2020-2025 Strategic Mandate Agreement: Université de Hearst

Read the agreement between �� and Université de Hearst to understand its unique role in the province's post-secondary education system.

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Introduction

Preamble

This Strategic Mandate Agreement between the Ministry of Colleges and Universities and Université de Hearst is a key component of the �� government’s accountability framework for the postsecondary education system.

The Strategic Mandate Agreement (SMA):

outlines provincial government objectives and priority areas for the postsecondary education system
describes the elements of ��’s performance-based funding mechanism, including the university’s annual performance-based funding notional allocation for the five-year 2020 to 2025 Strategic Mandate Agreement (SMA3) period
establishes the corridor midpoint that will form the basis of enrolment-related funding over the five-year SMA3 period
supports transparency and accountability objectives
establishes allowable performance targets for 10 metrics upon which institutional performance will be assessed

This SMA is for the fiscal period from April 1, 2020 to March 31, 2025.

��’s objectives

SMAs are bilateral agreements between the ministry and the province’s publicly-assisted colleges and universities and are a key component of the �� government’s accountability framework for the postsecondary education system. This cycle of agreements is focused on promoting accountability through transparency and a focus on performance outcomes. The following objectives underline SMA3:

increasing trust and accountability through transparency and improved performance outcomes in ��’s postsecondary education system
reducing red tape by striking an appropriate balance between accountability and reporting through streamlined processes and a reduced number of metrics
incentivizing colleges and universities to redirect resources and invest in initiatives that result in positive economic outcomes
encouraging alignment of postsecondary education with labour market outcomes
incentivizing differentiation and specialization to support increased efficiencies

Institutional profile

The ministry recognizes the importance of supporting a differentiated system, and recognizing institutional specializations, as a means of enhancing efficiencies in the postsecondary education sector.

The institutional profile is intended to describe how the university’s institutional mission and strategic goals support the priority areas of the �� government, as identified in this agreement. Institutions may also wish to include narrative related to the post-COVID-19 context for the institution.

Université de Hearst’s institutional profile:

Université de Hearst has been around for 66 years, but it made a major shift about 6 years ago to reinvent itself and remain relevant. The economic situation of the region at the time, in addition to a population decline, resulted in a small potential pool for recruitment, which prompted UdeH management to prepare a comprehensive reform of our practices to ensure the institution’s sustainability for a region that relies on its university to contribute to its economic and social development by training the next generation for the labour market. At the start of the 2014 school year, UdeH adopted a new pedagogical signature organized around four main lines of differentiation:

The block system as a delivery method
- Expected outcome: UdeH is recognized as an educational innovation lab where students are placed at the centre of their learning by actively engaging in one course at a time.
Experiential learning at the heart of all our programs (including mandatory internships)
- Expected outcome: The balance between what is happening in the classroom and what is expected of students in the labour market is real.
Interdisciplinarity also at the centre of our programs
- Expected outcome: The training offered prepares our students to be more versatile in dealing with the complex challenges of a world that is constantly and rapidly changing.
Internationalization through expanded recruitment throughout the French-speaking world
- Expected outcome: An increase in our enrolment and impact as an engine for development in our region and French-speaking ��.

As a result of this strategic repositioning, UdeH has since reviewed its mission as follows:

Université de Hearst defines itself as a Francophone learning ecosystem, as innovative as it is engaging. It is intended to be a breeding ground for actors and talents who contribute positively to the improvement of their environment, in a complex world where valuing the inclusion of everyone is essential. To this end, it prioritizes:
supporting the development of each person;
developing human and professional skills;
pursuing a personal and collective quest;
practicing increasingly independent thinking.

Even before the �� government’s targets were known with respect to the implementation of the current Strategic Mandate Agreement, our 2014 reform—marked by a new strategic positioning and mission—was well aligned with the new guidelines of the MCU: focus on skills and employment outcomes, as well as ensure social and economic impacts for the province. The increase in our enrolments (measured as full-time equivalents – FTEs) is a clear indication of this, with a 130% increase in six years (2013–2019).

If we take into account the unprecedented context of the COVID-19 pandemic, our institution is now facing at least three major challenges:

Declining enrolment resulting in lower tuition and residence revenues;
A major impact on our recruitment strategy, both domestically and internationally;
A major impact on the type of university experience that we normally offer our students: with the transition to online courses, at least in the short term, the challenges are considerable for the training of our staff and the provision of our mandatory internships in all our programs.

