Sheridan Journey
Office of the Registrar
May 2014
© Deloitte LLP and affiliated entities.
Executive summary
2
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
Executive summary
Project overview
•
Sheridan is on an exciting journey of transforming itself from a leading Ontario college to an undergraduate teaching university. Sheridan intends to retain its
diploma programs while developing degree programs to further serve the needs of Ontario’s students, economy, and society. A key hallmark of the future,
Sheridan will provide academic pathways to allow students to transition from one credential to the next seamlessly.
•
Sheridan has begun the process of transformation by developing governance practices (i.e. establishing an Academic Senate) and a People Plan to support the
future state vision. In this context, the Office of the Registrar (OTR) has initiated the planning to understand the potential impact on its structure and services.
•
Deloitte was engaged to conduct an analysis to help the OTR understand the potential impact on its functions, services, and structure as Sheridan transitions to
a university. This analysis was focused on changes expected as a result of the transition to university status.
•
Interviews and workshops were conducted with the following internal stakeholder groups to understand expectations and identify potential implications for the
OTR:
‒
Sheridan academic and administrative leaders
‒
Students
‒
OTR management
•
Additionally, the Registrar's Offices of four comparator universities were interviewed to understand their existing functions, services, and structure and how they
were impacted by a transition from college to university status.
•
To support the analysis, the project team worked with the OTR management to define and document the functions and services delivered today in the OTR.
The resulting model included 19 functions and over 100 sub-functions which represents the work completed in the OTR. The model was used as a basis for
discussion with both internal and external stakeholders.
3
HR and Training
Strategy, Planning
and Policy
Projects,
Operations and
Systems
Curriculum
Management
Applications
Processing and
Admissions
(Excluding
FCAPS)
Transfer Credits
Financial Aid and
Awards
Scheduling
Statutory and
Management
Reporting
Grading and
Progression
Manage
Convocation
Sheridan College - The Journey - Final Report
Enrolment
Management
Recruitment
Registration
Fees
Records
Advising
Testing
Communications/
Publications
© Deloitte LLP and affiliated entities.
Executive summary (continued)
Key findings
•
The analysis is organized by five questions with a summary of the findings below. Additional information is available within the body of the report.
Question
Summary findings
1.
What significant gaps exist
between Sheridan
College’s OTR, AUCC
criteria, and CAS
guidelines?
•
The AUCC Criteria for Membership are generally focused on ensuring governance and academic programs and capabilities are appropriate
for a university. There are three criteria which might be specifically relevant for the OTR and are included in the report; however, no
significant gaps were identified for the OTR.
•
Current OTR functions, services, and structure appear consistent with existing CAS guidelines.
What do internal
stakeholders envision for a
Sheridan University OTR?
Students
•
Students who attended a university prior to attending Sheridan feel very supported by the OTR. With the move to
university status, they are expecting greater flexibility in registration, enhanced consistency of services across
campuses, and more streamlined service delivery between departments to limit confusion.
OTR
Management
•
Management foresees changes to recruitment strategy and financial aid programs, given the potentially changing
student base; increased workload for functions of registration, advising and degree audit due to complexity of degree
programs and course-based registration; and changes to Admissions and Recruitment due to potential use of two
application services and increased focus on pathways.
Statutory reporting.
2.
•
Academic and
Administration
Leaders
3.
How do Sheridan College’s
OTR functions, services
and structure differ from
those of comparator
universities?
•
•
•
4.
What functions and
services might a Sheridan
University OTR have, and
how might they be
structured between and
within campuses?
•
•
•
5.
4
What are the key activities
to transition, and what are
the related risks that
should be considered?
•
•
•
Leaders identified a need to align/streamline processes and services across business units (e.g. advising); and need for
flexibility in how things are done to support evolving student needs; and a need to enhance academic policies, and
policy function to support a university governance model.
Analysis of the work effort estimates provided by the comparator schools confirm there is no “typical” Registrar's Office, with each institution
organizing and conducting work differently. There is, however, a high degree of consistency between the Registrar’s Offices of Sheridan and
the comparator universities.
The OTR at Sheridan College encompasses a broader set of functions than the comparator universities interviewed, with functions such as
outreach, recruitment, and testing were sometimes performed by other areas of the institution.
Comparator universities noted that the policy and reporting function of the Registrar took on greater emphasis after the transition to
university status.
In considering the potential changes to the OTR through the journey, there are influences which are specific to the transition to university
status and will need to be accounted for in the OTR functions, services and structure. There are other influences which are not necessarily
tied directly to university status, but may be considered as part of the journey.
Overall, approximately half of the 19 functions that are completed by the OTR could potentially experience a change in the nature or volume
of work based on the transition to university status. There are additional changes which could be considered to address stakeholder
expectations.
The delivery of services across campuses should be categorized based on functions that are suitable for central processing versus functions
that are student facing and with a high degree of variability based on student and program type.
Key activities relate to governance and policy, service model determination, operations and change management of OTR activities.
Certain activities require involvement from multiple stakeholders across the institution. In this context, the journey of the OTR will need to be
closely aligned with parallel projects across student services and academic areas.
Sheridan College - The Journey - Final Report
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Project background and context
55
Sheridan College - The Journey - Final Report
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Context for the analysis
Context of the journey
•
Today, Sheridan College has 18,000 full-time students attending degree and diploma programs, continuing education certificates, as well as trades and
apprenticeship programs. There are approximately 35,000 additional part-time continuing education studies students. This student population is distributed
across three primary campuses in Oakville, Mississauga and Brampton.
•
Over the last decade, Sheridan has grown in size and complexity of programming and student population. Enrolment growth has come from both within Canada
and internationally. Enrolment growth has exceeded 6% in recent years, with much of the growth coming from new degree offerings.
•
This trend is expected to continue as Sheridan grows its degree programs and seeks university status. Sheridan has begun the journey of transforming itself
from a leading Ontario college to an undergraduate teaching university. A key hallmark of the future, Sheridan will provide academic pathways to allow students
to transition from one credential to the next seamlessly.
•
Sheridan is pursuing the journey and will face pressure to continuously innovate to address changing student and employer requirements in a very constrained
budgetary climate.
Implications for the Office of the Registrar
•
As is common in Canadian colleges and universities, the Office of the Registrar (OTR) at Sheridan is responsible for providing key academic and student
service functions.
– The OTR at Sheridan serves the full student lifecycle from prospect to graduate. This includes recruitment, admissions, registration, fee collection, financial
aid, student records, communications of record, grading and progression, and graduation.
– The OTR also serves key functions for academic operations at the College, including chairing the Academic Policy Standing Committee of Senate and
holding responsibility for the enforcement of several academic policies.
•
The growth Sheridan has experienced has added to the volume and complexity of work for the operations of the OTR. The introduction of degree programs and
course-based registration resulted in additional or expanded business requirements and processes. Sheridan is relatively unique in the range of degree,
diploma, certificate and apprenticeship program offerings, and the need to support both course-based registration and program-based registration. Many
traditional universities would not have program-based registration or apprenticeship programs.
Objective for the project
•
Deloitte was engaged to conduct an analysis to help the OTR understand the potential impact on its functions, services, and structure as Sheridan transitions to
a university. This analysis was focused on changes expected as a result of the transition to university status.
6
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
Overview of current functions of the Office of the Registrar
•
To support the analysis, the project team worked with the OTR management to define and document the functions and services delivered today. The resulting
model included 19 functions and over 100 sub-functions which represents the work completed in the OTR. The model was used as a basis for discussion with
both internal and external stakeholders. The full functional model is presented in the Appendix A.
Current Sheridan OTR Functions
7
HR and Training
Strategy, Planning
and Policy
Projects,
Operations and
Systems
Curriculum
Management
Communications/
Publications
Enrolment
Management
Recruitment
Applications
Processing and
Admissions
Transfer Credits
Financial Aid and
Awards
Scheduling
Registration
Fees
Records
Statutory and
Management
Reporting
Grading and
Progression
Manage
Convocation
Advising
Testing
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
Key questions to be answered by the analysis
•
On the pages that follow, we will use five key questions to provide insight to the potential impact of the transition to university status on the OTR.
Key inputs
What significant gaps exist between Sheridan College’s
OTR and accreditation guidelines of the Association of
Universities and Colleges Canada (AUCC) and the
Council for the Advancement of Standards in Higher
Education (CAS)?
4. What functions and services might a Sheridan
University OTR have, and how might they be
structured between and within campuses?
2.
What do internal stakeholders envision for a Sheridan
University OTR?
5. What are the key activities to transition, and what are
the related risks that should be considered?
3.
How do Sheridan College’s OTR functions, services, and
structure differ from those of comparator universities?
1.
8
Potential outcomes
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
What significant gaps exist between Sheridan College’s OTR
and accreditation guidelines of the AUCC and CAS?
99
Sheridan College - The Journey - Final Report
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Alignment with AUCC criteria and CAS guidelines
Association of Universities and Colleges Canada (AUCC) Criteria for Membership
•
The AUCC Criteria for Membership are generally focused on ensuring governance and academic programs and capabilities are appropriate for a university.
There are three criteria which might be specifically relevant for the OTR and are included in the table below. Full criteria can be found in Appendix B.
AUCC criteria
Assessment
Rationale
Academic counselling and other student services appropriate to its programs.
Academic counselling is currently offered by both the OTR as well
as Student Services and the academic programs.
Authority vested in academic staff for decisions affecting academic programs,
including admissions, content, graduation requirements/standards, and related
policies and procedures through membership on an elected academic senate or
other appropriate elected body representative of academic staff.
There is collaboration between the OTR and the academic programs
on the noted functions, and some of the collaboration will be further
formalized as academic polices are created and/or refined.
Highly qualified academic staff holding a PhD or other appropriate terminal degree,
and relevant professional experience where appropriate.
