For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
To   be   a   world   class   University   striving   for   excellence,   we   need   to   be   adapting   strategies   that   will   recruit
and   retain   outstanding   faculty.
‐  Strategic   Directions,   2002
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
As   an   engaged   University,   we   are   committed   to   an   environment   where   faculty   members   are   supported,   challenged,   encouraged,   rewarded,   recognized   and   inspired.
We   recognize   that   faculty   success   is   one   of   the   most   important   investments   we   make   as   a   university   –   in   terms   of   money,   time   and   effort.
We   know   that   strong   universities   have   strong   faculty   complements:   neither   exists   without   the   other.
Faculty   members   are   fundamental   to   the   University,   and   the   university   is   in   many   respects   and,   particularly   in   academic   matters,   a   self ‐ governing   institution   of   faculty.
We   cannot   become   a   world   class   university   striving   for   excellence   without   a   faculty   complement   striving   for   the   same.
This   document   is   one   step   in   this   process,   articulating   the   principles   for   faculty   complement   planning   and   highlighting   selected   strategies   for   supporting   faculty   throughout   their   careers.
It   comes   a   time   when   the   faculty   complement   has   undergone   a   major   change.
In   the   past   decade,   our   institution   has   experienced   one   of   the   largest   demographic   turnovers   in   its   history,   hiring   over   six   hundred   new   faculty   members   in   the   process.
At   the   University   of   Saskatchewan,   the   talent,   expertise,   skill   and   devotion   of   the   faculty   have   supported   one   of   the   broadest   arrays   of   degree   level   programs   in   Canada   for   over   one   hundred   years.
As   we   look   towards   the   future,   we   aim   to   maintain   and   enhance   the   synergy   of   teaching   and   research   in   light   of   emerging   provincial   and   national   needs   for   innovation,   increased   productivity,   changing   teaching   pedagogies,   demographic   shifts   and   evolving   student   needs   and   desires.
Our   faculty   will   be   teaching   students   through   the   examination   of   pressing   issues   and   organizing   their   scholarship   within   a   framework   that   is   externally   connected   and   integrated   as   appropriate   across   disciplines.
As   an   institution   we   will   support   them   to   do   so.
We   believe   a   vital   faculty   complement   should:   reflect   the   diversity   of   Saskatchewan   and   the   world;   encompass   a   range   of   disciplinary   perspectives;   and   have   a   balance   of   faculty   in   various   stages   of   their   careers.
As   an   institution,   we   must   intensify   our   commitment   to   the   recruitment,   support   and   development   of   faculty   who   meet   international   standards   and   increase   the   vitality   of   the   complement.
Principles
The   following   principles   are   designed   to   guide   decision ‐ making   around   faculty   planning   at   both   the   departmental   and   institutional   levels.
Engagement  ‐  Faculty   members   are   engaged   in   the   teaching,   research,   outreach   and   engagement   and   administrative   and   governance;   continuous   contribute   to   those   activities   in   varying   degrees   at   different
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For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
points   in   the   career;   and   pursue   personal   and   professional   development   opportunities   related   to   those
activities.
Workload   Balance  ‐  Faculty   members   have   flexible,   individually ‐ oriented   employment   opportunities   through   the   assignment   of   duties   process.
International   Standards  ‐  Faculty   members   are   held   to   international   standards   in   their   teaching,   research   and   outreach   and   engagement   activities.
Collaboration  ‐  Faculty   members   are   increasingly   called   upon   to   collaborate   and   will   look   to   collaborate
within   their   unit   and   across   units   and   disciplines   in   order   to   create   a   critical   mass.
Collegiality  ‐  Faculty   members   work   together   to   achieve   common   success   in   a   respectful   and   cooperative   manner.
Leadership  ‐  Faculty   members   contribute   to   the   university   throughout   their   careers   through   academic   leadership   as   committee   members,   chairs,   directors,   department   heads,   and   so   on   according   to   their
abilities;   and   the   expectations   of   participation   and   leadership   increase   as   members   increase   in   rank.