Consequently, while UdeH has been able to significantly increase its full-time equivalent enrolment since 2014, this has been done by relying mainly on the increase in our international enrolments: it now accounts for nearly 60% of our total student body. In the current situation (COVID-19 and its impacts for an indefinite period), this niche that we have developed will clearly not be able to continue to fulfil its promises and the projections we had made for the duration of the SMA3 are likely to be unachievable, for reasons completely beyond our control. Therefore, we had to seriously revise them downward. We are currently striving to develop strategies that would allow our institution to position itself differently, even after the pandemic is over. This includes developing our capacity to be able to offer our online programs to all students who could not study on our campus, which would, however, require additional resources.

We have thus entered a period of great uncertainty where it is becoming extremely difficult to rely on our historical data and strategies (enrolment, budget, HR planning needs, etc.). We have already moved actively into “solution- and opportunity-seeking mode” to ensure our development and maintain a high-quality service offering.

Performance-based funding

Notional annual allocation

For the SMA3 cycle, Université de Hearst’s annual allocation of performance-based funding has been calculated by the ministry in accordance with the university funding model and ��’s Performance-based Funding Technical Manual. Université de Hearst’s notional allocations will not be impacted by previous year performance, and will follow a graduated activation plan as follows:

2020-25 Strategic Mandate Agreements
Year	2020–21	2021–22	2022–23	2023–24	2024–25
Differentiation Envelope	$648,973	$697,462	$747,167	$796,291	$820,853
Performance-based Grant	N/A	N/A	N/A	$796,291	TBD

Notes:

Due to COVID-19 performance-based funding was delayed for 2020–21, 2021–22, and 2022–23.
The planned system-wide proportion tied to funding (that is, Performance-based Grant) will be at 10% of system-wide total operating funding in Year 4 (2023–24) and 25% in Year 5 (2024–25).
Prior to Year 4 (2023-24), the Performance-based Grant was capped at the system-average annual proportion determined for the Differentiation Envelope and residual funding above that cap remained part of the Differentiation Envelope.
The Differentiation Envelope has continued to grow steadily towards the established initial level of 60% by Year 5 (2024-25).
In Year 4 (2023-24), the 55% of operating funding assigned to the Differentiation Envelope is inclusive of the activated Performance-based Grant.
Notional allocation represents the Performance-based Grant portion.
The notional allocations presented above are based on 2021–22 operating grant totals.

Institutional weighting strategy

The performance-based funding mechanism in this SMA enables institutions to assign metric weightings to reflect institutional strengths and differentiated roles in the postsecondary education system. Assigned metric weightings will impact performance-based funding on a metric-by-metric basis per the table below. Metric details are described in the following section.

Institutional assigned metric weightings and notional performance-based funding allocations
Metric	2020–21 weighting max. 35% min. 10%	2020–21 notional funding allocation	2021–22 weighting max. 30% min. 5%	2021–22 notional funding allocation	2022–23 weighting max. 25% min. 5%	2022–23 notional funding allocation	2023–24 weighting max. 25% min. 5%	2023–24 notional funding allocation	2024–25 weighting max. 25% min. 5%	2024–25 notional funding allocation
1. Graduate employment rate in a related field	10%	$64,897	5%	$34,873	5%	$37,358	5%	$39,815	5%	TBD
2. Institutional strength and focus	20%	$129,795	5%	$34,873	5%	$37,358	5%	$39,815	5%	TBD
3. Graduation rate	10%	$64,897	5%	$34,873	10%	$74,717	10%	$79,629	10%	TBD
4. Community and local impact of student enrolment	25%	$162,243	5%	$34,873	5%	$37,358	5%	$159,258	20%	TBD
5. Economic impact (institution-specific)	35%	$227,141	25%	$174,365	25%	$186,792	25%	$199,073	25%	TBD
7. Experiential learning	N/A	N/A	30%	$209,238	25%	$186,792	25%	$199,073	25%	TBD
10. Skills and competencies	N/A	N/A	N/A	N/A	5%	$149,433	5%	$39,815	5%	TBD
11. Voluntary enrolment in Volet professionnel	N/A	N/A	25%	$174,365	20%	$37,358	5%	$39,815	5%	TBD

Notes:

Colleges and universities have the opportunity to re-weight their metrics every year as part of the Annual Evaluation process throughout the SMA3 period. For metrics activated later than Year 1, a year in brackets indicates the first year of data available.
The planned system-wide proportion tied to funding (that is, Performance-based Grant) will be at 10% of system-wide total operating funding in Year 4 (2023–24) and 25% in Year 5 (2024–25).

