°ÄÃÅÓÀÀû

°ÄÃÅÓÀÀû’s Vision for Postsecondary Education

°ÄÃÅÓÀÀû’s colleges and universities will drive creativity, innovation, knowledge, and community engagement through teaching and research. They will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality, and globally competitive outcomes for students and °ÄÃÅÓÀÀû’s creative economy.

Queen’s University Vision/Mandate

Queen’s University is the Canadian research-intensive university with a transformative student learning experience.

Preamble

This Strategic Mandate Agreement between the Ministry of Training, Colleges and Universities (Ministry) and  Queen’s University (the University) outlines the role the University currently performs in the postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives articulated by the Ministry’s Differentiation Policy Framework.

The Strategic Mandate Agreement (SMA):

• Identifies the University’s existing institutional strengths;
• Supports the vision, mission and mandate of the University within the context of the University’s governing legislation and outlines how the University’s priorities align with °ÄÃÅÓÀÀû’s vision, and Differentiation Policy Framework; and,
• Informs Ministry decision making through greater alignment of its policies and processes to further support and guide the University’s areas of strength.

The term of the SMA is from April 1, 2014 to March 31, 2017. The SMA proposal submitted by the University to the Ministry has been used to inform the SMA and it is appended to the agreement.

The Ministry acknowledges the University’s autonomy with respect to its academic and internal resource allocation decisions, and the University acknowledges the role of the Ministry as the Province’s steward of °ÄÃÅÓÀÀû’s postsecondary education system.

The agreement may be amended in the event of substantive policy or program changes that would significantly affect commitments made in the SMA. Any such amendment would be mutually agreed to, dated and signed by both signatories.

Queen’s University’s Key Areas of Differentiation

Queen’s University’s claim to be the quintessential balanced academy is founded in its twin achievements of high levels of both student engagement and research intensity. Queen’s delivers a high-quality undergraduate student learning experience that is not compromised by its standing as one of Canada’s premier research-intensive universities. Queen’s is integral to the economic and community development of the Kingston and eastern °ÄÃÅÓÀÀû region and works very successfully with community and business partners to provide students with an array of experiential learning opportunities.

Alignment with the Differentiation Policy Framework

The following outlines areas of strength agreed upon by the University and the Ministry and the alignment with the Ministry’s Differentiation Policy Framework.

1. Jobs, innovation, and economic development

   This component will highlight institutional collaborative work whether with employers, community partners, regions or at a global level to establish their role in fostering social and economic development and serving the needs of the economy and labour market.

   1. Areas of institutional strength

      Queen’s supports economic development regionally, nationally, and internationally. Examples of initiatives and outcomes in this area include:

      • Kingston and Queen’s share a Town-Gown Strategic Plan that focuses on the economic development objectives of attracting and retaining high-quality personnel, developing a talent economy, and connecting students to the business community.
      • Queen’s and PARTEQ Innovations, the technology transfer group for Queen’s, are working with the City of Kingston, the Kingston Economic Development Corporation (KEDCO), and the Prince Edward/Lennox and Addington Community Futures Development Corporation (PELA CFDC).
      • Eleven start-up companies have been launched in the past two years as a direct result of the establishment in 2012 of the Queen’s Summer Innovation Institute (QSII).
        • QSII focuses on both entrepreneurship and intrapreneurship, looking at corporate innovation and change management through creative problem-solving techniques. After two very successful summers, this program is expanding, in terms of both the number of students it serves and the range of entrepreneurial learning options it offers.
        • QSII is one component of the Queen’s Innovation Connector (QIC), which expands opportunities for students from across the university to promote innovation and knowledge creation.
        • QIC works to strengthen links, via innovation and entrepreneurship, with regional, provincial, national, and international groups and initiatives, but with a particular focus on its relationship with eastern °ÄÃÅÓÀÀû.
      • The Queen’s Innovation Park serves as a hub for scientific collaboration and business development in Kingston and eastern °ÄÃÅÓÀÀû. Academic and industry researchers, economic development agencies, innovation service providers, and commercialization experts are co-located in a multi-tenant facility that facilitates collaborations and an environment of discovery to accelerate and support the growth of technologies and businesses. Sectors represented include materials manufacturing, medical technology, information and communications technology (ICT), and electronics manufacturing.
        • Innovation Park connects students with the business community and provides space for, and oversight of, QIC Acceleration, the University’s post-QSII incubator/accelerator.
        • Innovation Park has served as a launching pad for many new initiatives in Kingston, including: Green Centre Canada, a Centre of Excellence in Commercialization and Research with well over 20 employees and a record of attracting over 500 green chemistry technology disclosures from universities and companies across Canada; and CMC Microsystems, which employs approximately 50 people in Kingston.
      • Queen’s University’s graduate employment rate after two years was 92.8% in 2012, and its graduate employment rate in a related field was also strong.
        • The University’s °ÄÃÅÓÀÀû student loan default rate of 1.2% is one-third the average default rate for all universities in °ÄÃÅÓÀÀû.
        • According to the University’s alumni database, over 20% of its graduates are in eastern °ÄÃÅÓÀÀû, and a further 50% are in other parts of °ÄÃÅÓÀÀû.
      • In 2011-12, the University’s licensing income totalled almost $2M.