We interpret that this criteria refers to academic staff in leadership
positions and/or instructional positions within the academic
programs and not within the OTR. It is not uncommon for
universities to require a Registrar to hold a Master’s degree;
however, it does not appear to be an AUCC criteria.
N/A
Council of Advancement of Standards (CAS) – Standards and Guidelines for Student Service
High
Low
•
The current practices of the OTR at Sheridan are generally in alignment with existing CAS guidance. Moving forward, the impact of these standards is not
anticipated to be significant as the OTR considers changes to its functions, services and structure over the transition period to university status.
•
The areas where there is opportunity for greater academic and administrative alignment are highlighted below. It is noted that these two specific areas of
guidance are already being addressed by the OTR. Both of these areas are with respect to registrarial policies which are in the process of being reviewed over
the next two years. The policies and procedures to be documented for CAS guidance include both academic policies as well as operational polices for the OTR.
CAS standards
Assessment
Rationale
Registrar programs and services (RPS) must have written policies on all relevant
operations, transactions, or tasks that have legal implications.
The OTR maintains a repository of policies which is currently being
updated.
Registrar programs and services must modify or remove policies, practices,
facilities, structures, systems, and technologies that limit access, discriminate, or
produce inequities.
As part of the transition process and movement to online services,
the OTR will need be conscious of ensuring equitable access for all
students.
Registrar programs and services must recognize the needs of distance learning
students by providing appropriate and accessible services and resources or by
assisting them in gaining access to other appropriate services and resources in their
geographic region.
The OTR currently offers most services online, and is on a path to
reduce the reliance for in-person service.
Registrar programs and services professional staff members must hold an earned
graduate or professional degree in a field relevant to the position they hold or must
possess an appropriate combination of educational credentials and related work
experience
The OTR will need to assess current staffing qualifications to
determine whether any upgrading will be required.
High
10
Sheridan College - The Journey - Final Report
Low
© Deloitte LLP and affiliated entities.
What do internal stakeholders envision for
a Sheridan University OTR?
11
11
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
An internal view on OTR opportunities
A cross section of internal stakeholders was selected for consultation. The discussions centered around the perceived impact of the transition on the OTR.
•
Students – Students with prior experience at a university were selected for an online survey and in-person focus group to highlight their differences in
experience between Sheridan and their prior institution.
•
OTR Management Team – Working sessions and a survey were completed with the OTR management team to collect their views and vision for the OTR and
expected implications of the journey.
•
Academic and Administrative Leaders – A cross section of senior leadership at Sheridan was interviewed across both academic and administrative areas.
This included Vice-Presidents, Deans, Associate Deans, and Directors.
Students
Academic and Administrative Leaders
OTR Management Team
Expected impact of the transition on the OTR
Expected impact of the transition on the OTR
Expected impact of the transition on the OTR
•
Greater shift of advising activities to the academic
areas from the OTR.
•
Enhanced focus on transfer credits/pathways and
related advising to students.
•
Need to align/streamline processes and services
across business units (e.g. advising).
•
If transition leads to more co-op programs then
there will need to be greater flexibility in registration
to allow for different length co-op terms.
•
Impact on registration requirements, given
increased volume and greater course-based
registration.
•
Need to enhance our academic policies and policy
function to support university governance.
•
•
Would need to enhance consistency of services
across campuses (e.g. many international services
are not delivered at HMC).
•
Changes to awards/bursary strategy given the
potentially changing student base.
Addition of course-based registration and
increased number of part-time students may impact
scheduling and planning activities.
•
More streamlined service delivery between
departments to limit confusion (e.g. which services
exist at the OTR vs. Student Services).
Changes to recruitment and marketing strategies to
reach a different base of prospective students. Will
require involvement in both OCAS and OUAC.
•
•
Entrance requirements may need monitoring and
updating with the appropriate processes to ensure
consistent application of admissions standards.
•
Introduction of new programs may impact degree
completion and pathway requirements that will
increase complexity in progression and degree
audit function.
12
What would make a future OTR uniquely
Sheridan?
What would make a future OTR uniquely
Sheridan?
What would make a future OTR uniquely
Sheridan?
•
•
Leading online services.
•
•
Student centred focus.
Transfer credit and pathways should be a
differentiator for Sheridan.
•
Consider a centralized student hub (both
physical and online).
•
Student centred focus should remain in all
services delivered.
•
Existence of an OTR specific PMO which
allows for self-sufficiency in driving forward
project work.
•
Leading online services.
Student centred focus is a differentiator for
Sheridan.
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
How do Sheridan College’s OTR functions, services and structure
differ from those of comparator universities?
13
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
Comparator universities overview
Summary information
Deloitte consulted with the Registrar's Offices of four comparator universities to understand their existing functions, services and structure and how they were
impacted by a transition from college to university status.
Profile of schools
A total of four comparator institutions were selected for comparison with Sheridan. The rationale used in selecting the schools included:
•
Recent transition from college to university status.
•
A student population comparable to Sheridan either currently or through forecasted growth.
•
Multi-campus institution.
•
Focus on being a teaching university or offering multiple program types (degree, diploma, certification).
Institution
Campus type
Campus setting(s)
Undergraduate FTE
University status
Mount Royal University
Single-site
Urban
~8,000
2009
Simon Fraser University
Multi-site
Urban
~35,000
Since founding
Single-site
Urban
~7,500
1995
Multi-site
Urban
~8,000
2008
Thompson Rivers
University of the Fraser Valley
Profile of the analysis
The functional model developed with Sheridan’s OTR management team was used as a basis for discussion of comparator universities. In the case of Simon
Fraser University, the conversation was geared towards the delivery of services at multiple sites. Interview summaries are provided in Appendix C. The analysis
conducted included both qualitative and quantitative components:
•
Quantitative: Each comparator university was asked to provide a breakdown of FTE effort across the functional areas. This provided a sense of the volume
of work within each function.
•
Qualitative: Interviews with the comparator universities were used to determine which functions are similar to those at Sheridan, which differ, and how the
functions were impacted by the transition from college to university. Service delivery was also discussed where comparator universities were multi-site
institutions.
14
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
Estimates of work effort within the comparator institutions
•
Analysis of the work effort estimates provided by the comparator schools confirm there is no “typical” Registrar's Office, with each institution organizing and
conducting work differently.
•
It is important to note that these are rough estimates provided by each institution and only provide directional insights that Sheridan can consider on its journey.
This data is only intended to compare the similarities and differences in how work is allocated in different Registrar's Offices.
Observations
Work Effort by Function
Below are observations based on the data provided.
Enrollments
Enrolments (undergraduate FTE)
Total OTR FTE
Testing
Advising
•
Sheridan is the only OTR of the respondents with
responsibilities for Testing and Recruitment.
•
On a proportional basis to overall size of the OTR, Sheridan
has materially more FTEs associated with several functions
than comparator universities for Projects, Operations and
Systems.
•
Conversely, on a proportional basis, Sheridan has
materially fewer FTEs associated with the functions of:
Manage Convocation
Grading and Progression
Statutory and Management Reporting
Records
Fees
Registration
Scheduling
Financial Aid and Awards
Transfer Credits
•
Applications Processing and Admissions
Recruitment
Enrolment Management
−
Records
−
Fees
−
Scheduling
−
Curriculum Management
−
Policy
Note: Irregularities in the data include the omission of FTE
allocations by the comparator universities for two functions
which would have aspects that we would expect exist within
every Registrar’s Office:
Publications / Communications
−
Statutory and Management Reporting
Curriculum Management
−
Communications/Publications
Projects, Operations, Systems
Strategy, Planning, and Policy
HR & Training
0%
Sheridan
SFU
20%
40%
60%
80%
100%
Mount Royal University
The following pages provide additional insights gathered during interviews with each institution.
15
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
How do Sheridan College’s OTR functions, services and structure
differ from those of comparator universities?
•
Overall, there is a high degree of consistency between the Registrar’s Offices of Sheridan and the comparator universities. The following section outlines where
variation was noted and identifies whether the transition to university status is believed to be the primary driver of the variation. In most cases, the variation is
not closely linked to university status and is instead influenced by other priorities and opportunities.
Function
University status as a
key driver of variation
Variation with other institutions
•
None of the comparator universities noted providing a testing function out of the Registrar's Office. Their primary
involvement in testing is receiving results from other units. In some cases the Registrar's Office staff will be involved in
coordinating pre-admission testing as part of the overall admissions process.
•
Proctors for accessible learning students is generally coordinated out of the accessible learning department within student
services.
•
The Sheridan OTR values the integration of the Admissions and Recruitment functions. Sheridan’s Strategic Enrolment
Management strategy supports the integration of the functions to attract, qualify, advise and develop pathways to admit
students. This integrated approach drives Sheridan’s conversion strategies from prospect to fee payment and continues to
support the life of the student throughout the enrolment funnel.
•
Comparator universities typically housed their recruitment function outside of the Registrar's Office within the broader
student services area. The Registrar would be consulted on establishing enrolment targets.
•
The recruitment function is sometimes closely aligned with the marketing and communications group.
•
Institutions that maintained multiple program types (post secondary/continuing education, etc.) may have separate
recruitment offices. International recruitment is often in an international unit, but not always.
•
One comparator university noted the need for a greater number of convocation ceremonies to account for the greater
variation in program types, with an increasing number of students completing “off-cycle”.
•
The pace of curriculum change is expected to remain high through the transition and into maturity as Sheridan is positioning
itself as a teaching university.
•
In some cases the application of an automated degree audit tool to assess program completion became more difficult due to
the increased complexity in program requirements.
Grading &
Progression
•
Sheridan is currently using the PeopleSoft degree audit tool similar to other institutions.
