1. “Prominence and Promise” State of the University Address 2003 Harvey P. Weingarten President & Vice-Chancellor

2. Outline Space Staff Students Finances Academic Mission What are we? Where are we going? How will we get there?

3. Acknowledgements Midge King, Executive Suite Rosie Haukenfrers, Executive Suite Sandy Repic, IMAG Doug Shale, Institutional Analysis Richard Roberts, Finance & Services Peggy Patterson, Student Affairs

4. U of C Campus 1959

6. What Are We? Students

7. University of Calgary Full-time Student Enrolment

8. Full-Time Equivalent Students at Canadian Universities

9. % Postsecondary Growth Accommodated by Alberta Post Secondary Institutions between 1995-2000

10. Ranking of Number of Students per 1000 Winning National Awards (Maclean’s)

11. What Are We? Staff

12. Faculty and Support Staff

13. Ranking of FT Professors per 1000 Winning National Awards (Maclean’s)

14. What Are We? Space

15. Total Space On Campus

16. Facility Condition Index Total Deferred Maintenance/Replacement Cost 2002

17. Space per FTE Student

18. ASSIGNABLE SPACE PER FTE STUDENT Selected Universities 2000-2001

19. What Are We? Academic Mission

20. OVERALL RANKING Maclean’s

21. Reputation Ranking ( Maclean’s )

22. Summary of Research Rankings 2000-2001 Fiscal year

23. What Are We? Finances

24. Resources (2001-02)

25. Government Grants and Tuition Revenue (Actual Dollars)

26. Operating Budget Per FTE Student (Maclean’s)

27. Gov’t Grant & Tuition per FTE Student

28. Rapid Rise in Research Revenue ($’s in 000’s)

29. What Are We? Conclusions We have grown rapidly – students, staff, space, budget -- and we continue to grow. Our challenges now are ones of managing growth. The management of growth requires choices that lead to strategic and selective growth and improved quality.

30. Do we have enough quality already? “… do we not have enough quality already?…our lives would be… less complicated and… less demanding if we could accept this point of view. …Excellence is not a quality we can preserve by…keeping things in place. It requires constant adaptation to changing realities, so that we can stay in the forefront of new ways of teaching, new fields of knowledge, new discoveries and insights, and new developments in the larger world. To stand still in the hope of preserving excellence is ultimately to stand by and watch it dissolve.” Neil Rudenstine President, Harvard University

31. Where Are We Going? Identifies core principles and academic priorities to guide preferential development and investment. Builds upon past planning activities. Provides organizational framework to align communication, government relations and fundraising efforts. Approved by GFC in April 2002.

32. “Raising Our Sights”: Core Principles Our paramount criterion for selective allocation of resources is quality. Meet the needs of learners. “The programs and experiences we offer must be appropriate to the needs, aspirations and futures of our students and our society.” A research university. “ The University is committed to the principles of research, discovery and creativity in all its forms.” Multidisciplinary inquiry. “Many of the major issues facing our society require multidisciplinary inquiry to be properly understood.” Return to the community. “As a public university, we welcome our service role as we attempt to respond to society’s needs.”

33. How the Academic Plan Drives Decisions Staff Space and Facilities Budget Decisions Academic Mission Fundraising/ Government Relations Students

34. The Process of Change Our limitation is one of implementation (execution), not vision. “The most creative, visionary strategic planning is useless if it isn’t translated into action. Think simplicity, clarity, focus – and review your progress relentlessly” (Harvard Management Update, 2003) Respect the collegial governance of universities.

35. Implementation –Access Alberta ranks 8 th among all provinces in university degrees granted on a per population basis. The accessibility problem is most acute in Calgary and Southern Alberta. The accessibility solution requires: –Postsecondary institutions working together. –Increased investment in postsecondary institutions to increase capacity. Students

36. Distribution of 2002 Graduates Graduate and Undergraduate

37. Source: Maclean’s for FT faculty (2001) and Statistics Canada for FT students (1999-2000). Student to Faculty Ratios at Select Universities

38. Course Enrolment by Faculty (Fall 2001)

39. Course Enrolees per FTE Faculty (Fall 2001)

40. Implementation --Information Commons Space

41. Implementation Recognition that growth is increasingly funded by external funds, especially sponsored research. Increased external revenue generation. Staff Finances

42. Percent of Staff Supported by Research Funds 272 458 312 495 349 528 544

43. Asset Additions 2001-2002

44. Research funds Toronto Montréal McGill Alberta Laval McMaster British Columbia Calgary Ottawa Western Ontario

45. Revenue Generation -- Fundraising actualprojected

46. What is a Research University? “…excellence in teaching and research is the centerpiece of…mission [of public research universities]; it is our raison d’etre and a powerful prescription for action.” Adel Sedra, 2002 Provost, University of Toronto

47. Student Satisfaction with Quality of Teaching Undergraduate (Year 2000 Graduates, Surveyed in 2002) Survey Ave. is combined average of UofA, UofC, UofL, AU, Concorida, Kings and Augustana

48. Senior Administrative Faculty as a Percentage of Total Full-time Teaching Faculty

49. Putting Students First “…The University’s improvement must entail putting the students and their needs first. Once that is done, the rest falls into place…Putting students first is a simple design principle but it has great power.” Donald Kennedy, 1997 President, Stanford University

50. CFI Rankings

51. Maclean’s Ranking Class Size – (1 st & 2 nd year)

52. U of C Campus 1959