september key performance indicators reporting system...

September

2012

September

Key Performance Indicators

Reporting System

Accountability / Outcomes

Key Performance Indicators

System (KPIRS) Manual

Accountability / Outcomes Reporting Branch

i

The current version of this document is available on the Alberta Enterprise and Advanced Education

website at http://eae.alberta.ca/software/ and on the Campus Alberta Planning System (CAPS) website

(https://portal.aet.gov.ab.ca/apps/caps). It will be updated as necessary and institutions’ KPIRS contacts

will be advised when a new version has been posted to the site.

If you are a new user to CAPS, a new account can be created through SIAMS by clicking the ‘Are you a

new user?’ link.

Alternatively, specific instructions on downloading the manual, including the location of the

department’s FTP site, are provided to each institution’s KPIRS contact.

Reporting Software

This manual should be used in conjunction with the KPIRS reporting software. For the 2009-10 data

collection cycle, all institutions should be using version 2009-10a or later.

Printing History

The development of Key Performance Indicators (KPIs) and the implementation of data reporting

processes involved all sectors of the post-secondary system.

KPIRS Manuals

User Guide

Reporting Manual

Prepared for

Comprehensive Academic & Research Institutions

Specialized Arts & Culture Institutions

Baccalaureate and Applied Studies Institutions

Polytechnical Institutions

Comprehensive Community Institutions,

Independent Academic Institutions

and

Alberta Enterprise and Advanced Education

Post-secondary and Community Education Division

ii

Document Change Summary:

Date Changes

September 2012 Ministry Name Change

iii

Contents

1. KPIRS: An Overview of the Reporting Structure ............................................................. 2

Reporting Structure .................................................................................................................... 2

Table 1: Credential Codes for Program Identification in PRS .............................................. 3

Subject Areas: Classification of Instructional Programs (CIP) 2000 ..................................... 4

Program Codes (2 digit) and Titles ............................................................................................ 4

CIP 2000 Codes that are Preparatory & Basic Upgrading (PBU) Program Specific ........... 6

2. Indicators for which Data Entry is required by all Post-secondary Institutions ............ 7

Operations Costs per FLE .......................................................................................................... 7

Reconciliation to FIRS and the Audited Financial Statements ............................................... 8

Specifications & Protocols .......................................................................................................... 8

Costing procedures for: Comprehensive Community Colleges, Baccalaureate & Applied

Studies Institutions, Specialized Arts & Culture Institutions and Polytechnical Institutions

....................................................................................................................................................... 9

Costing procedures for Comprehensive Academic & Research Institutions ....................... 12

Costing procedures for Independent Academic Institutions ................................................. 14

Course Completion – Athabasca University and PBU Programs ......................................... 17

Preparatory & Basic Upgrading (PBU) Programs................................................................. 19

Access Indicator – Non-Credit Course Registration .............................................................. 22

Access Indicator – Non-Credit Unduplicated Headcount ..................................................... 23

Non-Credit Course Definitions ................................................................................................. 25

Possible Subject Area/ Classification Code Combinations .................................................... 25

Templates for Access Non-credit Course Registrations and Unduplicated Headcount...... 31

Research Publications and Other Creative Works - Athabasca University, and Other

Institutions .................................................................................................................................. 32

3. Indicators for which Data Entry is not required by Post-Secondary Institutions......... 34

Graduate Outcomes Survey ..................................................................................................... 34

Graduate Satisfaction Template .................................................................................... 36

Graduate Employment Template .................................................................................. 38

University Transfer Program Leavers by Alberta Student Number.................................... 42

Transfer to Degree - Granting Institutions Outside Alberta ................................................. 44

Access Indicator - Credit Programs ........................................................................................ 46

Time to Completion ................................................................................................................... 50

Revenue - Related Indicators ................................................................................................... 52

Revenue - Related Indicators ................................................................................................... 52

Expense - Related Indicators .................................................................................................... 53

iv

4. Research Indicators for Comprehensive Academic & Research Institutions and

Independent Academic Institutions ............................................................................................. 55

Research - Intensity ................................................................................................................... 55

Research Publications and Other Creative Works - Campus Based Institutions ................. 57

Research - Council Success Rates ............................................................................................ 60

Research - Graduate Students.................................................................................................. 63

Research - Research Impact ..................................................................................................... 67

5. Appendices: .......................................................................................................................... 71

Appendix A: Graduate Outcomes Survey Documents ........................................................... 71 Winter 2010 Graduate Outcome Survey .......................................................................... 91

Appendix B: What’s New for 2010 ......................................................................................... 92

1. Update to CIP Codes ..................................................................................................... 92

2. Data Elements & Reporting systems............................................................................. 92

3. Research Publications and Other Creative Works ........................................................ 92

4. Discontinued KPI Types ................................................................................................. 92

5. PBU Program Specific CIP Codes No Longer In Use ...................................................... 92

Appendix C: Program and Credential Classification Structure prior to 2004-05 .............. 94

KPI Data from LERS and PRS ............................................................................................. 96

