, of particular importance to Alberta, the SuperNet, WestGrid and Netera. The centre will also support an online distributed e-learning network accessible worldwide from any location at which an Internet connection is available. The conceptual design for the building proposes adding 72,500 square feet (6,738 m2) of space at a total estimated facility capital cost of $38 million (2007 dollars). Detailed design work is scheduled to begin as soon as the building project is approved by government. Functional programming and conceptual building design is expected to be completed this fall. Occupancy is now planned for 2009. This new facility will be a Leadership in Energy and Environmental Design (LEED) Gold facility.

Athabasca University in Edmonton The Strategic University Plan calls for the development of a Greater Edmonton facility that will accommodate the activities of the Centre for Innovative Management, now located in St. Albert, and those of the Edmonton Learning Centre, now located in downtown Edmonton. The expected benefits of this project include administrative efficiencies in registration, financial and support processes, including support for those working from home offices in the St. Albert and Edmonton areas. Project planning will begin this spring. Approximately 80,000 square feet of space will be required to accommodate existing operations and new positions resulting from projected growth in enrolment. The university has actively begun to look for land to secure a location for development planning. An expenditure of $8 million has been planned for the acquisition of land in the Greater Edmonton Area, to be funded from government grants or other external sources. Construction costs are estimated at $48 million (2007 dollars).

Athabasca University in Calgary: Calgary Urban Campus Athabasca University is one of six core partners in the Calgary Urban Campus partnership. This development is a mixed-use, multi-partner community learning complex in Calgary’s city centre (East Village). For Athabasca University, broadening access to learning, enhancing collaboration and ensuring inclusion are important benefits of this project. The proposed location will provide the university with a physical presence in one of its key markets. The Urban Campus is expected to become the first public-private partnership for post-secondary education in Alberta. The current design proposes a capital lease of 18,000 square feet at a cost to the university of $9 million. The projected date of occupancy is 2010.

Archives Expansion: Tim Byrne Centre The Tim Byrne Centre is used to produce, store and distribute textbooks and other learning resources. To accommodate registration growth and provide room for archives, the university plans in 2008 to construct an additional 5,000 square feet of space at the centre at a cost of approximately $620,000.

Central Relocations and Teaching Lab: Athabasca Once the academic centres have moved into the proposed new academic and research facility on the Athabasca campus, the existing building will require renovation to meet the needs of its new identity as the Athabasca University Learning Centre. A conceptual design includes a significant teaching laboratory investment. The cost of renovations, planned to begin in 2009, is estimated at $5.6 million. 44

Technology Projects Information technology projects are as important to Athabasca University as facilities projects. A continuing high level of investment in systems development is central to Athabasca University’s strategic and capital plans. Technology based learning environments are integral to high quality and accessible distance education and to the student learning experience. Capital requirements for hardware and software total $90 million (2007 dollars) over the next 10 years, including a minimum of $21 million in the next four years. The university has $10 million in restricted reserve set aside to support technology investments. The University Information Technology Systems Operational Plan continues to be the framework guiding the implementation of a number of information technology systems (ITS) projects. Planned learning and research systems investments include completing the transformation to a single learning management system (Moodle); development of a content management system, an exam system, a tutor information system and a research subnet; continued development on the myAU portal and the implementation of two new portals: an alumni portal and a staff portal; and development of the AU Press, an open source press. Required computing systems investments include the implantation of a Storage Array Network, implementation of video and web conferencing, improved security measures (identity and access management), telecommunications hardware and wireless access points, including access points at the new Learning Links at the University of Alberta and University of Calgary. Evergreening and system recovery are also planned. To contain overhead, a number of systems that enhance staff efficiency and effectiveness are being implemented. The expansion of the Human Resources Information System, development of a transfer credit articulation system, upgrades to the Student Information System (SCT) Banner 7, investment in groupware (e-mailing, scheduling and other collaborative tools) and a contact tracking system (HEAT) are required to enhance both staff efficiency and better connections with students. In addition to the implementation of the systems just mentioned, the university is actively working with other institutions to implement the Alberta Post-secondary Application System, a project initiated by the provincial government to provide a single window of services for learners applying to post-secondary institutions in Alberta. Planned and ongoing governance systems investments include a project portfolio management system and a control framework to provide for effective co-ordination and stewarding of ITS initiatives.

Equipment Projects Over the course of this business plan, Athabasca University anticipates spending approximately $2 million on equipment. The university’s existing print production capacity is based on a capital lease ending in January 2008. A replacement capital investment of approximately $1 million will be needed when the existing lease ends. Ongoing equipment needs for research, operations and vehicles will also cost $1 million over the life of this plan.