•
The transition to a university will result in more course-based programs which may add complexity to assessing level and
progression within the program, but these rules are generally configured in the student information system.
Enrolment
Management
•
Multi-year strategic enrolment planning typically resides outside of the Registrar's Office, although it is based on key data
inputs from the registrar. The Registrar's Office plays a key role in determining year-to-year enrolment targets while working
with academic units and other administrative areas (i.e. Finance).
•
In all cases the responsibility of enrolment management overall resided with the same VP/AVP who had oversight of the
Registrar's Office, but oversight typically did not reside with the Registrar.
•
In some cases the Registrar's Office became the manager of the plan once developed and maintained authority to extend
application timelines, course cap, etc. In other instances these decisions were collaborative in nature between the Registrar
and academic units.
Testing
Recruitment
Manage
Convocation
16
Sheridan College - The Journey - Final Report
Low
Low
High
Low
Low
© Deloitte LLP and affiliated entities.
How do Sheridan College’s OTR functions, services and structure
differ from those of comparator universities? (continued)
Function
Fees
Scheduling
Strategy, Planning
& Policy
Advising
17
University status as a
key driver of variation
Variation with other institutions
•
Fee collection responsibilities varied between the comparator group, with the delineation between finance, the OTR, and
student services being unique to each institution.
•
In some cases there is a move towards centralized student fee collection across all fee types (tuition, parking, library,
etc.).
•
A common theme was a drive towards online fee payment being managed by central finance.
•
In some cases the Registrar's Office issued tax receipts at year-end and managed the entire student account. In other
instances, the student account was managed by Finance.
•
Multiple universities noted challenges in allocating space, the need for clear ownership of space, and accountability of
scheduling activities between the Registrar's Office and academic areas.
•
In some multi-campus institutions scheduling was distributed between campuses, however the preference was generally
to centralize these activities within a single tool.
•
It was noted that legislation is a key driver impacting the policy framework. The eventual Act that may establish Sheridan
University will dictate key governance responsibilities and accountabilities that will drive policy requirements. Greater
detail on the impact of legislation is provided in Appendix E.
•
One comparator university noted the need to align to two different pieces of legislation after transition (colleges act and
specific university act), which is a consideration for Sheridan.
•
In many cases the Registrar also acts as the Secretary to Senate and resource to multiple subcommittees, which
consumed effort and created accountability for academic policy.
•
The growth of degree programs may also require added policies where there are current gaps.
•
A number of advising models are being explored at comparator universities. In most cases a specific advising centre had
not been created but would be housed within the relevant departments (Registrar, Dean’s Office).
•
One model that is implemented or being explored by multiple schools is to distribute advising functions between the
registrar and academic areas based on student year. Students in first and second year programs would be directed to the
registrar with primary topics around registration/course selection. The academic areas would be the primary advising
provider once a student has declared their major (usually third and fourth year).
•
In some cases advising functions are being delivered in tandem with other departments for secondary campuses.
Sheridan College - The Journey - Final Report
Low
Low
High
Low
© Deloitte LLP and affiliated entities.
How do Sheridan College’s OTR functions, services and structure
differ from those of comparator universities? (continued)
Function
Transfer Credits
Projects,
Operations, and
Systems
Financial Aid
and Awards
18
University status as a
key driver of variation
Variation with other institutions
•
Transitioning from a college to university impacts the number of students with transfer credits (internal and external).
Schools noted that under a college status the Registrar's Office transfer credits function would have a greater emphasis on
providing equivalencies for students moving to universities.
•
Comparator universities typically housed their transfer credit function in the Registrar's Office, usually split between
admissions and records.
•
Schools interviewed in British Columbia noted that the province has a fairly robust transfer credits guide which helps in
streamlining the process at each school. Academic areas are only involved on an exception basis.
•
Sheridan has built an automated transfer credits process unique to Ontario colleges which is viewed as a leading service.
The maturity of the transfer credits agreements within Ontario universities may impact how this function is performed within
the Sheridan OTR, and the nature and extent of interaction between the OTR and academic program areas.
•
The Sheridan OTR Projects & Development team is responsible for maintaining ongoing operations and development of
new services and functionality of the PeopleSoft Campus Solutions system. The P&D team is comprised of Business
Analysts who liaison between the functional users and the IT department.
•
The Sheridan OTR values the current projects and systems capability and capacity, as it has enabled the OTR to implement
change at a pace felt to be quicker than its peer institutions, or otherwise possible. An example is the enhancement of online
service delivery and the implementation of provincial directives related to student mobility and policy adjustment.
•
Only one of the four schools interviewed identified having a similar function exclusively for the Registrar's Office. In all other
cases, a systems function existed within the broader structure to serve a wider set of users who interact with the student
information system.
•
In many cases, projects related to IT are driven by a central IT governance structure that includes prioritization and funding.
This allows any modifications to the student information system to be tied in to a broader technology roadmap for the
institution; however, it lessens the ability of the OTR to execute projects required for its strategic and operational priorities.
•
Multiple comparator universities set up their financial aid and awards function in a similar manner to Sheridan, while others
housed their financial aid and awards function outside of the Registrar's Office within the broader student services area.
Sheridan College - The Journey - Final Report
High
Low
Low
© Deloitte LLP and affiliated entities.
What functions and services might a Sheridan University
OTR have, and how might they be structured between and
within campuses?
19
Sheridan College - The Journey - Final Report
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Understanding what might influence changes to functions and services of
a Sheridan University OTR
•
In considering the potential changes to the OTR through the journey, there are influences which are specific to the transition to university status,
and will need to be accounted for in the OTR functions, services and structure. There are other influences which are not necessarily tied directly
to university status, but may be considered as part of the journey.
Examples of influences linked directly
to university status:
Examples of additional influences:
University governance structure
Universities are typically established by an Act
of Government that dictates governance
authorities and expectations and need to be
supported by academic and administrative policy,
process and reporting.
Degree programs
Supporting degree programs requires new and
different streams of activity/processing. For
example:
•
20
Degree programs typically have more transfer
students and require more advising due to
greater program options.
Sheridan College - The Journey - Final Report
Stakeholder expectations
Changes to OTR
Functions,
Services, and
Structure
Registrar’s Offices have many stakeholders;
students, senior administration, departments and
faculty are some of the stakeholders who have
expectations of changes to functions and services
that could be considered during the journey.
“Leading” or alternative practices
While Sheridan does not want to blindly adopt
practices or structure of other institutions, it may
want to consider the merit of practices of other
institutions, while making them specific to Sheridan.
© Deloitte LLP and affiliated entities.
Overall, what might the potential changes involve?
•
Changes to the functions, services and structure of the OTR will be influenced by the transition to university status which will involve a growth in degree
programs and overall enrolment. Additionally, changes in functions, services and structure may be considered based on the unique vision, mission and goals of
Sheridan. The graphic below illustrates which functions potentially could be impacted by the journey, and the color represents whether the change is influenced
by the transition to university status.
OTR functions potentially impacted by the journey
HR and Training
Strategy,
Planning and
Policy
Projects,
Operations and
Systems
Curriculum
Management
Communications/
Publications
Enrolment
Management
Recruitment
Applications
Processing and
Admissions
Transfer Credits
Financial Aid
and Awards
Scheduling
Registration
Fees
Records
Statutory and
Management
Reporting
Grading and
Progression
Manage
Convocation
Advising
Testing
Legend:
Change linked
directly to university
status
21
Other changes
possible on the
journey
Minimal change to
function expected
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© Deloitte LLP and affiliated entities.
Which functions and services might change due to university status and
the resulting growth in degree programs?
Function
Potential change to function
Strategy, planning and
policy
•
As a steward of academic policy, the Registrar and Registrar’s Office can expect to play a key role in both the creation and maintenance of a new
academic policy that will be approved by the Senate. This is expected to be a significant and important task in the formative stage of the university.
Curriculum
management
•
Changes in the governance structure resulting from the transition are likely to result in an expanded role for the OTR around managing curriculum
approvals, managing consistency of requirements, and input of data into the student information system.
•
As Sheridan is planning on introducing an expanded set of programs in addition to existing degrees, diplomas, and certificates, it can expect growth in
the volume of curriculum management activities.
Transfer credits
•
Degree programs typically have more incoming transfer students. Combined with Sheridan’s projected increase in both domestic and international
enrolment, there is likely to be increased volume and complexity of transfer credits requests. The variation and flexibility in some degree programs will
impact the distribution of the transfer credits tasks and decisions between the OTR and academic areas. The OTR has completed significant work in
building an online transfer credits process which will need to be adapted to requirements under university status.
Scheduling
•
The OTR can expect to play an increased role in space optimization through the scheduling program due to the growth in students and an expansion
to four-year programs. There will be an increase in the complexity of scheduling activities due to growth in the number of programs, students, and
classes. As degree programs typically have more varied program choices, creating a student centered schedule becomes a greater challenge than
with block registration.
Statutory and
management reporting
•
The reporting requirements at a university are generally understood to be more rigorous than those for colleges in Ontario. This will be driven partly
due to the variations in degree programs and the criteria used in determining accurate enrolment reporting. Although Institutional Research is
expected to continue to play the lead in this area, the OTR is likely to have key input in determining reporting policy and tracking relevant data.
Grading and
progression
•
As Sheridan expands the number of degree offerings, the OTR can expect to play a key role in ensuring alignment of grading and progression
policies across faculty areas. The complexity of progression activities is also expected to increase due to the varied nature of degree programs.
Manage convocation
•
The complexity of degree programs can impact the current degree audit process. There is also a potential impact on convocation cycles with multiple
program types and timelines.
Enrolment
management
•
The OTR currently plays a key role in enrolment management through both planning and execution. Enrolment growth plans, along with the
introduction of new programs, can be expected to add complexity to both the planning and execution of enrolment management strategies. The
ownership and accountability of enrolment management activities between the OTR, other student service areas and academic departments will
require increased clarity.