Priority areas and performance metrics

Summary

To support improved performance in key areas aligned with the �� government’s priorities and objectives, the allowable performance targets will be set against metrics that measure institutions’ effectiveness in addressing the evolving needs of the labour market, enhancing the skills and competencies of our students, and supporting a postsecondary education system that strengthens ��’s economic competitiveness.

The combination of established targets and assigned metric weightings will be used for institutional assessment of performance through the SMA3 Annual Evaluation process.

Skills and job outcomes

This priority area seeks to measure and evaluate the university’s role in supporting student and graduate outcomes and alignment with ��’s economy. Metrics measure institutional commitment to areas of strength and specialization; students’ preparation with the skills essential for employment; experiential learning opportunities; graduation; and positive labour-market outcomes for graduates, through the following performance indicators:

graduate employment rate in a related field
institutional strength and focus
graduation rate
voluntary enrolment in Volet professionnel
experiential learning
skills and competencies

Economic and community impact

This priority area seeks to measure and evaluate the university’s role in supporting ��’s economy. Metrics measure the attraction of federal research funding; funding from private sector sources; the positive economic impact on local economies brought by students at an institution, and the differentiated ways institutions demonstrate economic impact, through the following performance indicators:

community and local impact of student enrolment
economic impact (institution-specific)

Productivity, accountability and transparency

Through further engagement with the sector on metric refinement, a decision was made to remove this reporting and data collection requirement for institutions for the duration of the SMA3 period, to reduce reporting burden and duplication with other government initiatives.

Skills and job outcomes

Performance metrics: narrative

Metrics will be initiated over three years as new data is collected and validated. For 2020–21, allowable performance targets are calculated using historical data as per the Performance-based Funding Technical Manual.

For the remainder of the SMA3 cycle, allowable performance targets will be calculated annually as per the Performance-based Funding Technical Manual using the most recent historical data available for Université de Hearst and included as part of the SMA3 Annual Evaluation process for performance-based funding. See appendix for details regarding historical data and annual allowable performance targets.

For the skills and competencies metric being initiated for performance-based funding in 2022–23, the Ministry of Colleges and Universities will apply a ‘participation weighting’ of five % of annual performance-based funding notional allocations for all institutions. Institutional targets will not be set for this metric in SMA3. Participation will be validated and included as part of the SMA3 Annual Evaluation process for performance-based funding.

Graduate employment rate in a related field
Definition: proportion of graduates of undergraduate (bachelor or first professional degree) programs employed full-time who consider their jobs either “closely” or “somewhat” related to the skills they developed in their university program, two years after graduation
Source: Ministry of Colleges and Universities - �� University Graduate Survey

Metric initiated: 2020–21

Université de Hearst’s narrative:

The emphasis we are placing on all of our experiential learning programs and human and professional skills development seems to us to be the best way to get a good job for our graduates.

In addition, our evaluation and program development strategies obviously take into account the central importance of providing training that maximizes the chances of our graduates getting a good job as quickly as possible after their training with us.

Our business administration program has just been reviewed following the internal and external evaluation of the program.

Our psychology program is currently being reviewed to reflect the new hiring rules for our graduates. Typically, they would get jobs as mental health workers, addiction workers or in services provided to families and individuals in the region. They now have to qualify across �� to be part of a professional body to fill those same jobs.

Our interdisciplinary studies program, Enjeux humains et sociaux (human and social issues), must in turn, be evaluated and revised in 2020–2021.

Université de Hearst counts in its student body a significant proportion of international students (+50%) who enrolled with us after obtaining a study visa. Despite the quality of the training received, once they graduate, it is uncertain whether these students will choose to remain in Canada or obtain permission to remain in Canada, which may impact the performance of this measure.