Who   are   our   faculty?
One   way   to   understand   who   our   faculty   are   is   to   define   what   they   do.
Our   faculty   are   engaged   in   helping   others   (students,   other   faculty   members,   the   public)   discover   more   about   themselves,   the   society,   and   the   natural   environment.
They   are   teachers,   mentors,   and   scholars   advancing   knowledge   and   translating   knowledge   for   all   society   to   use.
Universities   worldwide   have   been   called   upon   to   broaden   their   mandate   from   traditional   teaching   and   research   roles   to   embrace   greater   levels   of   engagement   with   communities,   industries,   governments   and   other   sectors.
While   previous   generations   of   faculty   at   the   University   of   Saskatchewan   have   engaged   in   these   roles   since   the   University’s   inception,   the   expanded   mandate   has   nonetheless   transformed   the   faculty   complement,   along   with   the   role   of   faculty   members   significantly   in   recent   years.
Our   institution,   with   our   strong   history   of   engagement   with   the   community,   and   perhaps   due   to   our   smaller   size,   has   embraced   a   larger   community   of   scholars   to   increase   the   intellectual   capital   available   to   support   our   teaching,   research,   and   outreach   and   engagement   missions.
Within   the   faculty   complement   continuum   that   exists,   one   finds   faculty ‐ in ‐ training   (i.e.
graduate   students   and   post ‐ doctoral   fellows),   teaching   faculty
(i.e.
community ‐ based   sessional   faculty   and   MA ‐ MSc.
trained   professionally   qualified   teachers),   clinical   faculty,   teacher ‐ scholars,   researchers,   guest   lecturers   and   adjunct   professors   from   provincial   and   federal   government   organizations   and   national   research   installations   such   as   the   Canadian   Light   Source
Synchrotron   (CLS)   as   well   as   other   employers,   sharing   their   training   and   experiences.
This   is   our   vision   of   faculty   –   a   community   of   engaged   scholars   spanning   a   continuum   of   experiences   and   activities   dedicated   to   life ‐ long   learning   and   knowledge   discovery.
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For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
For   the   University   of   Saskatchewan,   this   continuum   translates   into   one   career   path   with   multiple   sets   of   standards   dependent   on   the   individual’s   training,   interests   and   career   objectives.
This   may   mean   recognizing   that   some   faculty   members   primarily   focus   on   teaching   undergraduate   students,   whereas   others   prefer   to   devote   most   of   their   energy   to   research   and   graduate   student   training.
Still   others   may   engage   strongly   in   clinical   teaching   work,   and   have   limited   interest   in   research,   but   contribute   significantly   to   community   outreach   service.
Others   may   take   an   active   interest   in   university   administration   or   governance   roles.
Many   faculty   members   may   choose   to   change   their   balance   of   teaching,   research,   community   outreach   and   administration   over   the   course   of   their   careers.
In   every   aspect   of   their   work   –   teaching,   research,   engagement   –   faculty   members   will   be   expected   to   incorporate   best   practices   and   to   be   innovative.
Regardless   of   their   particular   distribution   of   work,   each   faculty   member   should   be   seen   as   equally   and   continuously   contributing   to   the   work   of   the   department   and/or   college.
Faculty   members   work   within   a   collegial   environment   –   one   where   members   are   united   in   a   common   purpose   and   respect   each   other’s   abilities   to   work   toward   that   purpose.
Such   an   environment   demonstrates   both   independence   of   thought   and   mutual   respect;   allows   for   the   expression   of   diverse   views   and   opinions;   and   is   characterized   by   collaboration   and   constructive   cooperation.
What   We’ve   Done
In   1998,   the   University   embraced   the   Teacher ‐ Scholar   model,   by   approving   the   Framework   for   Planning .