Registration
•
Managing both course-based and program-based registration is likely to add complexity to the registration function. Additionally, as new programs are
introduced with greater flexibility for students, the OTR can expect an increased workload in setting up courses and monitoring the accuracy of
prerequisite requirements within the system. Currently, the OTR manages five registration models which is relatively unique to Sheridan. Streamlining
the registration models may help simplify processes in the future state.
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What other changes to functions and services might Sheridan wish to
consider as part of the journey?
Function
Potential change to function
Projects, Operations
and Systems
•
As the owner of the student information system (PeopleSoft) on campus, the OTR has maintained a robust systems group. As the technology is
increasingly leveraged by several areas of the school, there may be multiple options for the placement of systems skillsets across campus and
particularly within broader student services. The need for business analyst resources within the OTR is an established practice that will likely be
maintained. However, increased sharing of overall system resources may be of value to capture requirements across all student service areas and
facilitate consistent system usage across campus. Specific examples include usage of the system for student interaction tracking and access to
student data and reporting requirements.
Publications/
communications
•
The Sheridan OTR maintains a significant footprint as it relates to publications and communications work. An assessment of the work completed by
the OTR in relation to other departments (e.g. marketing/outreach) may reveal areas of potential duplication. For example, resources in other
departments may be leveraged for the creation of program brochures and recruitment publications. Social media monitoring and response is another
area that may be an institution-wide marketing/outreach function.
•
There are several schools that are considering or have implemented a centralized student facing department with generalist resources that are able to
point students to back-office skillsets where required (registrarial, financial aid, counseling, etc.). The current call centre may be a function that can be
delivered in this manner.
•
The activities of the recruitment functions are likely to change as Sheridan looks to attract students for both degree and diploma programs. Some
impacts include the venues through which recruiting is done (university and college fairs), the amount of resources dedicated to attracting students for
different program types, and determining outreach activities across university and college recruitment platforms.
•
The alignment of the recruitment function between the OTR and other departments may be an area of opportunity, depending on the balance
between the level of integration between recruitment and admissions activities and efficiencies gained through aligning the recruitment function with
the marketing/outreach function in student services.
•
A growing student base and program types may increase the volume of work for the testing function. Furthermore, the change to university status is
expected to impact the policy framework around academic grading and appeals which will likely affect how testing activities are conducted.
•
As indicated in the comparator universities analysis, Sheridan is unique in housing the testing function within the OTR. Assessing whether these
activities are better aligned in other departments may reveal some opportunity for efficiency.
•
Achieving an appropriate advising model is an essential aspect to delivering an exceptional student experience. The volume of advising can be
expected to increase as degree programs are introduced, which typically include greater choice for students. In this context, re-assessing the current
advising model at Sheridan should lead to role clarification between the OTR, student services and academic areas. As advising activities grow,
undefined advising roles and responsibilities increases the risk of inconsistent messaging to students, and can undermine the student-focused
approach Sheridan is striving to achieve.
•
In order to ensure the sustainability of current resourcing levels, a maximization of online advising delivery should be explored.
Fees
•
Greater flexibility for students in program selection and course loading may lead to greater volume of fee-related inquiries to OTR staff. In this context,
the OTR might consider whether fee collection remains a core OTR function or shifts to other departments. There are several models as it relates to
fee-related activities (centralized in finance, OTR driven, student services) that can be considered for Sheridan during the transition.
Applications
processing and
admissions
•
University status is likely to result in greater rigour around admissions requirements. The OTR will typically be involved in ensuring the enforcement of
academic policy as it relates to setting admissions standards. Admissions processes will also need to reflect these policies.
•
As Sheridan looks to grow its international student base, the OTR may consider leveraging of admissions staff between domestic and international
activities.
Recruitment
Testing
Advising
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How might functions be structured between and within campuses?
In understanding which functions need to be delivered at all three campuses versus through a central location, they were grouped into the following categories:
•
Central Service: Function is standardized across campuses, teaching departments and programs.
•
Campus Specific Services: Function needs to be delivered in a specific location or program. Higher need for in-person interaction.
Central Service
Campus Specific Service
Core to OTR
Function might be delivered
centrally by the OTR
•
Function is standardized across
campuses, teaching departments
and programs.
Function might be delivered in a
distributed manner by the OTR
•
Function is specific to a location or
program. Higher need for in-person
interaction.
A full assessment of determining service delivery across Sheridan departments will need to be completed with a broad set of stakeholders. The
following slide explores how functions might be aligned between central and campus specific services.
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Potential alignment of OTR functions between and within campuses
Based on interviews with stakeholders and our understanding of the nature of the work, the diagram below represents how functions and services can be expected to
be organized in a multi-campus university environment. To preserve consistency of service delivery and efficiency, most services could be central, with services
requiring high degree of in-person contact being delivered at each campus. Examples of services delivered at each campus include: training and managing staff;
managing in-person communications; enrolling/dropping students; processing LOPs; providing third-party letter service; RESP forms; special case letters; managing
visiting students; PLAR and advanced standing; developing and executing on-campus recruitment events; receiving in-person payments; academic advising; and
testing. Please refer to Appendix D for further description of activities.
Central OTR services
Campus specific OTR services
HR & Training
Strategy, Planning & Policy
Projects, Operations & Systems
Curriculum Management
Communications / Publications
Enrolment Management
Recruitment
Applications Processing and Admissions
Transfer Credits
Financial Aid and Awards
Scheduling
Registration
Fees
Statutory and Management Reporting
Records
Grading and Progression
Manage Convocation
Advising
Testing
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Summary of changes
Overall conclusion
Our analysis shows that no net new functions to the OTR will be required as a result of the transition to university status. The core functions performed by the OTR
are in line with CAS and AUCC guidelines, comparator universities and the expectations of internal stakeholders. However, there are opportunities to modify
existing functions, services, and structure, both as a result of the transition and other considerations such as stakeholder expectations and comparison to peer
practices.
The potential changes will need to be considered based on the unique vision, mission and goals of Sheridan and the resulting impact to students and other key
stakeholders.
Changes based on university status
The transition to university status is expected to bring a change in governance structure, an expansion of degree offerings, and increased enrolment of both
domestic and international students. In some cases, the changes in governance structure will result in an expanded role for the OTR with respect to a certain
function (i.e., the creation of new academic policies). The complexity of current functions performed is expected to increase as Sheridan introduces more degree
programs and the OTR is expected to manage a greater number of diverse program types. Scheduling, grading and progression, and registration are examples
where current processes will need to be modified to accommodate the increased requirements of degree programs. Overall, an increase of transactional volume to
the OTR is expected, which will impact how and by whom functions are performed to achieve efficiency in these areas (e.g. determining an appropriate advising
model).
Other considerations
Comparisons with similar institutions and consultations with stakeholders reveal several opportunities that can be considered as part of the transition. A comparison
of resource allocation by function shows areas where Sheridan is an outlier with regards to services delivered by the OTR. In particular, advising, recruitment
testing, publications/communications, systems, operations and projects all stood out as areas where the distribution of work between the OTR and other
departments can be closely assessed.
Changes to how functions are performed will also be driven by the need to deliver services to three equal sized campuses. A determination of the requirement to
cater to specific functions to the needs of students at each campus will drive how these services are delivered. A mix of centralized vs. distributed service delivery
within major functions is expected, such as the records function which will require in-person services to issue transcripts while record maintenance functions can
remain centralized.
.
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What are the key activities to transition and what are
the related risks that should be considered?
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Transition roadmap
•
The key initiatives to address the potential changes to OTR functions, services, and structure are outlined below. The initiatives are categorized between registrarowned and executive-owned to highlight the need for broader institutional involvement to deliver change.
•
The initiatives are placed over an 18 month time frame under the assumption that adequate resources and funds are available. The sequence of initiatives are laid
out considering priority and dependency of activities.
Registrar-owned
Executive-owned
Timelines/
Themes
Months 7 - 12
Months 1 - 6
Months 13 - 18
1.1 Determine overall governance structure and
policy impact
1.0 Governance/
Policy
2.0 Service Delivery
Model
1.2 Policy review/creation
2.1 Service delivery model assessment and implementation
2.2 Process efficiency
3.1 Scheduling and space optimization
3.2 Enrolment and mandatory
reporting requirements definition
3.0 Operations
4.0 Change management and staff training
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Activity descriptions
Initiative
1.1 Determine overall
governance model
and policy
role/impact
Description
•
•
1.2 Policy
review/creation
•
•
2.1 Service delivery
model assessment
and implementation
•
•
29
Outcomes/Benefits
Sheridan has already adopted an academic
senate and defined the role of the Registrar as
chair of the academic policy committee.
Greater definition around accountabilities as it
relates to OTR vs. academic responsibilities
will be required.
The role of the academic senate will need to
be further refined as clarity is gained on the
provincial legislation to be governing Sheridan
University. Areas of responsibility for
academic senates may include but not limited
to setting admissions qualifications, criteria for
academic standing, criteria for awards
recognition, recognize transfer credits.
•
Conduct assessment of policy gaps between
existing roster and expected policy set as a
University. This will be impacted by the
governance structure adopted and any
necessary adjustments to current process
which require policy direction.
Implement annual policy review and update
process as per terms of reference outlined for
the existing academic policy sub committee.
•
Conduct a detailed service delivery model
assessment for all student-facing
administrative functions (OTR, student
services, international, etc.). This should
include an analysis of multi-campus service
delivery as well as enhancing online
functionality.
A focus on the institutional advising model
should be explored to eliminate
duplication/overlap between the OTR, student
services and academic areas.