Library and Art Collections Athabasca University continually updates and is planning to expand its library and art collections with the investment of $730,000 over the next four years. 45

Capital Forecast To reflect Athabasca University’s plans to meet capital needs, a forecast of projected capital investments and funding sources is provided in the following tables.

Athabasca University Business Plan 2007–2011 Capital Expenditure Projections For the year ended March 31 (in thousands of dollars)

Total

APPROVED

Plan

Plan

Plan

BUDGET

2008-2009

2009-2010

2010-2011

2007-2008 Capital expenditures Land

$ 8,000

Buildings, leaseholds and site improvements

7,370

29,493

Hardware and software

4,324

2,470

Equipment

1,147

Library and art collections

100 $ 20,941

$

-

$

-

$

-

$ 8,000

56,520

16,590

109,973

3,000

10,830

20,625

265

265

265

1,942

210

210

210

730

$ 32,439

$ 59,995

$27,895

$ 141,270

External capital contributions

46

Provincial and other: Land

8,000

-

-

-

8,000

Buildings

4,334

29,493

56,520

16,590

106,938

Information technology

1,442

972

1,283

8,830

12,527

Capital expenditures, externally funded

$ 13,776

$ 30,465

$ 57,803

$ 25,420

$ 127,465

Capital reserve

$ 1,632

$ 1,632

Information technology reserve

2,882

2,882

Operating reserves

2,651

1,974

2,192

2,475

9,292

Capital expenditures, internally funded

$ 7,165

$ 1,974

$ 2,192

$ 2,475

$ 13,806

Athabasca University Business Plan 2007–2011 Capital Expenditure Projections For the year ended March 31

APPROVED BUDGET 2007-2008

(in thousands of dollars)

Plan 2008-2009

Plan 2009-2010

Plan 2010-2011

Total

Land EXTERNALLY FUNDED Land in Greater Edmonton

$ 8,000

Total Land

$ 8,000

-

3,422 329 583

$

-

$

-

$

-

$ 8,000

-

-

$ 8,000

22,810 3,960 743 370 620 -

11,650 31,120 6,370 450 5,580

12,540 2,250 450 -

37,882 47,620 9,363 1,599 620 5,580

990

1,350

1,350

4,273

500 1,561 975

-

-

-

500 1,561 975

$ 7,370

29,493

56,520

16,590

109,973

1,442

972

1,283

8,830

12,527

630 60 380 100

400 30 100 40

100 40

100 40

1,030 90 680 220

147 168 353

98 -

-

1,300

147 266 1,653

62 275 147

47 180

49 300

52 -

209 275 627

245

124

128

133

630

120 197

300 180

300 800

300 75

1,020 1,252

$ 4,324

2,470

3,000

10,830

20,625

Print production equipment (Tim Byrne Centre) Other equipment

950 197

265

265

265

950 992

Total Equipment

1,147

265

265

265

1,942

Art

75 25

210 -

210 -

210 -

705 25

Total Library and Art Collections

100

210

210

210

730

Building leaseholds and site improvements EXTERNALLY FUNDED AU Central Academic and Research Centre Greater Edmonton Integrated Learning Centre AU Calgary Urban Campus Infrastructure renewal Archive storage facility expansion (Tim Byrne Centre) AU Central relocations and teaching lab Capital planning for future projects INTERNALLY FUNDED Leasehold Improvements - Athabasca Leasehold Improvements - Edmonton Leasehold Improvements - Calgary Total Buildings, Leaseholds and Site Improvements Hardware and software EXTERNALLY FUNDED General Other projects subject to external funding INTERNALLY FUNDED Computing Services Infrastructure upgrading Video conferencing Storage array network Systems recovery plan Administrative Systems Project groupware Banner upgrade Finance and HR information systems Learning and Research Systems Moodle Content management system Library systems Hardware Provisions Server and network system ever-greening General Central capital contingency Other projects Total Hardware and Software Equipment

Library and art collections Library

47

Ten Year Capital Plan The following table illustrates Athabasca University’s capital needs until 2016-2017; a ten year planning horizon. Athabasca University Business Plan 2007–2011 Capital Expenditure Projections - Ten Year Horizon For the year ended March 31 (in millions of dollars)