Institutional strength and focus
Name: Ratio of students enrolled in the business administration program (BAA)
Definition: proportion of enrolment (Fall, full-time equivalents (FFTEs), domestic and international, all terms for undergraduate students and Summer and Fall terms for graduate students) in an institution’s program area(s) of strength
Source: Provided by institutions, validated by University Statistical Enrolment Report (USER)/Ministry of Colleges and Universities

Metric initiated: 2020–21

Université de Hearst’s narrative:

The strength of the institution is our four-year specialized program in Business Administration (CIP code – 52.0101). This program underwent a revision last year, which allowed us to add mandatory internships and a final year research project, among other things. In fact, it is this program that generates the most interest and the most enrolments from our students. In particular, this program attracts the greatest number of international applications for admissions. Demand for this program exceeds our current capacity to accept students, a first for UdeH.

To address this situation, UdeH added this program to its Timmins campus starting in 2018–19. This program had been put on hold in 2001 due to an insufficient number of applications at that time. However, the program was offered on the Hearst and Kapuskasing campuses. Furthermore, our program delivery model usually requires that mandatory courses typically be offered on a two-year cycle and not annually. However, given the interest in our business administration program, the university plans to migrate to an annual offer as soon as the numbers warrant doing so on each of its campuses. This is an important decision for this clientele, since it improves the student experience by facilitating the academic pathway while reducing the number of cases where a person experiencing unexpected circumstances or failures is no longer forced to stay, for example, an extra semester or year to wait for the mandatory courses to be offered.

Under our weighting strategy for this criterion, for year 1 of the agreement, we are granting it a weighting of 20%. For the next four years, we are choosing to reduce this weighting to 5% to reflect the fact that the current popularity of our program has a lot to do with international students who succeed in obtaining a study permit.

Graduation rate
Definition: proportion of all new, full-time, year one university students of undergraduate (bachelor or first professional degree) programs who commenced their study in a given fall term and graduated from the same institution within seven years
Source: University Graduation Rate Data Collections

Metric initiated: 2020–21

Université de Hearst’s narrative:

Our main leverage over our students’ graduation rate stems from our ability to assist, mentor and support our students during their time at our institution. As such, apart from offering block courses that fulfil their promises in terms of student retention and student success (this education delivery method notably encourages the merging of ideas, optimizes time, resource and group work management, eliminates stressful term endings and promotes field trips. Not only has this method of instruction been positive for people with learning difficulties, trouble concentrating and anxiety disorders, but it has also fostered learning for all students at the university). We have invested considerable resources to enhance all aspects of student services with respect to academic success, well-being and mental health issues, as well as inclusion in university and community life. Among other things, our new mentoring program allows each new student to be connected with a more experienced student mentor who works for UdeH and whose mission is to welcome, support and help new students in the three aforementioned areas of intervention. In case of difficulty, the mentor refers the student to a supervisor on the mentoring team, available on each campus, who sees to it that more specialized services are provided, as needed. Therefore, we are able to provide fairly extensive monitoring to all of our students on a wide range of issues that they may encounter, particularly during their transition to university.

Thanks to the positive effects of our 2014 educational reform and the more recent introduction of our mentoring program, all indications are that our performance in this regard is gradually improving.

For all these reasons, we estimate that the relative weighting of these criteria will remain at the minimum allowable level, i.e., 10% in the first year and 5% in subsequent years.

Voluntary enrolment in Volet professionnel
Definition: The number of graduates enrolled in the Volet professionnel (optional)
Source: Office of the Registrar, Université de Hearst

Metric initiated: 2021–22

Université de Hearst’s narrative:

Here we have proposed an alternative measure, also directly related to the labour market: it concerns the annual number of graduates in the volet professionnel, or professional stream, an option based on voluntary enrolment. This measure is unique to our institution within the differentiated system across the province. Our volet professionnel project has been available in all of our programs since last year. It offers a series of professional activities for our students once the first two years of their program of study have been successfully completed. Enrolment in this project is optional, but it offers an additional certification with the diploma, to help students stand out when entering the labour market. . Basically, the volet professionnel aims to:

bridge the gap between market demands and student skills;
facilitate the transition of students into the labour market;
increase the number of experiential learning opportunities;
build stronger relationships with organizations and businesses and ensure better communication of needs.

In concrete terms, for students, the volet professionnel includes an assessment of interests, personality and aptitudes, a labour market readiness course, volunteer experience by field of interest, a series of one-on-one meetings with experts in the preferred professional field, a three- or six-week internship with a host organization to apply the knowledge learned in the classroom and hone work techniques, an opportunity to do a post-graduation internship in the field of their choice and, consequently, a chance to stand out and break into the labour market by demonstrating the added value of this additional commitment to increase their employability. This added value can then be used as a bargaining chip with prospective employers at the time of hiring.