•
Sheridan College - The Journey - Final Report
•
•
•
•
•
Risks and dependencies
Defined institutional governance
structure.
Assigned responsibility and
accountability for functions and
services that are shared across
multiple departments.
•
Determination of policy gaps for
future state operation as
university.
Ensure ongoing maintenance of
the policy roster.
Align policy framework with
governance structure and
operational realities for equal
and efficient service to students.
•
Streamlined service delivery
ensuring efficient and equivalent
levels of service for all students.
Enhance the student centered
focus of Sheridan as key
differentiator.
Achieve cost savings and future
cost avoidance through
reduction of overlap and
duplication.
•
•
•
•
•
•
Owner
Key dependency includes the
provincial legislation to be applied
to Sheridan. However other Ontario
universities may be assessed as
potential benchmarks.
A failure to refine an appropriate
governance model increases the
risk of misaligned activities
between departments and
stakeholders during and after the
transition period.
Executive
Policy framework is dependent
upon determination of governance
model.
Key principles in student service
may influence policy decisions.
Where policy gaps are not filled
due to lack of information, student
service delivery may be impacted.
Registrar
Decisions related to a service
delivery model require broad based
stakeholder buy-in across
administrative and academic
departments.
Technology capabilities may drive
the extent of online vs. in person
service delivery.
A streamlined service delivery
method across all areas of the
institution is critical to an enhanced
student experience as a key
differentiator for Sheridan.
VP SAEM
© Deloitte LLP and affiliated entities.
Activity descriptions
Initiative
2.2 Process
efficiency
3.1 Scheduling and
space optimization
Description
•
•
•
3.2 Enrolment and
mandatory reporting
•
•
4.0 Change
management, staff
training and
re-alignment
30
•
Outcomes/Benefits
Conduct a detailed process review of
registrarial processes to ensure efficient
process in the context of growing volumes and
increasing complexity (multiple program
types).
•
Enhance existing scheduling practices in the
context of student focused seats in classes
and space optimization. Ensuring usage of
InfoSilem software is optimized to maintain
efficiency and consistency in the scheduling
process.
Determine mechanisms to enforce scheduling
policies, and clarify roles and accountability
between OTR and academic areas.
•
Define enrolment reporting requirements
under University status and conduct gap
analysis against current reporting capabilities.
Sheridan will need to consider the provincial
government’s enhanced focus on KPI metrics
as part of the differentiation framework.
•
Stakeholder engagement and communication
activities related to change implementation.
Updating of operational and training
documentation to reflect modified policy
structure, service delivery model and
processes.
•
Sheridan College - The Journey - Final Report
•
•
•
•
•
Risks and dependencies
Future cost avoidance with
growing enrolment base.
Reduction in processing errors
and enhanced student service.
Staff empowerment.
•
Establish scheduling practices
conducive to positive student
experiences.
Maximize current physical space
to allow for student growth.
•
Ensure processes are aligned
for appropriate data collection
related to reporting
requirements.
Enhance institutional capacity to
meet regulatory and compliance
reporting requirements.
•
Build staff capacity to accept
and champion change.
Ensure staff skillsets are aligned
with required responsibilities.
•
•
•
•
•
Owner
Process engineering decisions are
based upon chosen service delivery
model and policy drivers.
Process efficiency needs to be
considered in light of cost
avoidance, balanced with student
experience.
Registrar
Engagement with academic areas
will be necessary to achieve buy-in
with scheduling approach.
Capital planning will need to be
closely aligned with enrolment
projects and data from scheduling
activities.
Registrar
Policy and registration process
decisions can impact quality of data
available for enrolment reporting
Failure to collect and maintain
adequate data can directly impact
staff workload and efficiency in
meeting reporting requirements.
VP SAEM
Change management activities will
need to be aligned with the scope of
overall change proposed.
Failure to conduct adequate training
and communications will increase
the timeline for achieving benefits.
Registrar
© Deloitte LLP and affiliated entities.
Appendices
Appendix A – Functional model
Appendix B – AUCC and CAS guidance assessment
Appendix C – Comparator universities
Appendix D – Potential alignment of OTR functions
Appendix E – Impact of legislation
Appendix F – Academic policies comparison
Appendix G – Student survey results
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Appendix A
Functional model
32
Sheridan
College
- The
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Journey - Final
Report Journey - Final Report
© Deloitte LLP and affiliated entities.
DRAFT for discussion
Function
DRAFT Office of the Registrar functional model
HR and Training
Train develop
and manage staff
Hire/contract
renewal /
termination
decisions
Train new users
and provide
ongoing training
support
Sub-Function
Process
documentation
and operational
communications
Strategy,
Planning, and
Policy
Conduct change
management and
coordinate OTR’s
activities
Systems
Operations and
Projects
Curriculum
Management
Publications /
Communications
Troubleshoot
issues for
department users
Update and
maintain
Academic
Structure
Academic
Calendar Print
and Web
Production
Execute ad-hoc
data request
Manage internal
Sheridan
community
relations
Interpret school
policy and adjust
activities
accordingly
Gather
requirements and
write change
request
Conduct initial
testing on new
functionality
Develops new
policy
Manage the
academic policy
review process
Policy
enforcement
(scheduling,
grades etc)
Manage and
maintain OTR
web sites
System strategy
and vendor
relations
Coordinate grade
entry process into
SIS
Systems
maintenance and
optimization
Data quality
assurance
Update and
maintain program
and course
catalogues
Analyze, build
and maintain
Academic
Advising
Authorize and
update Course
Substitutions/Dire
ctives
Support
departments and
stakeholders on
new programs,
curricular and
admission
requirement
changes
Manage inperson, mail, email, web and
telephone
enquiries
Develop &
manage print and
e-communication
activities
Enrolment
Management
Leadership role in
the development
of short and longterm postsecondary
enrolment targets
Liaise with
academic Deans
to develop and
implement
strategies
Develop and
manage
recruitment web
portal
Advise on setting
intake enrolment
targets for
programs
Manage program
brochure and
recruitment
publications
inventory
Measure and
report on
progress against
targets
Develop, write
and/or edit
internal and
external
publications/
communications
System
Communications:
letter creation &
generation
Support
International
office (liaising
with recruitment,
admissions,
scheduling)
Recruitment
Develop &
execute oncampus events
Coordinate
participation in
collective
provincial and
central region
recruitment
activities
Plan and
organize
outreach
recruitment
activity
Develop and
coordinate
domestic
recruitment plans
& strategies
Applications Processing and
Admissions
Target
Management &
Offer/Intake
Projections
Develop &
Manage ‘My
Application’ SelfServe Web Portal
Transfer Credits
Process
Applications
Manage Transfer
Credit Evaluation
Coordinate
OCAS Download
& On-Line
Response
Processes
Receipt and
management of
transcripts and
other admissions
documentation
Evaluate
applications, and
process
admissions
decisions
Create applicant
profiles in system
Manage
admissions
appeals
Coordinate
conditional clear
processes
Management of
applicant funnel
Build and
Maintain Transfer
Credit Structure
Grading and
Progression
Manage
Convocation
Process and
manage Letters
of Permission
MTCU Grant
Claim / enrolment
Manage
academic
standing process
(level)
Receive inperson payments
Validate
enrolment /
graduation
Provide input to
Stats Canada on
graduates
Manage grading
process
Manage fee
appeals
Issue transcripts
and support EDI
transmission
Create reports &
provide analysis
for college
executive
Administer makeup tests
Transfer credit
and articulation
reporting
Maintain
academic
appeals
documentation
Scheduling
Registration
Fees
Manage student
loan and gov’t
assistance
applications
Collect and
organize program
and course
offerings
Load of course
and student
schedules to SIS
Issue fee invoices
Track, assess,
and distribute
awards
Build awards
database
PLAR and
Advanced
Standing
Scholarship
promotion and
admin
Support and
promote pathway
initiatives
US reporting
Build student,
faculty and facility
schedules
Awards creation
Managing awards
budget
Enroll/drop
students
Support online
course enrolment
Manage
scheduling and
ad hoc requests
Projections to
support
enrolment
planning
Space utilization
reporting
Manage awards
appeals
Develop collegewide and/or
program specific
recruitment &
communication
plans
Statutory and
Management
Reporting
Financial Aid and
Awards
Manage
registrations for
five program
types
Records
Authenticate and
scan documents
into imaging
system
Manage the
challenge credit
process
Advising
Testing
Assess
graduation
eligibility
Career Advising
Make up testing
Convocation
planning and
execution
Financial Aid
Advising
Manage pre and
post admission
testing
Admissions
Advising
Proctor testing for
Accessible
Learning
Students
Registration /
Course Selection
Advising
Proctoring
services for
external
universities and
colleges
Ad-hoc external
reporting
Provide third
party letter
service: RESP
forms, special
case letters
Student records
maintenance
Prospect
relationship
management
Replacement
diplomas
Welcome centre
Social media
monitoring and
response
Manage visiting
students
Project
management and
identifying new
opportunities
Note: The functions are inclusive all five program types offered at Sheridan (full time, part time, continuing education, apprenticeship, and joint programs) with the exception of Applications Processing and
Admissions. It is assumed that the primary functions are performed for all student types although with different processes varying levels of service.
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Function overviews
Function and overview
Outputs
Stakeholders
HR and Training
The HR and training function relates to activities by the OTR in managing the daily operations of the
department. These include day-to-day staff direction and communications, hiring and terminations,
and providing staff training and development. As part of this function, OTR management is responsible
for developing and maintaining policy and procedural documentation for current processes.
•
•
•
Staff training and development
Process documentation
Hiring and Terminations
•
Human Resources
Strategy, Planning and Policy
The strategy, planning, and policy function relates to activities conducted by the Registrar and OTR
management in directing the activities of the department and setting policy decisions for the institution.