Appendix D: Indicators Discontinued .................................................................................... 97 1. Community Service and Economic Impact ................................................................... 97

2. Cost per Graduate (Program Completer) .................................................................... 102

3. Demand and Capacity ................................................................................................. 102

4. Freshman Student Persistence ................................................................................... 104

5. Program Completion – Other Institutions .................................................................. 105

6. Transferability of Courses ........................................................................................... 108

7. University Transfer Program Leavers .......................................................................... 109

8. University Transfer Student Performance .................................................................. 111

KPIRS Reporting Manual August 2012.docx

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Introduction

This Manual

This manual has been prepared to assist institutions with assembling and submitting Key Performance

Indicator data to system-wide databases. It sets forth guidelines and describes methods and procedures

for reporting data that are submitted to Alberta Enterprise and Advanced Education through the Key

Performance Indicator Reporting System (KPIRS).

System-wide Information Reporting

KPIRS is one of a number of data collection and reporting systems that ensures consistency in reporting,

storing and using data across Alberta’s post-secondary system. Each of these systems includes both

manuals and software. Many terms, definitions and classification structures are common to one or

more of these systems. These are contained in a manual titled System-wide Information Reporting:

Common Terminology, Definitions and Classifications. This manual is available through the

department’s website http:/eae.alberta.ca/software/ and on the Campus Alberta Planning System

(CAPS) website (https://portal.aet.gov.ab.ca/apps/caps).

Although this manual may contain definitions and/or descriptions of some terms, the System-wide

Information Reporting Manual will be maintained as the authoritative source.

KPIRS Software

The Key Performance Indicator system uses data provided by institutions through Program Registry

System (PRS), Learner and Enrolment Reporting System (LERS), Application Submission Initiative (ASI),

and Financial Information Reporting System (FIRS), and additional data entered directly through KPIRS

software, to calculate agreed-upon key performance indicators.

The KPIRS software component is a user-friendly electronic tool that enables institutions to submit data

in a consistent way. It was developed using Microsoft Visual FoxPro and can be used individually, or as

part of a suite with a common launch facility, a number of shared data tables and services, and a

common procedure for creating files to export to the department. These features minimize the

duplication of data entry and eliminate data entry errors at the department. The system-wide

databases that are created enhance the comparability of information between institutions within the

same sector and, to the extent possible, across the various sectors of the post-secondary system.

Audit Implications

It is imperative that revenue and expenditure data submitted through FIRS be reconciled with the

audited financial statements. Department staff carefully checks PRS and LERS data as the enrolment

data are subject to audit by the provincial Auditor General. Key Performance Indicator (KPI) data used in

institutional performance indicator reports, are reviewed by the Auditor General to ensure compliance

with reporting methodologies and protocols through a specified procedures audit. Audit observations

and recommendations are made to the institutions subject to audit, and to the department. Institutions

should take some care in undertaking their KPI work to ensure that procedures are documented so as to

facilitate the audit process.

KPIRS Reporting Manual August 2012.docx August 2012

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1. KPIRS: An Overview of the Reporting Structure The program classification structure in KPIRS is extracted from the PRS program classification. This

structure provides the basis for entering data at any level of aggregation. The table below describes the

available levels of reporting. Institutions are expected to enter their KPI data at the appropriate level, as

defined for each Information Set in this Manual.

Reporting Structure Institution Level

Represents the institution as a whole; may be a sum or roll-up of data entered at one of the more

detailed levels described below. Faculty / Administrative Unit

Usually the first level of organizational classification below the “institution” level. What is called

“division” at one institution may be called “department” or “faculty” at another. This is the unit

charged with administrative responsibility for the Specialization of a Program. Data could be rolled

up to an institution’s Faculty/Administration Units at a high level for instance, or to many lower

levels below the Credential, Program or Specialization. Credential (formerly called KPI Program Type) (See page 3 for details of Credentials)

A set of classifications that group programs by the level and type of credential awarded, Certificate,

Diploma, Degree, etc.

Program (Prog ID)

The PRS Program level used for enrolment reporting. Properties that describe a Program include the

Credential awarded and the program length. A program may have one or many Specializations.

Program Length

Indicates the program length in years of required study.

Specialization

The field of specialization within a PRS Program. This may describe separate majors, streams or

versions of one program. For instance, a Bachelor of Arts program may include specializations in

Anthropology, Drama or English. A Business Administration diploma may include specializations in

Accounting, Finance or Marketing.

Subject Area (See Page 4 for details of CIP 2000 Subject Areas)

A grouping of programs by the content of study using the first two digits of the CIP 2000 code. In

PRS, the CIP 2000 is a property of the Specialization.

CIP 2000

The 6-digit Classification of Instructional Programs (CIP) Canada 2000 coding structure is a field of

study classification described by Statistics Canada as a “discipline or area of learning or training”. In

PRS, this code is a property of the Specialization. It may be subdivided into a 2-digit Subject Area

code, 4-digit sub series, or the full 6-digit CIP 2000 code.