   2. Additional comments

      System-wide metrics indicate that in 2012-13:

      • The University’s graduate employment rate 2 years after graduation was 94% (provincial average 92%).
      • The University’s graduate employment rate 2 years after graduation, in a related field, was 86% (provincial average, 82%).

   3. Metrics

      Institutional Metrics

      System-Wide Metricsfootnote 1[1]

      Educational attainment in Kingston region Patents, disclosures, spinoffs and/or commercialization revenue for Queen’s/ PARTEQ; Queen’s/ PARTEQ in relation to other Canadian universities Number of (students involved in) locally-based community service, internship and experiential learning opportunities annually Labour market outcomes (particularly local outcomes) of baccalaureate graduates five years after graduation

      Graduate employment rates Number of graduates employed full- time in a related job

2. Teaching and learning

   This component will capture institutional strength in program delivery methods that expand learning options for students and improve the learning experience and career preparedness. This may include, but will not be limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning and international exchange opportunities.

   1. Areas of institutional strength

      Queen’s supports teaching and learning by focusing on technology-enhanced learning, improving student learning outcomes/experiences, and providing experiential learning opportunities. Initiatives and outcomes in this area include:

      Technology-enabled learning

      • Queen’s was one of the first distance-education providers in North America, its goal being to provide access to those not able to be residential students in Kingston.
      • The University’s professional schools are using technology-enabled learning methods to deliver a wide variety of high-quality additional qualification programs.
      • The use of technology in the classroom has encouraged effective course redesign in the Faculty of Arts and Science.
        • Blended course enrolments now number almost 10,000, and validation of the quality of what Queen’s is accomplishing in this field came recently from the decision to award funding to Queen’s to enable development of 13 introductory- level courses for use in conjunction with the °ÄÃÅÓÀÀû Online initiative.
      • Continuous improvement of learning outcomes is embedded firmly within an initiative to promote active and collaborative learning through the redesign of large- enrolment first-year courses into blended, and sometimes online, versions.
        • This has allowed a reduction of the number of formal lectures (with modern technology used to deliver the lectures), providing more time for active and collaborative small-group sessions where students in the course interact at different times with the course professor(s) and with graduate and undergraduate facilitators trained in pedagogy.
        • Pre- and post-surveys of students demonstrate statistically significant improvements in both student learning and student engagement.
        • The recent Productivity and Innovation Fund award from MTCU will accelerate the pace of development of this initiative.
      • Other innovations include an Introductory Physics course that uses peer-to-peer instruction.

      Student learning outcomes and experience

      • Queen’s takes a systematic approach to the incorporation of learning outcomes across the curriculum, an important demonstration of which is the HEQCO-funded pilot project to identify and assess generic learning outcomes.
      • NSSE responses reveal that 49% of Queen’s senior-year students report their “entire educational experience” as excellent.