The Registrar is responsible for creating a mission and vision in line with the strategic plan for the
institution as a whole. This involves interacting with multiple areas of Sheridan, including academic
and administrative to define and drive initiatives to meet the OTRs goals.
•
•
Policy development
Policy enforcement
•
•
•
Senate
Provost
Faculty
Systems Operations and Projects
The systems, operations, and projects function relates to activities performed to maintain and update
the systems used by the OTR. These are primarily the PeopleSoft student information system and the
OTR website. From an operational perspective, the function runs ongoing processes to support the
OTR such as term start-up, loading grades, and gathering data. On a project basis, the function takes
the lead on defining new requirements and testing for additional functionality to existing systems. The
group of system and business analysts in this area work closely with all areas of the OTR to
understand usage of current systems.
•
•
System upgrades
System modifications
•
•
Student Services
Information Technology
Curriculum Management
The curriculum management function is responsible for managing and updating changes to course
and program catalogues. Changes are driven by academic areas and submitted to the OTR for review
prior to be being uploaded to the relevant systems. As part of this function the OTR also supports
departments and other stakeholders throughout the process of curricular change including advice on
adherence to policy, timelines, and impacts to students.
•
Program changes
•
•
Faculty
Senate
Publications/Communications
The publications/communications function is responsible for developing and managing all internal and
external publications/communications, and managing student inquiries across numerous mediums.
There is a collaborative effort between the publications/communications function and the recruitment
function within the OTR to send targeted information to prospective students. The objective of targeted
communications is to generate demand for programs and ultimately meet enrolment targets.
•
Communications to current
students
Communications to prospective
students
•
•
•
•
•
•
Information Technology
Student Services
Marketing/Communications
International
Finance
Faculty
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•
© Deloitte LLP and affiliated entities.
Function overviews (continued)
Function and overview
Outputs
Stakeholders
Enrolment Management
The enrolment management function is responsible for working with the Executive Committee and
Deans to develop short and long-term post-secondary enrolment targets. This also includes liaising
with other key stakeholders (International Office, Deans, Associate Deans, Program Coordinators),
to develop implementation plans and monitor set targets.
•
Enrolment management plan
(program mix, targets, program
budgets, student demographic,
etc.)
•
•
•
•
•
Provost
Student Services
Faculty
International
Finance
Recruitment
The recruitment function is responsible for planning, directing and administering recruitment events
on campus as well as planning and executing off-campus outreach events. The recruitment team
seeks to make direct prospect contact at audiences including high schools, universities, other
colleges, trade schools, adult education centers, elementary schools, and community events. As
part of these events, the function is responsible for creating recruitment materials including web,
print, and multi-media.
•
•
Outreach materials
Events
•
•
•
•
Student Services
Faculty
International
Marketing/Communications
Applications Processing and Admissions
The applications processing and admissions function is responsible for managing the student
intake process including communications with prospective students, assessment of student
applications, and management of the overall applicant funnel. The function also works with other
areas of the College for ongoing review of Sheridan admissions requirements.
•
Offer letters
•
•
Faculty
International
Transfer Credits
The transfer credits function is responsible for liaising with academic areas to build and maintain
the transfer credit eligibility structure, evaluate transfer credits applications, and support and
promote pathway initiatives.
•
Updates to transfer credit guide
•
Faculty
Financial Aid and Awards
The financial aid and awards function is responsible for managing the intake of student loan and
awards applications, assessing applications and distributing funds to students within the awards
budget, managing the award appeals process, and ongoing administration of student loans and
awards.
•
Student services
•
Student services
•
•
•
Collection of fee payments
Fee appeals
Income tax receipts
•
•
Board of Governors
Finance
Scheduling
The scheduling function is responsible for collecting and organizing program and course offerings
from academic areas, building student, faculty and facility schedules, liaising with academic areas
to meet enrolment targets, and reporting on space utilization.
Fees
The fees function is responsible for issuing invoices to students, receiving in-person payments, and
managing fee appeals.
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Function overviews (continued)
Function and overview
Outputs
Stakeholders
Records
The records function is responsible for registration and reporting of all student client groups (postsecondary, continuing education, skills development and apprenticeship) in varying levels of intake
for a variety of different programs offerings, within three academic terms for students of varying
academic loads. Responsibilities also include producing documentation on request of students
(letter of permission, transcripts, etc.).
•
•
Registration
Student file
•
•
•
•
Faculty
Student Services
Finance
Institutional Research
Statutory and Management Reporting
The statutory and management reporting function is responsible for generating reports on
enrolment, transfer credits, and number of graduates to granting agencies, government agencies,
other internal departments, and for ad-hoc reports.
•
Reporting to government
agencies (StatsCan)
Reporting to US granting
agencies
Reporting to University
(applications, registrations,
transfer credit metrics, FTE
funding reports)
•
•
Institutional Research
Finance
Assessing academic
standing/graduation
Changes to grading scale(s)
Accommodations for students
with disabilities
•
Faculty
•
•
Grading and progression
The grading and progression function is responsible for conducting the assessment of the student
academic standing based on information entered into the SIS system by Faculty areas. The
function will be responsible for managing changes to grading scales, maintaining documentation
related to grading appeals by students, and administering make-up testing.
•
Manage Convocation
The convocation function is responsible for determining, annually, the list of graduating students
which provides the content for the convocation program. The function is also responsible for the
production of all credentials (certificate, diploma, degree) that are awarded to students and ensures
that all regalia, including Silver Medals, Governor General Award, Student and Faculty Gowns,
Liripipes and Academic Hoods are ordered and available at each ceremony..
•
Convocation program
•
Student Services
Advising
The advising function is responsible for providing various types of advising to students throughout
the student lifecycle. The OTR currently provides career, financial aid, admissions, and
registration/course selection advising. There is a collaborative effort between the OTR, Student
Services, and the Academic Faculty areas to ensure each student obtains the appropriate guidance
to make timely and informed decisions.
•
•
•
•
Admissions advising
Financial aid advising
Course/program advising
Accommodations advising
(accessibility, testing)
Career advising
•
•
Faculty
Student Services
Testing
The testing function is responsible for managing pre- and post-admission testing, make up testing,
and coordinating proctors for Accessible Learning Students and external universities and colleges.
These services are delivered out of the assessment centre department of the OTR.
•
•
Proctoring services
Delivery of pre-post admission
testing
•
•
Faculty
Student Services
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•
•
•
© Deloitte LLP and affiliated entities.
Appendix B
AUCC and CAS guidelines and criteria for universities
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AUCC – Criteria to become a member
I. Institutional Members
Institutional Members shall be those universities and colleges named in the Schedule to the Act of Parliament incorporating the Association and such other Canadian
universities and university-degree level colleges as are from time-to-time approved for Institutional Membership by the Board and subsequently approved by a vote of
the Voting Members, provided that each of such universities and university-degree level colleges, including those federated with, affiliated to or a constituent portion of
a university, shall satisfy the following conditions:
1. It has the powers it purports to exercise pursuant to authority granted by the Crown or by Statute or by formal agreement with its affiliated or federated university, or
the university of which it is a constituent portion;
2. It has governance and an administrative structure appropriate to a university, including:
• Authority vested in academic staff for decisions affecting academic programs including admissions, content, graduation requirements/standards, and related
policies and procedures through membership on an elected academic senate or other appropriate elected body representative of academic staff;
• An independent Board of Governors, or appropriate equivalent, that:
‒ Is committed to public accountability and functions in an open and transparent manner;
‒ Has control over the institution’s finances, administration and appointments;
‒ Includes appropriate representation from the institution’s external stakeholders (including the general public), from academic staff, from students and from
alumni; and
‒ Uses the institution’s resources to advance its mission and goals.
• A senior administration normally including a president and vice-presidents and/or other senior officers appropriate to the size of the institution and the range of
its activities.
3. It has an approved, clearly articulated and widely known and accepted mission statement and academic goals that are appropriate to a university and that
demonstrate its commitment to:
•
Teaching and other forms of dissemination of knowledge;
•
Research, scholarship, academic inquiry and the advancement of knowledge;
•
Service to the community.
4. It has as its core teaching mission the provision of education of university standard with the majority of its programs at that level.
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AUCC – Criteria to become a member (continued)
I. Institutional Members (continued)
5. It offers a full program or programs of undergraduate and/or graduate studies that animate its mission and goals, and that leads to a university degree or
degrees conferred by itself or, if federated or affiliated with, or a constituent of a university, by the parent institution. Indicators will include:
•
Highly qualified academic staff holding a PhD or other appropriate terminal degree, and relevant professional experience where appropriate;
•
Undergraduate programs taught by senior academic staff;
•
A quality assurance policy that results in cyclical or continuous assessment of all of its academic programs and support services, and which includes the
participation by those directly involved in delivery of the program or service, as well as by other institutional colleagues and external experts and
stakeholders;
•
Provision for the periodic evaluation of the performance of academic staff, including a student assessment component;
•
Access to library and other learning resources appropriate to the institution’s mission, goals and programs;
•
The periodical monitoring of graduate outcomes, and established and transparent processes for disseminating this information inside and outside the
institution;
•
Academic counselling and other student services appropriate to its programs; and
•
Financial resources to meet its mission statement and goals in the association every five years commencing in 2005.
6. Its undergraduate degree programs are characterized by breadth and depth in the traditional areas of the liberal arts and/or sciences, and first degrees of a
professional nature – such as medicine, law, teacher education, engineering – have a significant liberal arts and/or sciences component.
7. It has a proven record of scholarship, academic inquiry and research; expects its academic staff to be engaged in externally peer reviewed research and to
publish in externally disseminated sources; and provides appropriate time and institutional support for them to do so. Indicators of this commitment will include
policies and programs pertaining to the creation of knowledge, the development of curriculum and the execution of research projects.