This   model  ‐  imparting   knowledge   gained   through   research   –   is   of   fundamental   importance   to   a   faculty   complement   at   a   world   class   research ‐ intensive   University.
While   our   commitment   to   that   model   is   unwavering,   we   are   recognizing   that   we   must   be   flexible   enough   to   accommodate   other   career   paths   in   order   to   effectively   utilize   our   resources   to   fulfill   our   teaching,   research   and   outreach   &   engagement   missions.
During   the   past   few   years,   as   this   document   has   been   developed,   numerous   strategies   to   support   the   success   of   a   dynamic   faculty   complement   have   been   proposed   and   implemented   through   collegial   decision ‐ making   and   collective   bargaining   processes.
Additional   flexibility   has   been   added   to   faculty   appointments   through   the   development   of   joint   and   academic   programming   appointments.
Clinicians   and   research   chair   holders   have   been   brought   within   scope   of   the   faculty   association.
Over   one   billion   dollars   in   construction   of   new   teaching   and   research   facilities   has   taken   place.
Faculty   professional   development   has   been   supported   through   the   establishment   of   the   Gwenna   Moss   Centre   for   Teaching   Effectiveness
(GMCTE).
The   standards   for   tenure   and   promotion   have   been   raised   and   continue   to   be   reviewed   and   updated.
The   University   is   currently   working   on   agreements   which   will   see   us   share   faculty   positions   with   co ‐ located   science   institutions   and   explore   principles   or   guidelines   for   spousal   hires.
Over   the   past   decade,   our   faculty   complement   has   changed   as   we’ve   hired   over   six   hundred   new   faculty   members.
In   2000,   44%   of   fulltime,   core   faculty   members   were   at   the   rank   of   full   professor,   26%   were   assistant   professors   and   23%   were   at   the   rank   of   associate   professor.
In   2010,   34%   of   faculty   were   full
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For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
professors,   28%   were   associate   professors   and   29%   were   assistant   professors.
The   percentage   of   female   faculty   members   has   increased   from   27%   in   2000   to   37%   in   2010.
Forty   percent   of   faculty   members   under   the   age   of   forty   are   female.
Twelve   percent   of   faculty   members   hired   since   2000   are   international.
In   focus   groups   conducted   in   November   and   December   2010,   faculty   members,   graduate   students,   and   sessional   lecturers   characterized   their   experiences   as   challenging,   busy,   excellent,   frustrating,   inspiring,   interesting,   sleepless,   hectic   and   variable.
They   identified   areas   where   many   of   the   experiences   were   positive   such   as   the   interview   process   for   new   hires   and   teaching,   as   well   as   areas   where   the   experiences   ranged   from   very   positive   to   very   negative   such   as   the   first   few   months   on   campus.
They   identified   strong   support   from   the   department   as   critical   to   their   success   and   that   support,   recognition   and   training   for   department   heads   and   others   in   administrative   roles   is   an   institutional   weakness.
Mentorship   was   identified   as   a   strategy   for   helping   faculty   members   develop   and   continually   improve   their   teaching   skills   and   research   productivity.
They   identified   the   need   for   practical   supports   in   areas   such   as   administrative   management   of   grants   and   practical   advice   on   topics   such   as   dealing   with   student   issues.
They   overwhelmingly   identified   a   need   to   continue   to   improve   the   recognition   of   teaching   excellence.
New   faculty   members   spoke   more   often   of   the   need   for   work ‐ life   balance,   while   senior   faculty   members   more   often   identified   the   need   for   all   faculty   members   to   be   well ‐ rounded   University   citizens.
Most   participants   expressed   a   desire   for   less   bureaucracy   and   appreciation   for   the   collegial   atmosphere   at   the   University   of
Saskatchewan.
Strategies   to   Attract   and   Retain   Faculty   Members
Potential   Faculty   Members
Faculty   hiring   is   an   investment   in   the   future,   probably   the   single   most   important   investment   any
University   can   make.