We propose giving it a weighting of 25% for the duration of the agreement. We are therefore choosing to make this an important part of our performance assessment, even though it is an optional measure for our students. This project has been in effect here since 2018–2019 and has generated a great deal of interest among our students and from organizations and businesses that have agreed to contribute to this project. We believe this is a good example of a measure that benefits both our clients and our partners who are looking for a workforce that will soon be able to take over in the area of private, public or social entrepreneurship in the region, while having a very positive impact on the province’s economy.

Experiential learning
Definition: Number and proportion of graduates in programs, who participated in at least one course with required Experiential Learning (EL) component(s)
Source: Institutions

Metric initiated: 2021–22

Université de Hearst’s narrative:

Experiential learning was one of the four main lines of our transformation in 2014. As a result, the university created an experiential learning manager position, a role dedicated exclusively to supporting students and faculty in this regard. This is another sign of our willingness and commitment to place experiential learning within our pedagogical model.

Since then, we have modified our programs so that every person enrolled at UdeH has to do one or two internships (3 or 6 credits) to complete their studies here. We have signed agreements with some 100 organizations and businesses in the region that are ready to receive our interns. They are part of an association that we have created, and we are providing them with training so that they can better support our student training initiatives. We have also created a computerized tool for the individualized monitoring of internships, which assists internship students, their supervisor in the workplace and their professor, as well as the academic manager.

Furthermore, following the redesign of our programs, each program now includes a 6- or 9‑credit course that’s part of a final year project that students must carry out on their own initiative with the supervision of their professor.

We also encourage professors to organize educational field trips in our various programs, always in the same spirit (note that the block course schedule favours this type of activity since taking one course at a time avoids potential scheduling conflicts for these trips).

We are well aware of the importance of high-impact learning practices for students and their preparation for the labour market, which is why we have also encouraged our faculty to include varied experiential learning activities wherever possible in all of their courses. In August of each year, we offer faculty four days of experiential learning training. In addition, we have developed a tool that requires each professor to identify and quantify the number and type of experiential learning opportunities that arise in each of their block courses. Therefore, we are able, as an institution, to paint a precise portrait of the student experience in that regard, either by course, program, year or for the entire curriculum.

To this end, we will be granting the maximum allowable weighting for each year of the agreement, i.e., 30% in 2021–2022 and 25% for subsequent years, which clearly shows how important this criterion is and our level of confidence in relation to our performance in this regard.

Skills and competencies
Name: Achieving high-level performance on three transferable skills identified as essential for entry into the job market
Definition: Percentage of graduating students from a program who achieve performance considered good (level 2) or superior (level 3) for the skills measured as part of their final internship following a standardized evaluation, conducted separately by the supervisor of work placement and by the person responsible for the Career Center and professional development of our establishment, based on a joint measurement tool.
Source: The Career and Professional Development Center of the University of Hearst based on the annual evaluation reports of final internships in each of our programs.

Metric initiated: 2022–23

Université de Hearst’s narrative:

The University of Hearst places great importance on developing the skills of its student community through its experiential learning activities and its educational signature. It is also proposed that the measurement of skills and competencies be evaluated based on an experiential learning activity which affects at least 80% of our graduating student community: the results of end-of-course internships, in third or fourth year year of study according to their program. This data is verifiable and published every year.

According to the Conference Board of Canada (www.conferenceboard.ca), transferable skills such as social and emotional skills, adaptability and communication are among the most important for newcomers to the job market. For their part, research by Employment and Social Development Canada () adds collaboration to the list of most sought-after skills. With the objective of training quality workers, the University of Hearst proposes to evaluate the performance results of the following skills:

teamwork and collaboration: the level of work of the intern in a team context.
interpersonal communication: the trainee's ability to listen, transmit and receive ideas, information and instructions effectively.
adaptability: the intern's ability to develop innovative solutions and demonstrate flexibility in unique or demanding circumstances.

The source of the data will be, firstly, the final internship evaluation document completed by the workplace supervisor. The final skills assessment, completed by the University’s Career and Professional Development Center, will then be consulted to complete the measurement. We believe that this method will allow a cross-referenced and objective view from employers who observe and evaluate the performance of our interns at work, while including an evaluation by the Career Center and professional development team.