Page | 3

Table 1: Credential Codes for Program Identification in PRS

Credential Type

NA No credential/not applicable

C Certificate

JC Certificate - Journeyman

OC Certificate - Post-Basic

D Diploma

OD Diploma - Post-Basic

AD Degree - Applied

UT University Transfer

UG Degree - Bachelor

GC Certificate - Post-Degree (Graduate Studies)

GD Diploma - Post- Degree (Graduate Studies)

MS Degree - Masters

PD Degree - Doctoral


Page | 4

Subject Areas: Classification of Instructional Programs (CIP) 2000

Program Codes (2 digit) and Titles Chapter I Academic and Occupationally-Specific Programs

Chapter II Dental, Medical and Veterinary Residency Programs

Chapter III Technology Education/Industrial Arts Programs

Chapter IV Reserve Officer Training Corps Programs

Chapter V Personal Improvement and Leisure Programs

Chapter VI High School/Secondary School Diplomas and Certificate Programs

I Academic and Occupationally-Specific Programs

01. Agriculture, Agricultural Operations, and Related Sciences

03. Natural Resources and Conservation

04. Architecture and Related Services

05. Area, Ethnic, Cultural, and Gender Studies

09. Communication, Journalism, and Related Programs

10. Communications Technologies / Technicians and Support Services

11. Computer and Information Sciences and Support Services

12. Personal and Culinary Services

13. Education

14. Engineering

15. Engineering Technologies/Technicians

16. Aboriginal and Foreign Languages, Literatures, and Linguistics

19. Family and Consumer Sciences/Human Sciences

21. Programs for Series 21. (Technology Education/Industrial Arts) are located in Chapter III.

22. Legal Professions and Studies

23. English Language and Literature/Letters

24. Liberal Arts and Sciences, General Studies, and Humanities

25. Library Science

26. Biological and Biomedical Sciences

27. Mathematics and Statistics

28. Programs for Series 28. (Reserve Officer Training Corps programs) are located in Chapter IV

29. Military Technologies

30. Multi/Interdisciplinary Studies

31. Parks, Recreation, Leisure and Fitness Studies

32-37 Programs for Series 32 -37 (Personal Improvement and Leisure programs) are located in

Chapter V.

38. Philosophy and Religious Studies

39. Theology and Religious Vocations

40. Physical Sciences

41. Science Technologies/Technicians

42. Psychology

43. Security and Protective Services

44. Public Administration and Social Services Professions

45. Social Sciences


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46. Construction Trades

47. Mechanic and Repair Technologies / Technicians

48. Precision Production

49. Transportation and Materials Moving

50. Visual and Performing Arts

51. Health Professions and Related Clinical Sciences

52. Business, Management, Marketing, and Related Support Services

53. Programs for Series 53. (High School/Secondary School Diplomas and Certificate programs)

are located in Chapter VI

54. History

55. French Language and Literature / Letters

II Dental, Medical and Veterinary Residency Programs

60. Dental, Medical and Veterinary Residency Programs

III Technology Education/Industrial Arts Programs

21. Technology Education/Industrial Arts Programs

IV Reserve Officer Training Corps Programs

28. Reserve Officer Training Corps Programs (JROTC, ROTC) (CIP Code no longer in use)

V Personal Improvement and Leisure Programs

32. Basic Skills

33. Citizenship Activities (CIP Code no longer in use)

34. Health-Related Knowledge and Skills (CIP Code no longer in use)

35. Interpersonal and Social Skills (CIP Code no longer in use)

36. Leisure and Recreational Activities

VI High School/Secondary School Diplomas and Certificate Programs

53. High School/Secondary Diplomas and Certificate Programs


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CIP 2000 Codes that are Preparatory & Basic Upgrading (PBU) Program

Specific

The following CIP 2000 codes are for PBU programs. A specialization with any of the following PBU CIP

codes will be included in the Course Completion indicator for PBU programs (see page 19).

6 Digit CIP 2000 Code 6 Digit CIP 2000 Code 21.0101 - Technology Education/Industrial Arts

Programs

36.0105 - Home Maintenance and Improvement

32.0101 - Basic Skills, General 36.0112 - Cooking and Other Domestic Skills

32.0104 Numeracy and Computational Skills 36.0113 - Computer Games and Programming

Skills

32.0105 - Job-Seeking/Changing Skills 53.0101 - Regular/General High School/Secondary

Diploma Program

32.0107 - Career Exploration/Awareness Skills 53.0102 - College/University Preparatory and

Advanced High School/Secondary Diploma

Program

32.0108 - Literacy and Communication Skills 53.0103 - Vocational High School and Secondary

Business/Vocational-Industrial/Occupational

Diploma Programs

32.0109 - Second Language Learning (not for credit) 53.0105 - Adult High School/Secondary Diploma

Programs

32.0199 - Basic Skills, Other 53.0201 - High School Equivalence Certificate

Programs


Page | 7

2. Indicators for which Data Entry is required by all

Post-secondary Institutions

Operations Costs per FLE Measures operational costs reported at the program level, to indicate that resources are used efficiently

over time and that costs of programs are comparable to those of similar programs at other institutions

of comparable size, location and function. The indicators deal with financial resource utilization by

measuring the average costs per FLE in various programs.