The   Strategic   Directions   identified   global   competition   for   faculty   as   an   important   issue   in   the   first   part   of   the   21 st
century.
After   a   decade,   the   competition   for   doctoral   graduates   in   many   disciplines   remains   fierce,   not   only   from   other   universities   but   also   other   employers.
However,   the   recent   economic   growth   of   the   Province   of   Saskatchewan   and   public   support   for   the   University   have   positioned   the   institution’s   salary   and   benefits   packages   to   be   highly   competitive   in   recruitment   of   faculty,   especially   from   the   international   arena.
We   need   to   be   proactive   and   more   effective   at   advertising   and   recruiting   from   the   United   States,   United   Kingdom,   Europe   and   elsewhere,   as   well   as   across   Canada.
One   area,   in   which   we   need   to   be   particularly   proactive,   due   to   keen   competition,   is   the   recruitment   of   Aboriginal   faculty   members.
Without   prompt   and   concerted   efforts   in   this   area,   we   are   unlikely   to   achieve   our   goal   of   becoming   the   pre ‐ eminent   Canadian   medical ‐ doctoral   University   in   Aboriginal   education   in   five   areas   including   student   affairs,   academic   programming,   research   scholarly   and   artistic   work,   cultural   initiatives,   and   community   outreach   ( Forging   New   Relationships:   The   Foundational   Document   on   Aboriginal
Initiatives ).
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For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
Two   additional   areas   for   improvement   still   outstanding   are   the   spousal   hiring   process/policy   and   the   opportunity   to   engage   spouses   and   families   in   the   recruitment   and   on ‐ boarding   process.
The   topic   of   spousal   hiring   for   dual   career   academics   has   been   identified   at   various   levels   of   the   institution   as   a   topic   to   be   explored   further.
In   other   instances,   the   University   will   consider   an   expanded   work   placement   service   for   spouses   which   would   utilize   the   numerous   connections   our   leadership,   faculty   and   staff   have   within   the   community.
Recognizing   that   moving   to   the   University   of   Saskatchewan,   and   to   Saskatoon,   is   less   likely   to   be   an   individual’s   decision   and   more   likely   a   family   one,   there   is   an   opportunity   to   provide   additional   information   on   life   in   Saskatoon   and   Saskatchewan.
Potential   topics   could   include   information   on   recreational   activities,   the   school   system,   health   care,   taxes   and   cost   of   living.
Two   possible   venues   for   sharing   this   information   would   be   through   an   expanded   recruitment   package   to   be   distributed   by   departments   or   by   connecting   potential   hires   with   faculty   members   in   matching   situations   (i.e.
children   the   same   age,   similar   cultural   backgrounds,   etc).
New   Faculty
Once   hired,   faculty   members   and   their   families   would   be   connected   to   an   administrative   person   who   would   provide   guidance   on   finding   a   real   estate   agent   or   housing,   daycare   or   schools   and   other   practical   activities   associated   with   moving   to   a   new   community.
This   person   would   also   provide   support   for   the   faculty   member   in   ensuring   they   are   assigned   an   NSID,   have   research   accounts   established,   office   and   laboratory   space   secured,   and   office   infrastructure   ordered   before   the   new   faculty   member   sets   foot   on   campus.
They   would   also   ensure   that   new   faculty   are   aware   of   orientations   and   other   programming   that   would   assist   them   as   they   begin   their   careers.
The   first   few   years   of   a   faculty   member’s   career   are   crucial   to   establishing   a   long   satisfying,   productive   career   and   the   first   few   months   often   lay   the   foundation   for   the   next   few   years.
During   the   first   few   months   of   employment,   faculty   members   should   be   expected   to   participate   in   a   wide ‐ ranging   orientation   program.
This   program   would   incorporate   existing   sessions   on   teaching   from   the   GMCTE,   proposed   research   mentorship   workshops   from   the   Office   of   the   Vice ‐ President   Research,   governance   from   the
University   Secretary   and   Council   leadership   and   administrative   matters   such   as   PAWS   and   P ‐ cards,   among   others.