8. Its approach to the protection of academic freedom respects the spirit of the AUCC Statement on Academic Freedom which was approved by the membership
on October 25, 2011 and as may be amended by the membership from time to time.
9. If it is a freestanding institution, neither in a formal relationship of affiliation or federation nor a constituent portion of a member university, it has in the academic
year in which it makes application for membership, and has had in the two preceding years, an enrolment of at least 500 FTE. For further certainty, institutions
that are not freestanding institutions are not required to have an enrolment of at least 500 FTE.
10. If it is a constituent of an Institutional Member, its application for membership is supported by its parent institution.
11. It operates on a Not-for-Profit basis.
12. It satisfies the Board, after receiving a report by a visiting committee appointed by the Board, that it is providing education of university standard and meets the
criteria for membership in the Association.
An institution that does not meet all of the criteria for membership may not re-apply for a period of three (3) years.
(AUCC members are invited to reaffirm their adherence to the criteria for membership.)
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Alignment with CAS guidance
The current practices of the OTR at Sheridan are in alignment with existing CAS guidance. Moving forward the impact of these standards is not forecasted to be
significant as the OTR considers changes to its functions, services, and structure over transition period to university status.
CAS guidance
Assessment
Rationale
Collaborate with complementary services regarding enrolment management functions
The OTR currently works closely with multiple departments in
conducting enrolment management functions
Interpret, implement, and ensure compliance with policies and procedures related to academic
record-keeping
The OTR manages the central student information system and
maintains all academic appeals documentation
Ensure that cooperative agreements articulate the responsibility for student support and
services and the appropriate student conduct policies
Provide a registration process for enrolling students in classes each term, which may include
the calculation of tuition and fees
The OTR manages in person and online student registration with
automatic fee calculation
Verify student academic eligibility for graduation, honors, academic probation, or dismissal
The OTR is responsible for conducting grading and progression
functions as well as degree audit
Document approved transfer credit
The OTR is the primary office for the transfer credit function.
Verify records for graduation for the preparation and distribution of diplomas
The OTR leads the degree audit process and prepares
diplomas/degrees.
Support academic advising activities
Develop a workable disaster recovery plan that will allow RPS to function in the event of
catastrophic circumstances
Coordinate the scheduling of appropriate space and resources for classes, including nonclassroom-based courses
Provide information about courses, programs, policies, and procedures for the development of
institutional publications, websites, and other educational materials
TBD IF PLAN EXISTS;
Provide reports as required (e.g. class rosters, grade rosters, grade reports, transcripts,
committee needs)
The OTR currently produces ad-hoc and regular reporting for several
stakeholders on campus
Prepare statistical reports (as needed for institutional research, enrolment management,
assessment, and other purposes, e.g. enrolment projections, retention, attrition, and
graduation rates)
RPS must have written policies on all relevant operations, transactions or tasks that have
legal implications
The OTR maintains a repository of policies which is currently being
updated
The OTR leads the scheduling practice at Sheridan.
The OTR publishes the academic calendar and several other
communications materials
RPS must modify or remove policies, practices, facilities, structures, systems, and
technologies that limit access, discriminate, or produce inequities
As part of the transition process and movement to online services,
the OTR will need be conscious of ensuring equitable access for all
students
RPS must ensure physical, program, and resource access for persons with disabilities
The OTR works with accessible learning services in delivery
resources
RPS must recognize the needs of distance learning students by providing appropriate and
accessible services and resources or by assisting them in gaining access to other appropriate
services and resources in their geographic region
TBD – Sheridan Distance Learning program?
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High
Low
© Deloitte LLP and affiliated entities.
Appendix C
Comparator Universities
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Comparator universities
The following universities were consulted as part of the process. The discussions were facilitated using the Sheridan functional model in appendix A to understand the
key differences to functions, services, and structure and how these were impacted as part of the transition to university.
Institution
Campus type
Campus
setting(s)
Student
population
University status
Simon Fraser
University
Multi-site
Urban
~35,000
Since founding
University of the
Fraser Valley
Multi-site
Urban
~15,000
Rationale for inclusion
•
•
Campus type and setting
Comparable student
population
•
•
Jo Ah
Rella Ng
•
•
Campus type and setting
Comparable student
population
Recently transitioned to
university status
•
•
Jody Gordon
Al Wiseman
Comparable student
population
Recently transitioned to
university status
•
•
David Wood
Phil Warsaba
Campus type and setting
Comparable student
population
•
Angelique Saweczko
2008
•
•
Mount Royal
University
Single-site
Urban
~25,000
2009
Thompson Rivers
Single-site
Urban
~13,000
1995
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Key contact(s)
•
•
•
© Deloitte LLP and affiliated entities.
Mount Royal – discussion summary
Context/background
Mount Royal University is a single-site institution in Alberta that transitioned to university status in 2009. Approximately 93% of students are enrolled in degree
programs which represents a significant shift since the attainment of university status. Diploma, certificate, and continuing education programs are all offered at
Mount Royal. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e. continuing education).
Distinct functional areas
Notes
Admissions and recruitment
Increased recruiting efforts for direct from high school students, resulting in a school demographic that has decreased the
student’s average age from 24 to 21 in entry cohorts. RO believes it will stabilize around 19 in the next few years, which
is typical for a University.
Enrolment management
Director of Admissions obtains enrolment target data from each of the Academic Faculty areas, but final approvals sit
with the RO. The responsibility for meeting enrolment targets lies with Admissions and they strive for 1-2% over the
enrolment target. The RO noted this method makes it easier to strategically manage the overall budget.
Convocation
The RO determines which students are eligible to graduate, but the University Advancement Office manages the logistics
of the ceremony.
Advising
Course and program advising is done by Student Affairs for undeclared students (usually first and second year), and by
the Academic Faculty areas once a student has declared their major (usually third and fourth year).
Lessons learned from the transition
The need to automate manual processes will be more evident due to increased volume and complexity.
•
There is an enormous amount of work to be done to achieve University status. With that in mind, staff need to understand that the majority of work occurs after
University status is granted.
•
Be prepared for a shift in student's decision making: for diplomas/certificates, students generally finish in the program they started. Approximately half of
degree students will change their major within the first year.
•
The attendance rate at convocations increases from 40% for diploma students to 80% for degree students, which can lead to an increase in the number of
ceremonies.
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University of the Fraser Valley – discussion summary
Context/background
University of Fraser Valley is a multi-site institution in British Columbia that transitioned to university status in 2008. UFV offers master’s and bachelor’s degrees,
diploma and certificate programs, and continuing education programs. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e.
continuing education).
Distinct functional areas
Notes
Curriculum management
Academic Faculty areas handle degree audits/checks, but the RO is not particularly happy with the current
process.
Financial aid and awards
The financial aid and awards process is managed by Student Services.
Reporting
The Institutional Research Office completes the majority of reporting, and obtains some of the information required
from the RO.
Advising
Financial aid and admissions advising is done by the RO. Course and program advising is done by Student Affairs
for undeclared students (usually first and second year), and by the Academic Faculty areas once a student has
declared their major (usually third and fourth year). The Academic Faculty area advisors and Student Affairs have
a forum to discuss emerging issues/topics.
Lessons learned from the transition
•
The RO should aim to complete as much policy/governance work upfront as possible. This includes finalizing high-level responsibilities (what decisions each
governing body is responsible for), and low-level responsibilities (for elections: does a particular employee vote with Faculty, Staff, or are they an Officer of the
University and therefore ineligible to vote).
•
Ensure staff understands that the transition involves more than changing the name and adding a few degrees. There are fundamental changes to the governance
structure and decision-making processes and it is a large undertaking.
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Thompson Rivers – discussion summary
Context/background
University of Fraser Valley is a multi-site institution in British Columbia that transitioned to university status in 2008. UFV offers master’s and bachelor’s degrees,
diploma and certificate programs, and continuing education programs. The Registrar's Office is responsible for students in both credit and non-credit programs
(i.e. continuing education).
Distinct functional areas
Notes
Publications/communications
Student communications are done through the RO, but general communications are done through the
Marketing/Communications office, which liaises with the RO.
Scheduling
The RO currently owns some space on campus, but they are moving to a model where all space is available to
the RO and other units will book space from the RO. To facilitate the transition, they are implementing
InfoSylum over the next 6 months.
Fees
Finance handles the distribution of invoices and collection of fees, and the RO manages fee appeals.
Strategic Reporting
Application/registration metrics and transfer credit reporting is done by the RO, but government agency
reporting and ad-hoc reporting is done centrally by the Institutional Planning Office.
Convocation
The RO determines which students are eligible to graduate, but the Advancement Office manages the logistics
of the ceremony.
Advising
Career and accessibility/testing advising is done by Student Services, and admissions and course selection
advising is done by the RO.
Lessons Learned from the transition
•
45
Be prepared for a shift in staff requirements. University students expect an increased quality of customer service. Staff cannot just answer the questions being
asked, they must be able to anticipate the questions that will be asked in the future. Staff must also be able to adapt to changing technology and the shift to
more automated processes.
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© Deloitte LLP and affiliated entities.
Simon Fraser University – discussion summary
Context/background
Simon Fraser University is a multi-site institution in British Columbia that offers master’s and bachelor’s degrees, continuing education programs, and is in a pilot
phase to offer high school classes. The Registrar's Office is responsible for students in both credit and non-credit programs (i.e. continuing education).
Distinct functional areas
Notes
Admissions and recruitment
Admissions and applications processing is performed the same way as Sheridan. Recruitment and
communications to prospective students sits within Student Affairs.
Enrolment management
Academic Faculty areas set program caps based on teaching capacity, but once the caps are set, it is a shared
responsibility between the Academic Faculty areas and the RO to meet enrolment targets.