      Experiential learning

      • Experiential learning opportunities at Queen’s include community-service learning opportunities ranging from Engineering Practice, in which 650 first-year engineering students work on over 40 or more community-based projects, to a variety of different courses in Arts and Science that put students into contact with the community.
      • Queen’s also offers a number of programs that provide students with work experience, including the Queen’s Undergraduate Internship Program (QUIP).
        • Internship opportunities are also available to graduate students through partnerships with MITACS, providing valuable experience in applying their research and academic skills in business and commercial settings.
        • These opportunities extend beyond the Science, Technology, Engineering, and Mathematics (STEM) disciplines: graduate students studying English, for example, acquire literary internships with community organizations.
      • Queen’s has also developed a Co-curricular Opportunities Directory, which identifies over 250 activities and their associated learning outcomes.
      • Outcomes in this area include:
        • 38% of students indicate that they have completed an internship or practicum (based on 2011 NSSE data).
        • 35% of graduate students report “excellent” or “very good” opportunities for internships and practical and/or experiential learning (based on the 2013 Canadian Graduate and Professional Student Survey of professional Master’s students).
      • By their fourth year of undergraduate study, 60% of students have participated in community service or volunteer activity; 50% have tutored other students on campus or in the Kingston community; 38% have completed a practicum, internship, field experience, co-op, or clinical assignment in and around the city; and 33% have participated in community-based projects.

   2. Additional comments

      System-wide metrics indicate that:

      • In 2012-13, Queen’s had a graduation rate of 89% and a 1^st- to 2^nd-year retention rate of 95%, the highest in the province.

   3. Metrics

      Institutional Metrics

      System Wide Metrics

      Number of courses, course registrations, and learning outcomes metrics (CLASSE) in blended courses Academic program-level engagement and engagement improvement (where applicable, linked to QA program reviews) using NSSE survey 5-year-out baccalaureate graduate assessments of program strengths and weaknesses using NGOS survey International student assessments of academic experiences (under- graduate and graduate) using iGraduate survey Research Master’s, professional Master’s, and doctoral student assessments of selected elements of the academic experience using CGPSS survey Number of courses and course registrations with embedded learning outcomes assessment using the HEQCO Learning Outcomes Consortium Project results (benchmarking from 2014, growth from 2015 on)

      Student Satisfaction Survey results Graduation rates Retention rates Number of students enrolled in a co-op program at institution Number of online course registrants, programs, and courses at institution

3. Student population

   This component will recognize the unique institutional missions that improve access, retention, and success to postsecondary education for underrepresented groups (Aboriginal, First Generation, Students with Disabilities) and Francophones. This component will also highlight other important student groups that institutions serve that link to their institutional strength. This may include, but will not be limited to, international students, mature students, or in-direct entrants.

   1. Areas of institutional strength

      Queen’s focuses on providing access for high-calibre students:

      • 49% of our entering students have average grades of 90% or more, virtually all have grades over 80%, and the average grade for all entering students is 89%.
      • Queen’s also has the highest nine-year doctoral completion rate in the U15 at 81.3% (the U15 average is 68.5%), and our five-year doctoral-stream Master’s completion rate is 83% (the U15 average is 74.1%).

      Queen’s draws students from across Canada, but fully half the undergraduate students who enter from °ÄÃÅÓÀÀû’s secondary schools come from the Greater Toronto Area (GTA).

      Queen’s has programs in place to provide targeted outreach and support to underrepresented groups, with particular emphasis on Aboriginal students, including:

      • Aboriginal Access to Engineering (AAE): in partnership with the Four Directions Aboriginal Student Centre, the AAE initiative supports students during their transition to, and through, their academic careers.
      • The Q Success first-year program includes an Aboriginal cohort.
      • Queen’s hosts Graduate and Professional Days to profile these programs to Aboriginal students as part of its graduate recruitment initiatives.
      • The University’s fall 2013 admission of self-identified Aboriginal students was up by 81% from the previous year, and the student retention rate among Aboriginal learners from year 1 to year 2 is 84%.

      Queen’s offers programs that may have particular appeal to Aboriginal students, including a minor in indigenous studies, and the only community-based Aboriginal teacher education programs in °ÄÃÅÓÀÀû.