Indicator(s) Apply to:

Comprehensive

Academic &

Research Institution

Baccalaureate

Academic and Applied

Studies Institution,

Polytechnical

Institutions, Specialized

Arts & Culture

Institutions

Comprehensive

Community Colleges

Independent

Academic

Institutions Average cost per FLE

enrolment

X

X

X

X

Level of Reporting: By program/specialization [See Page 2]:

• Comprehensive Community College at SpecID level

• Polytechical Institutions at SpecID level

• Comprehensive Academic & Research

Institutions

• Specialized Arts and Culture Institutions

• Independent Academic Institutions

• Baccalaureate and Applied Studies

Institutions

at SpecID level

at SpecID level

at SpecID level

at SpecID level

at SpecID level

Scope: All credentials are included [see Page 3]:

Data are to be generated and entered for each program for which FLE

enrolment is reported for the Access indicators.


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Data Elements & Reporting

Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Data reported through

Program identification data PRS PRS PRS PRS

Total “direct” operations costs Data Entry Data Entry Data Entry Data Entry

Administration/service & support

costs* Data Entry Data Entry Data Entry Data Entry

Total program costs Calculated Calculated Calculated Calculated

Full-load equivalent enrolment LERS LERS LERS LERS

Cost per FLE enrolment Calculated Calculated Calculated Calculated

*Comprehensive Academic and Research Institutions report column title is: Service and Support

Reconciliation to FIRS and the Audited Financial Statements

Expenses as reported in an institution’s audited financial statement, FIRS and KPIRS submission, both

the Operations Cost per FLE and Reconciliation reports need to reconcile. This includes a reconciliation

of total expenses for the delivery of credit instruction in FIRS – Expense by Function & Object Category

template (columns Credit Subject to TFP (Tuition Fee Policy), Off-Campus Cost-Recovery Credit, Third-

Party Contract Credit, Apprenticeship and Other MFP (Ministry Funded Program) Subject to TFP) to the

total Direct Instruction Costs in KPIRS; and total indirect costs for the delivery of credit instruction in

FIRS - Indirect Costs by Function & Object Category template to the total Support & Service Costs &

Overheads in KPIRS. Where there are differences, these need to be identified on the Reconciliation with

Total Operations Expenditures report.

Specifications & Protocols

Program and Full-load Equivalent Enrolment data will be drawn from the Access indicator data.

Instructional Costs and Service & Support Costs & Overheads are to be determined in accordance with

the costing procedures set out in the following and entered through KPIRS.


Page | 9

Costing procedures for: Comprehensive Community Colleges,

Baccalaureate & Applied Studies Institutions, Specialized Arts &

Culture Institutions and Polytechnical Institutions

The following procedures and protocols were agreed upon on by the Senior Business Officers of

institutions and representatives from the department. The procedures provide a general framework for

cost accounting and cost allocation that can be applied across a relatively diverse set of institutions to

produce program costs that are sufficiently comparable for the purposes of KPI reporting.

The framework and general methods agreed upon were “full cost” or “full absorption cost” methods.

They are “activity based” to the extent that allocations are based, on activity information. This is to

provide total “direct” operations costs on a student program basis, prior to any indirect or overhead

allocations, and then to provide “full” cost information. This enables use of information regarding direct

cost differentials before it is masked by indirect cost allocations, especially in situations where a low

direct cost activity makes extensive use of one or more indirect cost resources.

The method facilitates reconciliation to the general ledger and/or financial statement totals, provided

that the common classification structure is being followed and/or that departures from the common

classification are recorded and disclosed. This reconciliation is important and should be performed at

each stage of the process particularly where the costing is not being undertaken with the same level of

detail for all functions and/or programs.

In a context where there are significant differences in institutions, their program mandates,

organizational structures, accounting methods, financial systems and a variety of other factors, a

common approach to cost allocation methods and procedures are essential. Key elements include

classification structures, definitions, allocation procedures and the ordering of key stages and steps of

the methodology. Adherence to the approach set out in the following steps should keep

“methodological variance” (i.e., differences in costs which might be attributed solely to differences in

methodology) within reasonable and practicable limits.

These are the steps for the general method:

1. Identify the departments, activity and or cost centres (hereinafter referred to as “cost centres”) and

the student programs and other cost objectives for which final costs are to be determined. These

should be in accordance with the functional classification structure and definitions used for FIRS

reporting. Note that program costs should be determined for each “ProgID/SpecID” as these are the

levels of aggregation for which enrolment and instructional load information are being generated

for the Access indicators.

2. Classify (“crossover” and/or reclassify) direct expenditures from institutional accounts to the

common classification structure. This step should include adjusting, prorating or “splitting” pooled

or shared expense items, including faculty and staff who hold “joint” appointments and teach in

more than one program area, and those academic support costs (e.g., deans, directors, program

heads or chairs, and associated costs) and any other costs (e.g., major facilities or other supporting

operations) that can be attributed directly to a program division or group of programs. Adjustments

may also include the identification and distribution of costs borne by academic units for primary

functions other than instruction (including the distribution of faculty compensation and other

expenses based either on the results of faculty activity analysis or assignment data if available); and

adjustments for charge backs, cost recoveries, etc. Prorations and/or splits should be made on

some activity-based method.