Ideally,   participants   would   meet   with   senior   leadership   to   learn   more   about   the   institutional   goals,   priorities   and   plans.
Networking   with   other   new   faculty   members   would   be   an   integral   component   of   each   session.
These   sessions   would   provide   participants   with   a   comprehensive   introduction   to   the
University   of   Saskatchewan   while   limiting   “information   overload”.
Following   the   orientation   program,   new   faculty   members   would   be   expected   to   choose   one   of   two   coaching   programs,   lasting   one   or   more   years.
Both   programs   would   help   the   faculty   member   develop   a   multi ‐ year   work   plan   addressing   teaching,   research,   involvement   in   outreach   and   engagement,   and   participation   in   departmental,   college   and   institutional   administration   and   governance.
The   first   program   would   match   the   new   faculty   member   with   a   team   of   three   faculty   mentors.
The   team   would   include   both
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For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
junior   and   senior   people   from   within   the   same   department   as   well   as   another   college.
This   team   would   be   able   to   provide   a   balance   of   perspectives   from   multiple   disciplines,   an   understanding   of   the   institution’s   history   and   future   aspirations   and   an   awareness   of   current   policies   and   procedures.
The   second   coaching   program   would   see   a   group   of   fifteen   to   twenty   new   faculty   members   form   a   learning   community,   under   the   guidance   of   one   or   two   senior   faculty   members
1
.
This   program   would   include   a   strong   emphasis   on   peer   feedback   and   networking   across   the   disciplinary   boundaries.
These   programs   would   operate   under   the   oversight   of   the   Vice ‐ Provost,   Faculty   Relations   and   be   independently   assessed   with   an   established   set   of   metrics   regarding   their   effectiveness   on   a   regular   basis.
It   would   be   expected   that   all   faculty   members   involved   would   have   these   activities   recognized   as   part   of   their   assignment   of   duties.
Faculty   Approaching   Tenure   or   Promotion
The   University   of   Saskatchewan   is   committed   to   the   career   long   support   of   faculty   personal   and   professional   development   goals   as   those   goals   relate   to   teaching,   research,   outreach   and   engagement.
Through   the   Office   of   the   Vice ‐ Provost,   Faculty   Relations,   the   desired   mentorship   and   networking   sessions   to   support   individuals   as   they   apply   for   tenure   and   progress   through   the   ranks   should   be   identified,   communicated   and   implemented.
These   activities,   much   like   the   coaching   programs   described   above,   would   be   recognized   in   the   assignment   of   duties.
Academic   Leadership
The   roles   of   department   head   and   dean   in   the   mentorship,   leadership   and   support   of   their   faculty   members   cannot   be   understated.
In   multiple   focus   groups,   these   individuals   were   identified   as   critical   to   faculty   success   and   satisfaction.
These   roles   have   evolved   considerably   over   the   past   decades   to   become   chief   executive   officers   and   managers   within   the   colleges.
Department   heads   are   also   colleagues,   and   their   relations   with   faculty   in   their   units   are   critical   in   gaining   guidance   and   insight   into   the   informal   as   well   as   the   formal   aspects   of   faculty   development.
Their   role   in   faculty   mentorship   is   considerable   and   defining   expectations   and   support   systems   for   department   heads   in   this   area   will   be   paramount   going   forward.
Over   the   past   few   years,   programs,   some   formal,   some   ad ‐ hoc,   have   been   put   in   place   to   provide   training   for   deans   and   department   heads   in   the   areas   of   i.e.
financial   and   human   resources   management.
These   are   important   programs   which   were   developed   independently   to   fulfill   identified   needs.
They   should   be
regularized,   use   integrated   material   from   multiple   units   and   be   independently   assessed   on   a   regular   basis.