      Queen’s has programs in place that target other groups within the student population, including the following:

      • Queen’s is a member of the Crown Ward Education Championship Team of South- eastern °ÄÃÅÓÀÀû (along with other postsecondary institutions and child and family service agencies), which helps youth in the care of area children’s aid societies chart a path to postsecondary education.
      • The University’s new Bounce Back program supports first-year students (including first-generation postsecondary students, students with disabilities, and Aboriginal learners) who are struggling academically after their initial semester.
      • At the University’s Summer Orientation to Academic and Resources (SOAR), students with disabilities have the opportunity for one-on-one meetings with staff at the Disability Services Office, to register and to develop accommodation plans.
      • Queen’s received $1.4M from the province’s Mental Health Innovation to develop, for students with mental health disabilities, support systems that are suitable for use across °ÄÃÅÓÀÀû’s postsecondary sector.
      • Queen’s has a peer-mentoring program.
      • In partnership with St. Lawrence College, Queen’s has developed documentation standards for academic accommodations.

   2. Metrics

      Institutional Metrics

      System-Wide Metrics

      Distribution of undergraduate students by province of origin Number of exchange agreements and number of students participating in incoming/outgoing exchanges Service statistics for First Nations students and students with disabilities (number of staff, service and program expenditures, number of students served) Number of requests made through the University’s Aboriginal Access Policy Admission and retention statistics for underrepresented populations

      Number and proportion of Aboriginal, first generation, students with disabilities, and francophone students at an institution Number and proportion of international students enrolled in °ÄÃÅÓÀÀû (as reported in annual institutional enrolment reporting) Proportion of an institution’s enrolment that receives OSAP

4. Research

   This component will identify the breadth and depth of institutional research activity (both basic and applied) and will identify institutional research strengths from niche to comprehensive research intensity.

   1. Areas of institutional strength

      The University’s strength in research is illustrated by the following:

      • 20% of students at Queen’s are graduate students.
        • Queen’s has the fourth-largest number of students in Master’s programs in °ÄÃÅÓÀÀû, and the sixth-largest number in doctoral programs.
        • Queen’s is one of only five universities in °ÄÃÅÓÀÀû in which the share of research funding flowing to the university is higher than its share of graduate students.
        • The University’s graduate students are as successful as its researchers in securing external funding. Queen’s ranks tenth in terms of the number of Tri-Council Master’s Canada Graduate Scholarships awarded, and fourth in °ÄÃÅÓÀÀû.
      • Research Infosource reports $168M of sponsored research income at Queen’s in 2012, which represents over $200,000 per full-time faculty member.
      • The University’s share of Tri-Council funds is used to determine the number of Canada Research Chairs (CRCs) allocated to Queen’s, and our researchers’ success translates into 44 individuals currently holding CRCs at Queen’s.
      • Queen’s ranks fifth in research intensity across °ÄÃÅÓÀÀû universities.
      • Queen’s has a track-record for high-profile research successes, to which the recent allocation of two Canada Excellence Research Chairs (CERCs) bears testimony.
      • The University’s Strategic Research Plan identifies four themes that define its major research strengths (Exploring Human Dimensions; Understanding and Sustaining the Environment and Energy Systems; Creating, Discovering, and Innovating; Securing Safe and Successful Communities), each of which contains two, three, or four research clusters.
      • Queen’s is the lead institution on one of only seven major science initiatives funded by the Canada Foundation for Innovation (CFI), awarded in support of an expansion of the existing facilities constructed for the Sudbury Neutrino Observatory (SNO) solar neutrino experiment, described by CFI as “a world-class neutrino and dark matter physics laboratory located two kilometers below the Earth’s surface”.
      • Queen’s hosts one (of 14) National Centres of Excellence, TVN (Technology Evaluation in the Elderly Network), and is contending to host a second, PREVNet (Promoting Relationships and Eliminating Violence).
      • Other Queen’s-led initiatives include the world-renowned Paleoecological Environment Assessment and Research Laboratory, the Groundwater/Flows Research Groups, the Queen’s-Royal Military College Fuel Cell Centre, the Energy and Power Electronics Research Centre, the Queen’s Institute for Energy and Environmental Policy, and the Queen’s University Biological Station.

   2. Additional comments

      • System-wide metrics reflect the University’s strength in this area.