3. KPI Reporting does not call for the inclusion of revenues in costing reports at a program level.

However, where revenues are generated from the sale of “byproducts” of instruction (e.g., the sale


Page | 10

of meat in a meat-cutting program, products of construction in a house building program, etc.), an

amount not greater than the lesser of the total revenue, or the cost of materials consumed in

creating the goods or services sold, may be deducted from costs. A reconciliation of aggregate total

program costs with total institutional expenditures is required as part of the costing procedure and

will need to include disclosure of the specific costs recovered, overheads allocated, and the total

amounts of revenue involved. [See page16 “Reconciliation with Total Operations Expenditures”]

4. Ancillary Enterprise expenditures should be excluded. The department’s policy is that ancillary

services should operate on a full cost recovery basis. On the assumption that this policy is being

followed and that fair and reasonable allocations of support costs and overheads, and capital

amortization are being made, ancillary services can be excluded from the costing model. Amounts

excluded and corresponding revenues will need to be disclosed in the reconciliation of aggregate

total program costs with total institutional expenditures. [See page 16 “Reconciliation with Total

Operations Expenditures”.]

5. Costs for programming that does not generate “official” FLE for LERS reporting should be identified

on a program-by-program basis, excluded and entered in the reconciliation. [See page 16

“Reconciliation with Total Operations Expenditures”.]

6. Develop an “instructional workload matrix”. This step may not be required for all institutions. In

some institutions, a substantial volume of instruction is delivered from a number of instructional

programs, departments or cost centres, to students in programs, which are not otherwise directly

associated with those centres. The technique represented by the instructional workload matrix is a

relatively efficient way to transfer the associated costs from the delivery units to the recipient

programs. Institutions which have relatively self contained programs (i.e., where students take

nearly all of their instruction in courses offered by the same cost centre), may find it more efficient

to make “activity-based” adjustments, allocations and/or prorations of cost for the services provided

from one program to students in other programs, where necessary.

7. Calculate direct unit costs for instruction from each cost centre identified in the “instructional

workload matrix” if a matrix has been used. These are used to transfer costs from cost centres

offering the instruction to student programs on the basis of the distributions of “units” in the matrix,

resulting in accumulations of instructional costs for each student program (and for each year and/or

level of program as required).

8. Cross-allocate indirect services, support, and/or overhead costs to remaining functions and to

programs and other final cost objectives on the following bases:

8.1 Academic

Support

Allocate to program based on FLE enrolment, after allocation of costs

specifically attributable to Continuing Education (Non-credit) have been

factored out.

8.2 Student

Services



factored out.

8.3 Computing &

Communication



factored out.

8.4 Institutional

Support

Allocation on the basis of direct expenditures after transfers and/or

adjustments in Steps 2, 3 and 4.

8.5 Facilities

Management,

Operations and

Maintenance


attributable to specific programs or program areas. (Details of specific

allocations to be disclosed.)


Page | 11

8.6 Amortization Allocate using same method as Facilities Management, Operations and

Maintenance, unless institution has a more specific method, in which case

the details of the method should be disclosed.

Some institutions use more specific and accurate activity-based cost allocation procedures than the

general methods called for in the foregoing. The use of these more specific procedures in program

costing is encouraged, with disclosure in a brief note describing the method.

The “Direct” Operations Costs and Service, Support, Overhead Allocations for each program are to

be entered through KPIRS. The KPIRS application include Program, FLE Enrolment and Student

Contact Hours data for each “ProgID/SpecID”, and will calculate Total Program Cost, and Cost per

FLE for each. For this application of KPIRS to work effectively, it is necessary that the cost data

reported correspond with “programs” for which Access data are reported on a one-to-one basis.


Page | 12

Costing procedures for Comprehensive Academic & Research

Institutions

The following procedures and protocols have been agreed upon by the comprehensive academic and

research institutions Fiscal Management KPI working group and representatives of the department.

They provide a general framework for cost accounting and cost allocation that can be applied across

relatively diverse institutions to produce program costs that are sufficiently comparable for the purposes

of KPI reporting.

To meet the requirements for indicators of average annual costs of instructional programs per student

in undergraduate and graduate programs, a methodology has been developed which enables the

determination of average costs per course, which are used to accumulate the costs of all courses taken

by all students in each undergraduate degree, master’s and doctoral program. Graduate supervision

costs where applicable, and attributable proportions of administration/support (i.e., non-Faculty)

expenses and public (community services) costs are added.

1. The expenses of the institution as identified in its Financial Statements are divided among the

teaching Faculties, Special Sessions, and one administration/support category that include all other

operating accounts. For the purposes of these procedures, the Faculties and Special Sessions

expenses are regarded as “direct” operations costs and the administration/support category

expenses are regarded as administration/service & support costs.