1
For   more   information   on   a   similar   program,   see:   http://citl.gwu.edu/pages/flc.html
.
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For   Council   Discussion
Faculty   Complement   Foundational   Document   Initial   Draft
As   of   May   30,   2011
Across   our   campus,   we   are   privileged   to   have   a   network   of   informal   leaders   who   are   either   beginning   to   step   into   or   have   recently   stepped   away   from   formal   leadership   roles.
At   this   time,   we   do   not   have   a   mechanism   to   recognize   or   consult   with   this   wide   network   of   leaders.
We   propose   creating   an   academic   leadership   program,   similar   to   the   one   in   place   at   University   of   North   Carolina   –   Chapel   Hill
2
.
This   program   would   attract   individuals   who   are   strongly   interested   in   playing   a   role   in   university   administration   and   governance.
A   small   group   of   faculty   members   from   across   the   University   would   be   selected   through   an   application   process   each   year.
They   would   be   provided   with   an   intensive   course   on   leadership   and   mentorship   from   a   top   organization   such   as   the   Banff   Centre   or   Royal   Roads   University   and   then   meet   on   a   regular   basis   to   discuss   key   issues   facing   the   University   and   opportunities   to   meet   with   University   leadership.
They   would   also   be   expected   to   participate   in   workshops   and   conferences   held   from   time   to   time   for   all   graduates   from   all   years   of   the   program.
Summary
Faculty   success   is   one   of   the   most   important   investments   we   make   as   an   institution   –   in   terms   of   money,   time,   and   effort.
Faculty   members   are   expected   to   be   well ‐ rounded   University   citizens,   participating   in   research,   teaching,   administration   and   governance,   and   are   expected   to   take   on   new   roles   through   their   engagement   and   new   partnerships   with   other   faculty   members   and   participants   outside   the   University   as   well   as   within   the   academy.
The   ideas   and   initiatives   raised   in   this   document   will   require   collaboration,   through   the   collegial   decision ‐ making   and   collective   bargaining   processes,   from   units   across   campus   –   both   academic   and   administrative.
The   challenge   before   us   is   to   ensure   that   the   University   has   the   systems   in   place   to   recognize   and   reward   the   activities   of   faculty   members   which   align   with   the   principles   described   at   the   beginning   of   this   document   and   continue   to   build   a   stable,   vital   faculty   complement.
To   do   so   will   result   in   what   we   believe   to   be   one   of   the   most   robust   programs   for   faculty   support   and   professional   development   in   the   country.
2
For   more   information,   see:   http://iah.unc.edu/programs/leadership ‐ programs/academic ‐ leadership.
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Appendix   1
The   data   used   for   the   graphs   below   include   both   in ‐ scope   and   out ‐ of ‐ scope   faculty   who   are   librarians,   instructors,   lecturers,   assistant   professors,   associate   professors   and   professors.
This   is   snapshot   data   collected   in   October   of   each   year.
Source:   Information   Strategy   and   Analytics
743 736 744 748 731
753
725 718 717
735 738
800
600
400
200
0
277 296
320 337 338 345 360
384
414 422 425
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Male
Female
Figure   1:   Faculty   headcount   by   gender.
Faculty   is   defined   as   both   in ‐ scope   and   out ‐ of ‐ scope   individuals   who   are   librarians,   instructors,   assistant   professors,   associate   professors   and   professors.
Data   is   collected   by   Human
Resources   in   October   of   each   indicated   year.
Source:   Information   Strategy   and   Analytics,   Statistics   Canada
50%
45%
40%
35%
30%
25%
20%
41%
43% 43% 42% 44%
44% 43% 45% 44%
35%
37% 36% 37%
27% 29%
30% 31% 32% 31%
33%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
U   of   S   Faculty   Complement
Canadian   Doctoral   Graduates
Figure   2:   Percentage   of   female   faculty   members   employed   at   the   University   of   Saskatchewan   or   graduating   from   doctoral   programs   in   the   indicated   year.