   3. Metrics

      Institutional Metrics

      System-Wide Metrics

      Value and proportion of industry- focused and/or industry-funded research Value and proportion of internationally-focused and/or internationally-funded research Queen’s University’s “upper-right” quadrant position in the balanced academy graph, indicating the balance between research intensity and the student experience Number of executed partnership agreements with universities outside of Canada Proportion of appointments to Canada Research Chairs and Queen’s National Scholars that are aligned with one or more of the SRP’s thematic areas

      Research Capacity Total sponsored research Number of research chairs Number of graduate degrees awarded Number of graduate awards/scholarships Research Focus Graduate degrees awarded to undergraduate degrees awarded Graduate to undergraduate ratio PhD degrees awarded to undergraduate degrees awarded Research Impact Normalized Tri-Council funding (total and per full-time faculty) Number of publications (total and per full-time faculty) Number of citations (total and per full-time faculty) Citation impact (normalized average citation per paper) International Competitiveness Ratio of international to domestic graduates [used by Times Higher Education Rankings] Aggregate of international global rankings

5. Program offerings

   This component will articulate the breadth of programming, enrolment and credentials offered, along with program areas of institutional strength/specialization including any vocationally oriented mandates. This component will also recognize institutions that provide bilingual and/or French-language programming for students.

   1. Areas of institutional strength

      1. Arts and Science: Humanities
      2. Arts and Science: Science
      3. Arts and Science: Social Science
      4. Business
      5. Education
      6. Engineering and Applied Science
      7. Law
      8. Medicine
      9. Nursing
      10. Rehabilitation Therapy

      Proposed program areas for growth include:

      1. Health and Society
      2. Science and Technology
      3. Business Administration and Education

   2. Additional comments

      The Ministry notes that a large number of new engineering degree programs are proposed province-wide, which will have an impact on the Ministry’s review of new engineering program proposals.

   3. Metrics

      Institutional Metrics	System-Wide Metrics
      Program-/ discipline-level profiles containing both common and program-specific metrics on international focus, graduate/ undergraduate mix, enrolment growth, engagement, experiential learning focus, graduate outcomes (where available), and research	Institution-specific and provincial Key Performance Indicators, including Employment Rate after two years, percentage of students completing the degree and OSAP default rates for each area of strength. Program enrolment.

6. Institutional collaboration to support student mobility

   This component will profile partnerships between institutions that ensure students have access to a continuum of learning opportunities in a coordinated system. This may include, but will not be limited to, credit transfer pathways, collaborative or joint programs between or within sectors.

   1. Areas of institutional strength

      Queen’s University has a number of agreements and credit-transfer arrangements in place, primarily with St. Lawrence College. Initiatives include the following:

      • The University’s 2011 Memorandum of Understanding with St. Lawrence College contemplates student transfers as well as combined student and business supports.
      • A recent proposal secured $900,000 to develop and pilot initiatives in student mental health supports, providing an example of cooperation between the two institutions.
      • A Music and Digital Media pathway, furnishing the University’s Bachelor of Music students with a St. Lawrence MDM diploma through concurrent studies and one additional year of attendance, is in the approval stage at Queen’s, and has served as a model for similar pathway development underway in Graphic Design, Music Theatre, Communications, and Business.
      • Queen’s has developed a program that will facilitate the participation of St. Lawrence College students in QSII alongside Queen’s students.
      • Queen’s recently received funding from ONCAT to support the development of a Bachelor of Technology in Mining Engineering, to be offered jointly by Queen’s and the Northern College Haileybury School of Mines (NCHSM). The program will accept students from over 30 Mechanical and Civil Advanced Diploma college programs across the province, and graduates of the NCHSM Mining Engineering Technician program.
      • In partnership with the Limestone District School Board, Queen’s is offering international students the opportunity to combine high-school completion with ESL education and conditional pre-admission to Queen’s for degree study.

   2. Additional comments

      Building on the University Credit Transfer Consortium and existing partnerships with colleges, the Ministry encourages Queen’s University to continue to develop partnerships with other °ÄÃÅÓÀÀû universities and colleges to facilitate student mobility.