Convocation
RO coordinates registration, organizes regalia, and manages logistics of ceremony. The Ceremonies office
looks after honorary degrees.
Advising
Financial aid and admissions advising is done by the RO. Course and program advising is done by Student
Affairs for undeclared students (usually first and second year), and by the Academic Faculty areas once a
student has declared their major (usually third and fourth year). The Academic Faculty area advisors and
Student Affairs have a common forum to discuss emerging issues/topics.
Lessons Learned from the transition
Simon Fraser has been a university since founding the primary lessons in relation to delivery in a multi-site environment. Some lessons include:
•
Leveraging the “front office” of multiple functions for the delivery of services (i.e. partnering with accessible learning)
•
Identifying where student interactions are common and staffing those functions at each site
•
Staffing based on program and student types
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Appendix D
Potential alignment of OTR functions and sub-functions
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Potential alignment of OTR functions and sub-functions
Central service
Campus specific service
Function is delivered centrally by the OTR
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
48
HR and Training – Hire/contract/termination decisions
HR and Training – Train new users and provide ongoing training support
HR and Training – Process documentation and operational communications
Strategy, Policy, and Planning – all sub-functions
Projects, Operations and Systems – Troubleshoot issues for department users
Projects, Operations and Systems – Manage and maintain OTR websites
Projects, Operations and Systems – Coordinate grade entry process into SIS
Curriculum Management – all sub-functions
Communications/Publications – Academic Calendar print and web production
Communications/Publications – System communications: letter creation and generation
Applications Processing and Admissions – all sub-functions
Transfer Credits – Process applications
Transfer Credits – Manage transfer credit evaluations
Transfer Credits – Support and promote pathway initiatives
Transfer Credits – Build and maintain transfer credit structure
Scheduling – all sub-functions
Registration – Load of course and student schedules to SIS
Registration – Support online course enrolment
Registration – Manage registrations for five program types
Records – Issue transcripts and support EDI transmission
Grading and Progression – Manage academic standing process (level)
Grading and Progression – Maintain academic appeals documentation
Records – Validate enrolment/graduation
Records – Authenticate and scan documents into imaging system
Records – Manage the challenge credit process
Records – Student records maintenance
Records – Replacement diplomas
Manage Convocation – Assess graduation eligibility
Recruitment – All functions except on-campus events
Projects, Operations and Systems – Troubleshoot issues for department users
Projects, Operations and Systems – Execute ad-hoc data request
Projects, Operations and Systems – Gather requirements and write change request
Projects, Operations and Systems – Conduct initial testing on new functionality
Projects, Operations and Systems – System strategy and vendor relations
Projects, Operations and Systems – Systems maintenance and optimization
Projects, Operations and Systems – Data quality assurance
Communications/Publications – Develop and manage print and e-communication activities
Communications/Publications – Develop and manage recruitment web portal
Communications/Publications – Manage program brochure and recruitment publications
inventory
Communications/Publications – Develop, write and/or edit internal and external
Communications/Publications
Communications/Publications – Social media monitoring and response
Enrolment management – all sub-functions
Financial Aid and Awards – all sub-functions
Fees – Issue fee invoices
Statutory and Management Reporting – all sub-functions
Manage Convocation – Convocation planning and execution
Sheridan College - The Journey - Final Report
Function is delivered in a distributed manner by the OTR
•
•
•
•
•
•
•
•
•
•
•
•
•
HR and Training - Train develop and manage staff
Communications/Publications – Manage in-person, mail, e-mail, web and telephone
enquiries
Registration – Enrol/drop students
Records – Process and manage LOPs
Records – Provide third party letter service; RESP forms, special case letters
Records – Manage visiting students
Transfer Credits – PLAR and advanced standing
Recruitment – Develop & execute on-campus events
Fees – Receive in-person payments
Fees – Manage fee appeals
Grading and Progression – Administer make-up tests
Advising – all sub-functions
Testing – all sub-functions
© Deloitte LLP and affiliated entities.
Appendix E
Impact of legislation on the OTR
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Provincial legislation as policy drivers
Overview
•
•
Deloitte reviewed existing provincial legislation related to the Provision Act of multiple universities. These included:
‒
Ryerson University Act
‒
Alberta Post-Secondary Learning Act
‒
British Columbia Act (University)
‒
British Columbia Act (Special Purpose, Teaching University) – applicable to Kwantlen Polytechnic and Vancouver Island University
‒
Thompson Rivers University Act (amended BC act)
‒
Acadia University Act
‒
Carleton University Act
‒
Wilfrid Laurier University Act
In all cases the relevant Acts specified the responsibilities of the Senate with regards to setting admission standards, and criteria for academic standing. For
special purpose teaching universities the following additional duties are stipulated:
‒
The Senate of a special purpose, teaching university must advise the board, and the board must seek advice from the Senate, on the development of
educational policy for the following matters: mission statement and educational goals, establishment, revision, or discontinuance of courses, reporting for
non-credit programs, library and resource centres, setting of the academic schedule, and qualifications of faculty members. In addition the acts of these
universities lay out the responsibilities of the Senate in relation to transfer credit arrangements
‒
In the case of Carleton University the Senate is also responsible for publishing University calendars.
Impact on the OTR
It was noted that the level of detail around Senate responsibility varied most greatly between the Acts reviewed for the three Ontario universities. As the Sheridan
College as the OTR will perform many of its functions on behalf of the Senate the level of responsibility prescribed to the Senate in the act will determine how the
policy framework will need to be adjusted.
For example, in most Ontario universities the Senate does not oversee or approve non-credit courses. However, the teaching university acts in British Columbia
specify a role for the Senate in non-credit courses and programs.
The responsibilities of the Senate will also impact the level and types of reporting required by Senate for decision making. These reporting requirements may
directly impact the work performed in the OTR.
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Appendix F
Academic policies comparison
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Policy compare summary
Institution
Number of academic
policies
Primary academic policy categories
Link to Policies
Sheridan College
16
Not specifically categorized
n/a
Simon Fraser University
70
Policies categorized under “Academic” largely
include academic employment topics including:
• Academic Appointments and Terms of
Appointment
• Renewal, Tenure and Promotion
• Other Academic Appointments
• Administrative Appointments
• Faculty Salaries
• Benefits for Academic Appointments
• Employment Policies for Academic Personnel
• Leaves and Exchanges for Academic
Personnel
• Awards for Academic Personnel
Other policy catergories related to academic
matters include:
• Student conduct and discipline
• Grading and Exams
• Course Scheduling
http://www.sfu.ca/policies/gazette.ht
ml
University of the Fraser Valley
57
Academic Administration Policies
Academic Standards
Admissions
Curriculum Development
Fees
Grading and Assignment of Credit
Residence
Student Academic Records
http://www.ufv.ca/secretariat/policies/
#d.en.944641
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Appendix G
Student Survey Results
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Survey demographics
In which Faculty are you enrolled?
1%
3%
Animation, Arts and Design
21%
Applied Health & Community Studies
29%
Applied Science & Technology
Business
21%
Continuing and Professional Studies
Humanities & Social Sciences
25%
What is the duration of your program?
In which year of the program are you currently
registered?
4th Year
3rd
Year
Four Years
Two Years
One year
2nd Year
1st Year
Three
Years
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Registrar services
Sheridan Office of Registrar Services' Usage
Usage by Respondents
250
200
150
100
50
0
Advising
Transfer
Credits
myOTR
(online)
In Person Fee
Payment
Applications
and
Admissions
Recruitment
Registration
Financial Aid
and Awards
Assessment
(Testing)
Centre
Other
Office of Registrar Services
Method of Interaction with the Office of
the Registrar
Telephone
In person
Online
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Registrar services compared
Sheridan vs. Previous University
Office of Registrar Services' Usage
Usage by Respondents
250
200
150
100
Sheridan
Previous University
50
0
Advising
Applications Assessment
and
(Testing)
Admissions
Centre
Financial
In Person
myOTR
Aid and Fee Payment (online)
Awards
Services
Recruitment Registration
Transfer
Credits
Other
Sheridan vs. Previous University Method of Interaction With the
Office of the Registrar
300
250
200
Sheridan
150
Previous University
100
50
0
In person
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Online
Telephone
© Deloitte LLP and affiliated entities.
Which Office of the Registrar services did you have at university that you
do not find at Sheridan?
Top 5
• None. I've found everything I need at both institutions
None – 59%
• I haven't found much difference between them
• None, Sheridan's is much better
Online Self-Services –
6%
• You can get a lot of the forms you need online
• The ability to actually manipulate my course load and schedule, add/drop/swap classes, see midterm grades,
pathways to graduate calculations.
• The ability to pay fees in whatever method I want.
Payments – 6%
• A dedicated area for accepting bill payments, whereas Sheridan has a area in the front lobby which can have very
long lines.
• Choosing my own courses
Scheduling – 6%
• Access to preview the classes available and their schedules online
• Didn't have to wait inline at the start of the semester to add/changes courses
Career Services – 5%
57
• They made work study programs more apparent
• Graduation: provide graduation information, organize recruitment and job seeking meetings for graduates
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.
Which Office of the Registrar services have you found at Sheridan that you
did not have access to at your university?
Top 5
• None. I've found everything quite the same
None – 46%
• The same services were available
• All services are same as university
• myOTR
myOTR – 22%
• Online services at Sheridan were a lot better
• Good online system
Staff – 10%
Advising – 7%
Coop Office – 3%
58
• Smaller and more intimate. I used one of many registrar's at university and there was long lines many of the time.
• The office of the registrar at Sheridan is more easily accessible
• I found advising resources here at Sheridan really helpful and unique. They also have more resources and time
• Walk in advisement
• Coop Office
• Career Centre
Sheridan College - The Journey - Final Report
© Deloitte LLP and affiliated entities.