Economic and community impact

Performance metrics: narrative

Community and local impact of student enrolment
Definition: Institutional enrolment share in the population of the city (cities) or town (towns) in which the institution is located
Source: University Statistical Enrolment Report (USER), Ministry of Colleges and Universities, Census Data, Statistics Canada

Metric initiated: 2020–21

Université de Hearst’s narrative:

For UdeH, maintaining our enrolment levels is still a challenge insofar as the student population in our regional feeder schools has been in decline for at least a decade. That is why we have changed our strategic positioning and our pedagogical signature to be able to attract the interest of Francophones outside our traditional area of influence. Our new mission, more innovative and inclusive, positions us as an institution that can look forward to recruiting secondary students from any French-speaking �� region and possibly, in the future, French Canada.

We have also taken steps to engage �� college graduates by signing 2 + 1 or 2 + 2 articulation agreements in recent years, thereby building innovative bridges that enable youth to benefit from a dual degree, based on a pathway that recognizes from the outset what they have learned.

Lastly, we have also made major efforts to be active in the international Francophone recruitment market and we will continue to do so. We now have people from some 20 countries. This new share currently accounts for about 60% of our total student body. The impact of these newcomers on our three campuses is major and fulfils our aspirations for the internationalization of our institution. Thanks to contact with often very different realities, the student experience gains a great deal in diversity and richness. Our communities also benefit from the injection of new blood and people willing to take part-time jobs while they are studying, which is timely in a regional market where many businesses are struggling to fill vacancies. Our future graduates also become an added value for a number of economic sectors. In addition, we see a strong interest from our international students to subsequently settle in �� through work permit applications, thus contributing to the economy and increasing the number of well-trained and employable Francophone immigrants.

In this case, UdeH's strategy aims to at least maintain or increase our current enrolment level, working on the hypothesis that the Francophone labour force in the town of Hearst has been fairly stable for many years. In the first year of the agreement, we are proposing a weighting of 25% for this indicator, but we intend to reduce it to 5% for the remainder of the term of the agreement when other indicators come into effect.

Economic impact (institution-specific)
Name: Enrolment numbers for internships (FTE)
Definition: Number of registrants (FTE) in internships
Source: Office of the Registrar, Université de Hearst

Metric initiated: 2020–21

Université de Hearst’s narrative:

For this section, we proposed that the ministry use the following indicator: enrolment numbers for internships (FTE) offered at UdeH.

UdeH has committed to adding at least one mandatory (3 or 6 credits) internship to all its academic curricula—thereby recognizing the importance of high-impact learning practices for students and for their preparation to enter the labour market. To be able to guarantee access to at least one internship for all our students, we had to set up an experiential learning section and create a full-time position to develop and manage it. We have also established an association with some 100 organizations, agencies and businesses in the region that are committed to working with our institution to provide a coherent framework for:

our students to meet their learning objectives while accessing valuable work experience that will best prepare them for their impending arrival in the labour market.
employers to provide an environment that respects the apprenticeship contract between the organization, university and student by providing, among other things, a person to coach, supervise and evaluate the student in a practicum. At the same time, these organizations have an opportunity to evaluate, in concrete terms, prospective recruits for employment within their organization.
our faculty members to intervene as academic managers throughout the internship process to support the student, act as a contact with the workplace internship supervisor and lastly, to validate the achievement of objectives at the end of the process to allow the student to obtain credits.

Our weighting strategy for this indicator is as follows: 35% for the year the agreement came into effect and 25% for all subsequent years. This clearly indicates how this criterion tied to the economic impacts expected of an institution like ours by the province is in line with the priorities established by our institution.

Productivity, accountability and transparency

Enrolment profile

In addition to the performance-based funding outlined in sections above, institutions will receive enrolment-related funding through a funded corridor ‘midpoint’ to provide funding predictability to institutions. These enrolment corridor midpoints for universities were established as part of the 2017–20 Strategic Mandate Agreements (SMA2), and account for adjustments related to graduate expansion and teacher education achieved targets.

Corridor midpoint

For funding purposes 146.23 Weighted Grant Units (WGUs) will be the corridor midpoint value for the five-year period from 2020–25 for Université de Hearst. Enrolment-related funding will be distributed consistent with this level of enrolment and subject to the funding framework set out in the �� University Funding Formula Reform Technical Manual, May 2017, Version 1.0. Funding eligible enrolments are defined by the �� Operating Funds Distribution Manual.