Fiscal Year (cash flow in millions 2007$) 2007-08

2008-09

0.33 0.95 0.20 0.10

0.37 0.27 0.21

0.50 1.56 0.98 2.88 1.44

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

Total

0.45 5.58 0.27 0.21

0.45 0.27 0.21

0.45 0.75

0.45 0.75

0.45 0.75 0.75

0.45 0.75 0.75

0.45 0.75

0.45 0.75

4.30 0.95 5.58 0.99 1.50 5.23

0.62 1.50 0.97

1.72 1.28

2.00 8.83

0.75 0.75 2.89 11.25

5.99 12.00

3.00 4.58 9.00

18.00 2.25 9.00

3.00 1.07 9.00

2.29 -

24.00 0.62 0.50 2.31 1.73 27.17 62.78

8.00 3.42 -

22.81 3.96 0.74 -

11.65 31.12 6.37 -

12.54 2.25 -

0.75 -

6.00 0.75

0.75 7.50

1.50

-

-

8.00 37.88 47.62 9.36 7.50 9.75

Capital planning for future projects

0.58

0.99

1.35

1.35

1.35

1.35

1.35

1.35

1.35

1.35

12.37

Annual Capital Requirements

20.94

32.44

60.00

27.89

18.94

27.29

28.13

34.05

15.62

4.84

270.14

Project Category 1: Preservation Infrastructure renewal Centralized print production lease AU Central relocations and teaching lab Equipment Trails and landscape enhancments Other Catagory 2: Expansion and/or Replacement Recapitalization/functional renewal of AU Central Archive storage facility expansion (TBC) Leasehold improvments - Athabasca Leasehold improvments - Edmonton Leasehold improvments - Calgary Renewal/replacement of IT equipment & software IT Development Category 3: New Facilities of Major Economic Benefit to the Province Land Academic & Research Centre (ARC) Integrated Learning Centre AU at Calgary Urban Campus Athabasca River Basin Research Centre Conference centre Category 4: Capital Planning for Major Projects

Source: Appendix A 2006/2011 Capital Plan (Updated)

48

TUITION PROJECTIONS Athabasca University’s tuition fee projections 2007-08 to 2010-11 are as follows:

2006-07

2007-08

2008-09

2009-10

2010-11

Actual

Approved

Plan

Plan

Plan

Course-Based Fees Undergraduate Student Fees Course fee (3-credit)

$464

$ 421

$ 434

$ 447

$ 460

Percentage change

6.4%

3.2%

3.1%

3.0%

2.9%

Course fee

$ 1,090

$ 1,300

$ 1,350

$1,400

$1,450

Percentage change

4.8%

19.3%

3.8%

3.7%

3.6%

Course fee

$ 1,040

$ 1,025

$ 1,080

$1,110

$1,140

Percentage change

-

(1.4%)

5.4%

2.8%

2.7%

Course fee

$ 1,090

$ 1,150

$ 1,205

$1,265

$1,330

Percentage change

4.8%

5.5%

4.8%

5.0%

5.1%

Course fee

$ 1,350

$ 1,350

$ 1,400

$1,425

$1,450

Percentage change

1.9%

-

3.7%

1.8%

1.8%

Program tuition

$ 40,425

$ 42,000

$ 43,500

$ 44,960

$ 46,550

Percentage change

-

3.9%

3.6%

3.4%

3.5%

Graduate Student Fees Master of Distance Education

Master of Health Studies and Master of Nursing

Master of Arts—Integrated Studies

Master of Science—Information Technology

Program-Based Fees Graduate Student Fees Master of Business Administration

49

I am an officer in the Canadian Navy, and I am fulfilling my lifelong dream of becoming a ship’s captain. A large amount of training is required to achieve this career goal, leaving very little to devote to post-secondary education. Canada’s military, which promotes educational initiatives, guided me toward distance education. Athabasca University met my personal and professional needs.

Ron Pumphrey, MAIS Lieutenant Commander Canadian Navy

50

51

“My Athabasca University Master of Distance Education degree continues to be one of the cornerstones of my research in visual and verbal learning styles and online learning, and it has opened the door to furthering my education at the PhD level.”

Lucille Mazo, BA, MDE Instructor and Advisor, Technical Communication Bachelor of Applied Communications in Professional Writing Leslie Nielsen School of Communications Grant MacEwan College Edmonton, Alberta

Phone: 1-800-788-9041 (toll-free in Canada and U.S.) or 780-675-6100 Fax: 780-675-6145 Enquiries: www.askau.ca Website: www.athabascau.ca 1 University Drive Athabasca, AB T9S 3A3 Canada

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