2. KPI Reporting does not call for the inclusion of revenues in costing reports at a program level.

However, where revenues are generated from the sale of “byproducts” of operations, an amount

not greater than the lesser of the total revenue, or the cost of materials consumed in creating the

goods or services sold, may be deducted from costs. A reconciliation of aggregate total program

costs with total institutional expenditures is required as part of the costing procedure and will need

to include disclosure of the specific costs recovered, overheads allocated, and the total amounts of

revenue involved. [See page 16 “Reconciliation with Total Operations Expenditures” ]

3. Ancillary Enterprise expenditures should be excluded. The department’s policy is that ancillary

services should operate on a full cost recovery basis. On the assumption that this policy is being

followed and that fair and reasonable allocations of support costs and overheads, and capital

amortization are being made, ancillary services can be excluded from the costing model. Amounts

excluded and corresponding revenues will need to be disclosed in the reconciliation of aggregate

total program costs with total institutional expenditures. [See page 16“Reconciliation with Total

Operations Expenditures” ]

4. Costs for programming that does not generate “official” FLE for LERS reporting should be identified

on a program-by-program basis, excluded and entered in the reconciliation. [See page 16

“Reconciliation with Total Operations Expenditures” ]

5. Faculty costs are allocated to course sections taught by the Faculty in Winter Session. The costs of

Special Sessions (stipends or sessional replacement costs of instructors) are allocated to sections

taught in the spring and summer Intersession, May to August. The sections are assigned weights

corresponding to their relative costs.

6. The cost of each course offered by the Faculty (or Special Sessions) is calculated as the summation

of the costs of each section.

7. The cost of each Winter Session or Intersession course is divided evenly among all the students

registered in the course. Thus, the cost allocated to a student depends on the number and type of

sections of that course, and the total number of students registered in the course, rather than on

the sizes of the particular sections of the course in which the student registered. This averaging


Page | 13

removes the variations that could occur from students being registered, presumably by chance, in

relatively larger or smaller sections of the course.

8. The course costs attached to each student are projected to the actual programs of the students as a

summation across all courses taken by student. In effect, students collect course costs from all

faculties from which they take courses.

9. The graduate supervision costs of each Faculty are allocated to graduate programs based on

weighted enrolments of full-time and part-time master’s and doctoral students.

10. The “direct” operations costs of every teaching Faculty are allocated to activities and eventually to

programs by the same method. The instruction and graduate supervision costs of each student

program are increased by contributions from all faculties that serve that program.

11. Administration/support costs are allocated to student programs based on weighted student

enrolments. Intersession enrolments are assigned weights equal to one-half of the weights of

corresponding part-time Winter Session enrolments. Doctoral and Master’s students are weighted

more heavily than undergraduates for the purposes of this allocation, reflecting the judgment that

graduate students place a greater load per capita on the infrastructure of the institution than do

undergraduates.

12. The average cost per student, per year of each program is calculated by dividing total program costs

by the FLE enrolment in the program. The enrolment data used for these and earlier calculations

will be reported for the Access indicator and the cost information will need to be provided for each

program for which FLE enrolment data are provided.


Page | 14

Costing procedures for Independent Academic Institutions

The costing procedures for independent academic institutions are adapted from those for comprehensive

academic and research institutions, eliminating the steps not required for this institutional sector:

1. The expenses of the institution as identified in its Financial Statements are divided among the

teaching units and one administration/support category that include all other operating accounts.

2. The total costs associated with teaching are allocated to course sections taught. The course sections

are assigned weights corresponding to their relative costs.

3. The cost of each course offered is calculated as the summation of the costs of each course section.

4. The cost of each course is divided evenly among all the students registered in the course. Thus, the

cost allocated to a student depends on the number and type of sections of that course, and the total

number of students registered in the course, rather than on the sizes of the particular sections of

the course in which the student registered. This averaging removes the variations that could occur

from students being registered, presumably by chance, in relatively larger or smaller sections of the

course.

5. The course costs attached to each student are projected to the actual programs of the students as a

summation across all courses taken by student. In effect, students collect course costs from all

teaching units from which they take courses.

6. The administration/support costs are allocated to student programs in proportion to the direct costs

accumulated for each program.

7. The average cost per student, per year of each program is calculated by dividing total program costs

by the FLE enrolment in the program. The enrolment data used for these and earlier calculations

will be reported for the Access (FLE Enrolment) indicator and cost information will need to be

provided for each program for which FLE enrolment data are provided.

Note:

An Operations Costs per FLE template is located on the next page. The template for the

Comprehensive Academic and Research Institutions and the Independent Academic Institutions would

not have student contact hours or cost per student contact hour.


Page | 15


Page | 16

Reconciliation with Total Operations Expenditures

The following format is to be used to reconcile the institutional total of the Total Program Costs, with

Total Institutional Expenditures as per the data reported through FIRS for the corresponding fiscal year.