University   of   Saskatchewan   data   is   collected   by   Human   Resources   in
October   of   each   year   and   includes   both   in ‐ scope   and   out ‐ of ‐ scope   individuals   who   are   librarians,   instructors,   assistant   professors,   associate   professors   and   professors.
Canadian   doctoral   graduates   data   was   obtained   from
Statistics   Canada   Table   477 ‐ 0014  ‐  University   degrees,   diplomas   and   certificates   granted,   by   program   level,
Classification   of   Instructional   Programs,   Primary   Grouping   (CIP_PG)   and   sex,   annual   (number)   (accessed   May   3,
2011).
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Source:   Information   Strategy   and   Analytics
1400
1200
1020 1032
1064 1085 1069
1098 1085 1102
1131 1157 1163
1000
800
600
400
200
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Professor
Associate   Professor
Assistant   Professor
Lecturer
Instructor
Librarian   IV
Librarian   III
Librarian   II
Librarian   I
Figure   3:   Faculty   headcount   by   rank.
Faculty   is   defined   as   both   in ‐ scope   and   out ‐ of ‐ scope   individuals   who   are   librarians,   instructors,   assistant   professors,   associate   professors   and   professors.
Data   is   collected   by   Human
Resources   in   October   of   each   indicated   year.
9

Source:   Human   Resources,   Information   Strategy   and   Analytics
30.0
25.0
23.2
20.0
18.9
18.0
17.5
15.0
25.7
17.8
16.9
16.3
10.0
5.0
All   Faculty
All   Faculty   minus   librarians
All   faculty   minus   librarians,   instructors,   lecturers,   special   lecturers,   extension   specialists,   senior   fellows,   special   advisors
All   tenured   faculty
0.0
2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010
Figure   4:   Student   to   faculty   ratios   at   the   University   of   Saskatchewan.
Students   are   defined   as   all   undergraduate   and   graduate   students   as   of   October   Census   Day   of   the   indicated   year   (data   obtained   from
Information   Strategy   and   Analytics).
Faculty   are   defined   according   to   the   Statistics   Canada   definition   below   and   are   counted   in   October   of   the   indicated   year   (data   obtained   from   Human   Resources).
Statistics   Canada   Full ‐ time   definition:
•
•
•
Staff   appointed   on   a   full ‐ time   basis   whose   term   of   appointment   is   12   months.
New   appointees   hired   on   a   full ‐ time   basis   whose   term   of   contract   is   12   months   although   they   may   be   at   the   institution   for   less   than   12   months   during   the   first   year.
Staff   who   were   appointed   to   teach   full ‐ time   and   at   a   later   date   have   entered   into   a   formal   agreement   with   the   institution   to   carry   a   fraction   of   a   normal   full ‐ time   load.
Statistics   Canada   Teaching   Staff   definition:
•
•
•
•
All   teachers   within   faculties,   whether   or   not   they   hold   an   academic   rank.
Academic   staff   in   teaching   hospitals.
Visiting   academic   staff   in   faculties   (colleges,   schools,   etc.)
Research   staff   who   have   an   academic   rank   and   a   salary   scale   similar   to   teaching   staff.
10

Figure   5:   Domestic   and   International   Faculty   Hires
Source:   Vice ‐ Provost,   Faculty   Relations
100
90
80
70
60
50
40
30
20
10
0
63
4
59
65
1
64
86
10
76
58
11
47
52
5
47
72
10
62
60
11
49
56
8
48
74
11
63
60
5
55
48
8
40
2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
International
Hires
Domestic
Hires
Figure   5:   The   number   of   individuals   hired   by   the   University   of   Saskatchewan   in   the   indicated   year   and   the   breakdown   of   Canadian   and   international   hires   according   to   country   of   citizenship   at   the   time   of   hiring.
This   data   only   includes   in ‐ scope   faculty   members.
11