      Institutional strategies

      • Queen’s and St. Lawrence College will work in partnership to establish credit- transfer arrangements that enable recognition of college courses for university degree credit (e.g., in place of a minor in a degree program) and vice versa, thereby enabling completion of the two credentials in considerably less time than it would take if the two were pursued sequentially.
      • The University’s graduate programs will increasingly be laddered to offer alternative credential options and earlier exit points at the certificate and diploma level.

   3. Metrics

      Institutional Metrics	System-Wide Metrics
      	Number of college and university pathways and/or articulation agreements (college-college, college-university, university-college) Number of transfer applicants and registrants Number of college graduates enrolled in university programs

Aspirations

The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions; the SMA is not intended to capture all decisions as they will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.

Enrolment Growth

The strategic enrolment and planning exercise is in the context of a public commitment in the 2011 Budget to increase postsecondary education enrolment by 60,000 additional students over 2010-11 levels. This government has demonstrated a longstanding commitment to ensuring access to postsecondary education for all qualified students.

Baseline Projected Eligible Full-Time Headcounts

Queen’s University’s planned enrolment forecast as expressed in this baseline eligible enrolment scenario is considered reasonable and in line with Ministry expectations, based on the current and projected demographic and fiscal environment.

Graduate Allocation

The Province committed to allocate an additional 6,000 graduate spaces in the 2011 Budget. The allocation of the balance of the 6,000 graduate spaces are informed by institutional graduate plans, metrics identified in the differentiation framework, and government priorities. Based on these considerations the allocation for Queen’s University is provided below.

Note: For a detailed breakdown of graduate space allocations, see Appendix.

Financial Sustainability

The Ministry and the University recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing °ÄÃÅÓÀÀû’s vision for the postsecondary education system. To this end, it is agreed that:

• It is the responsibility of the governing board and Senior Administrators of the University to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the University agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future; and
• The University remains accountable to the Ministry with respect to effective and efficient use of government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.

The Ministry commits to engage with the sector in spring 2014 to finalize the financial sustainability metrics to be tracked through the course of the SMAs, building on metrics already identified during discussions that took place in the fall of 2013.

Ministry/Government Commitments

Over time, the Ministry commits to aligning many of its policy, process and funding levers with the Differentiation Policy Framework and SMAs to support the strengths of institutions and implement differentiation. To this end, the Ministry will commit to:

• Engage with both the college and university sectors around potential changes to the funding formula, beginning with the university sector in 2014-15.
• Update the college and university program funding approval process to improve transparency and align with institutional strengths as outlined in the SMAs.
• Streamline reporting requirements across Ministry business lines with the goals of
  1. creating greater consistency of reporting requirements across separate initiatives,
  2. increasing automation of reporting processes, and
  3. reducing the amount of data required from institutions without compromising accountability.

     In the interim, the Multi-Year Accountability Report Backs will be adjusted and used as the annual reporting mechanism for metrics set out in the SMAs.

• Consult on the definition, development, and utilization of metrics.
• Undertake a review of °ÄÃÅÓÀÀû’s credential options; and
• Continue the work of the Nursing Tripartite Committee.

The Ministry and the University are committed to continue working together to:

• Support student access, quality and success;
• Drive creativity, innovation, knowledge, and community engagement through teaching and research;
• Increase the competitiveness of °ÄÃÅÓÀÀû’s postsecondary education system;
• Focus the strengths of °ÄÃÅÓÀÀû’s institutions; and
• Maintain a financially sustainable postsecondary education system.

Appendix

Queen’s University - Summary of Graduate Space Allocations to 2016-17, FTEs

Notes:

1. Adjustments to Graduate Targets (pre 2015-16) include:
   1. 2013-14 approved fungibility requests;
   2. 2014-15 final Master’s allocations;
   3. resets of graduate targets, if any; and,
   4. other Ministry commitments, including further conversions.
2. General Allocation Envelope includes all metrics-based space allocations for 2015-16 and 2016-17.
3. Priorities Envelope includes:
   1. Ministry and institutional priorities; and,
   2. approved spaces for identified niche programs.

Please note: The 10 Master’s spaces allocated as part of the Priorities Envelope are provided to the Queen’s University in 2016-17 to support Queen’s University’s dual-degree Master of Entrepreneurship and Innovation and program (subject to program approvals).