This reconciliation format includes information required by the department to determine that standing

policies with respect to Ancillary Services and/or overheads allocation and recovery are being met and

to ensure that costs not greater than revenue amounts are being excluded where revenues are

generated from “by products of instruction”. Information on brokered programs is also required to

determine the level of expenditure on students officially reported by another institution. These costs on

a program-by-program basis are then associated with the enrolment that are reported in LERS and

shared with the brokering partners.

Reconciliation of Total Program Costs

with Total Expenditures

Reconciliation

Overheads, etc.

included in

amounts

excluded

Revenue

amounts where

relevant Total Expenditures as per Financial Statements Less such items as:

Ancillary enterprises By-products of instruction Non-credit costs Sponsored research (universities) Special purpose, trust and endowment Brokered programs (specify): Other (specify)

Plus: Additions, if any (specify) Total Program Costs


Page | 17

Course Completion – Athabasca University and PBU Programs Course Completion indicators are intended to show whether students who enter as full-time students

complete their courses at the end of the term.

Athabasca University

For Athabasca University the completion indicator recognizes the unique role the institution has in the

post-secondary system. This indicator is constructed as a “course completion rate” to show whether

course registrants complete their courses of study within the time frame the university has established.

The course completion rate for each program specialization is the total number of courses completed in

that program specialization. The course completion rate for the university is the total number of course

completions expressed as a percentage of the total course registrations for any reporting year.


Comprehensive

Academic &

Research

Institutions

Baccalaureate



Polytechnical

Institutions,

Specialized Arts &

Culture Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

# of course completions

AU only

-

-

-

Level of Reporting: By program [see page 2]:

• Athabasca University at SpecID level

Scope: Information required for the following parchment program types:

Certificate, Diploma, Degree – Bachelor and Degree - Masters

Specifications & Reporting Protocols:

Total course registrations - The total number of registrations in all credit course offerings in the program specialization area in the reporting year.

Total course completions - The number of successful course completions resulting from the total course registrations recorded for the “program specialization area”. A student has successfully completed a course when he/she has achieved the course objectives.


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions



# of course registrations Data Entry - - -

# of course completions Data Entry - - -

FLE enrolment LERS - - -

# of graduates LERS - - -


Page | 18

Course completion rate - The ratio of total completions to total course registrations in the “program specialization area”.

An Athabasca University Course Completion template is below.


Page | 19

Preparatory & Basic Upgrading (PBU) Programs For PBU programming, the completion indicator is constructed as a “course completion rate” to show

whether PBU students complete their courses of study within the term over which the courses of study

are offered. The PBU completion rate is the total number of course completions expressed as a

percentage of the total course registrations for any program area in any reporting year.


Comprehensive

Academic &


Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community Colleges

Independent

Academic

Institutions

Course completion

- PBU programming

PBU programming

PBU programming

Level of Reporting: By program/specialization [see page 2]:

• For Preparatory & Basic Upgrading

(PBU) program areas (see page 6)

at SpecID level

Scope: Information required for the following program types: No credential/not

applicable.


Systems:

Comprehensive

Academic &


Baccalaureate



Polytechnical


Arts & Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Preparatory & Basic Upgrading


Program FLEs LERS LERS LERS LERS

Total course registrations Data Entry Data Entry Data Entry Data Entry

Total course completions Data Entry Data Entry Data Entry Data Entry

Course completion rate Calculated Calculated Calculated Calculated

Specifications & Reporting Protocols:

Total course registrations - The total number of registrations in all credit course offerings in the reporting year for the program/specialization.

Total course completions - The number of successful course completions resulting from the total course registrations recorded for the program/specialization. A student has successfully completed a course when he/she has achieved the course objectives.

Course completion rate - The ratio of total completions to total course registrations in the program/specialization.


Page | 20

Generating course completion rates for Preparatory & Basic Upgrading programs:

The following working table can be used to assist institutions in generating the data to be reported

through KPIRS for the course completion rate by subject area. It illustrates how course registrations,

course completions and course completion rates can be aggregated by Program ID/ Specialization and

the results entered through KPIRS.

Courses grouped by

Program

ID/Specialization Term

Course

Registrations

Course

Completions Course Completion Rate

ProgID/Spec 1, e.g. Adult Literacy

Course 1

Course 2

Course ... etc.

Total ProgID/Spec

to KPIRS screen to KPIRS screen calculated by KPIRS

ProgID/Spec 2, e.g. Adult Basic Education

Course 1

Course 2

Course ... etc.

Total ProgID/Spec 2, e.g.

ABE

to KPIRS screen to KPIRS screen calculated by KPIRS

Notes re: Course Completion

� Completion rates will be generated at the Program ID/Specialization level as defined in PRS for

each institution.

� Students who have remained in the course past the institution’s own deadline for withdrawal

without academic penalty are considered active in the course and their registration is to be

counted.

� The sum of all active course registrations should be entered in Total Course Registrations.

� The sum of all active course registrations resulting in a successful completion should be entered in

Total Course Completions. A student has successfully completed a course when he/she has

achieved the course objectives.

A PBU Course Completion template is on the next page.