Note: the midpoints presented in this table were established using final 2019–20 enrolment data.

2019–20 midpoint (A)	2019–20 funded graduate growth (master’s) (B)	2019–20 funded graduate growth (doctoral) (C)	2019–20 teacher education growth (D)	2020–25 SMA3 midpoint (A+B+C+D)
146.23	-	-	-	146.23

Projected funding-eligible enrolment

Note: tables report on Fiscal Full-Time Equivalents (FFTE). These include all terms for undergraduate students and Fall and Summer terms for graduate students.

Below is Université de Hearst’s projection of funding-eligible enrolments as of August 21, 2020.

Credential	2020–21	2021–22	2022–23	2023–24	2024–25
Undergraduate FFTE	85	85	87	95	100
�Ѳ��ٱ��’s FFTE	-	-	-	-	-
Doctoral FFTE	-	-	-	-	-
Total FFTE	85	85	87	95	100

Projected international enrolment

Below is Université de Hearst’s projection of funding-ineligible international student enrolments as of August 21, 2020.

Credential	2020–21	2021–22	2022–23	2023–24	2024–25
Undergraduate FFTE	115	100	85	105	125
�Ѳ��ٱ��’s FFTE	-	-	-	-	-
Doctoral FFTE	-	-	-	-	-
Total FFTE	115	100	85	105	125

Appendix: historical data, targets and results

The following table will be refreshed annually by the ministry to display results from SMA3 Annual Evaluation process and update Allowable Performance Targets (APT) for the current year. The SMA3 Annual Evaluation will occur every year in the Fall-Winter and the updated appendix will be made publicly available the following Spring. Please note that fields with a hyphen indicate where data will be populated in later years of SMA3.

It should be noted that historical data reflects pre-COVID-19 context. Actual values achieved during the SMA3 period may include COVID-19 pandemic impacts.

Note: The value in the 2020–21 Actual performance column of “Experiential learning “(row 7) was not tied to performance as this metric was not activated. It is included in the calculation of the 2022–23 Allowable Performance Targets.

**Université de Hearst** - **SMA3** **performance**
Note: “2020–21 Actual performance” refers to the year in which the evaluation takes place and not necessarily the data from that year.
Metric	2016–17 Historical data	2017–18 Historical data	2018–19 Historical data	2020–21 Allowable performance target	2020–21 Actual performance	2021‑22 Allowable performance target	2021–22 Actual performance	2022–23 Allowable performance target	2022–23 Actual performance	2023–24 Allowable performance target	2023–24 Actual performance	2024–25 Allowable performance target	2024-25 Actual performance
1. Graduate employment rate in a related field	90.00%	100.00%	71.43%	77.87%	100.00%	78.23%	90.00%	72.86%	83.33%	83.18%	-	-	-
2. Institutional strength and focus	31.89%	27.24%	36.13%	33.78%	44.06%	25.45%	35.36%	27.82%	37.90%	30.69%	-	-	-
3. Graduation rate	35.71%	50.00%	54.05%	38.46%	52.94%	50.73%	52.00%	52.90%	77.27%	45.44%	-	-	-
4. Community and local impact of student enrolment	5.02%	5.13%	5.96%	4.97%	8.01%	5.37%	7.22%	6.11%	9.42%	6.56%	-	-	-
5. Economic impact (institution-specific)	5.40	5.50	6.30	5.36	5.80	5.65	5.30	5.78	9.00	4.38	-	-	-
7. Experiential learning	55.00% (2017-18)	52.94% (2018-19)	79.41% (2019-20)	N/A	N/A	47.17%	89.29%	57.61%	97.10%	86.20%	-	-	-
10. Skills and competencies	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	-	-	-
11. Voluntary enrolment in the professional stream	N/A	12 (2018-19)	14 (2019-20)	N/A	N/A	12.50	21.00	11.78	19.00	14.05	-	-	-

Notes:

For metrics activated later than Year 1, the year in brackets indicates the first year of data available.
Skills and Competencies is a participation metric activated based on data collection and reporting rather than target setting. Data are required and will be posted in SMA3 Year 4 (2023-24) and Year 5 (2024-25).

Updated: May 13, 2024

Published: November 26, 2020

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