Page | 21

PBU Course Completion template


Page | 22

Access Indicator – Non-Credit Course Registration Access indicators are measures of student participation that may be used to indicate accessibility to

post-secondary programs, levels of service provided by institutions and volumes of instructional activity:

• annual total unduplicated student headcount - non-credit programming

• course and program registrations - non-credit programming


Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Access – Non-Credit Courses and Programs

Annual unduplicated student

headcount X X X X

Course and program registrations X X X X

Student contact hours X X X X

Level of Reporting: By institution:

Non-credit annual unduplicated headcount at the institutional level

Registrations in courses and programs at the program classification

level

Scope: Information required for all non-credit programming categories: Courses and Programs.


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Enrolment in Non-Credit Programs

Programming category (CAT) Data Entry Data Entry Data Entry Data Entry

Programming sub-category

(SCAT) Data Entry Data Entry Data Entry Data Entry

Subject area (SA) Data Entry Data Entry Data Entry Data Entry

Classification code (NC Class) Data Entry Data Entry Data Entry Data Entry

Course Registration Data Entry Data Entry Data Entry Data Entry

Student contact hours (SCH) Data Entry Data Entry Data Entry Data Entry

Unduplicated Headcount Data Entry Data Entry Data Entry Data Entry

Note:

Subject area (SA) still follows the former KPI subject area classifications (see appendix C ).


Page | 23

Access Indicator – Non-Credit Unduplicated Headcount


Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Access – Non-Credit Unduplicated Headcount

Annual unduplicated student

headcount X X X X


Non-credit annual unduplicated headcount at the institutional level

Scope: Non-credit unduplicated headcount enrolment.


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Enrolment in Non-Credit Programs

Total Unduplicated Headcount Data Entry Data Entry Data Entry Data Entry

Total Course Registration Calculated Calculated Calculated Calculated Total Student Contact Hours Calculated Calculated Calculated Calculated

Specifications and Reporting Protocols

Non-Credit Programming

Definition of Courses - Organized subject matter with pre-determined curriculum, and set of specified

learning outcomes delivered to a learner usually over a specified period of time. Within institutions,

courses may be referred to by other labels, such as seminars, workshops, etc. The label is not

important in determining whether an educational offering is to be considered a course. For KPI

reporting purposes, any offering meeting the above criteria is a course. (Note: GED testing sessions

and admission information sessions do not meet the criteria of the course definition. In addition,

conferences that do not have specified learning outcomes should not be considered courses).

Non-credit Programming Categories:

Programs - A collection of courses related by a common purpose, all of which must be successfully

completed for students to receive certification (if any is conferred). For reporting purposes, students

register in the given program, not in the courses that comprise it. Some programs may also be

completed in a flexible manner. However, regardless of the degree of flexibility, if students are


Page | 24

registered in programs not courses, they are considered to be part of the program category, not the

flexible program category.

Flexible Programs - A collection of courses related by a common purpose, all of which must be

successfully completed for students to receive certification. For reporting purposes, students register

in courses in the program, not in the program itself.

Non-credit programming sub-categories:

Customized Training - A course or program in which the curriculum has been customized to meet the

specific training or educational needs of a business or agency. These courses are usually not open to

the general public. For administrative purposes, the primary relationship is between the institution

and the client, not between the institution and an individual learner. Note: The access indicators

(registrations, unduplicated headcount, and student contact hours) describe the students taking the

customized training not the client for whom the training was designed.

Coding for Customized Training = NR

Programming for Children - All courses or programs designed by the institution to be offered

specifically to individuals under 18 years of age. (Note: The access indicators in this category are not

intended to represent every student under the age of 18. While it is possible that individuals under

this age may be enrolled in courses or programs that are not specifically designed for children, since

not all institutions collect age information on their non-credit registrants (as they do with credit

registrants they should be reported as an adult is reported).

Coding for Programming for Children = PC

Subject area - Coding that provides for the identification of subject area using the department’s former

KPI subject area codes (see page 92).

Classification - Coding that provides for the identification of discipline using the department’s 3-digit

program classification codes (see page 92).

Non-credit registrations - The total number of registrations in courses or programs not recognized for

credit in LERS reporting, for all sessions in the reporting year. A student enrolled in a course or

program that is subsequently cancelled should not be counted. A student withdrawing before a

course or program’s withdrawal date should not be included; a student withdrawing after the

withdrawal date should be included. Since students may be registered in more than one course or

program over the course of a year at a given institution, registration counts are generally higher than

unduplicated headcounts.

Non-credit annual headcount - The total number of students (unduplicated headcount) participating in

programs or courses not recognized for credit in LERS reporting, for all sessions in the reporting year.

Institutions currently unable to calculate unduplicated headcount should leave this field blank in

KPIRS. As with credit reporting, learning activities that have been reported by another institution

through a brokering arrangement should not be included in the headcount. See the LERS for more

information on reporting for Brokered Programs.

Access non-credit templates for course registrations and unduplicated headcount are located on

page 31.


Page | 25

Non-Credit Course Definitions

Possible Category/ Sub-Category Combinations

Category

Category Description

Sub-Category

Sub-Category Description

CR Non-credit Courses NR Normal Programming

CR Non-credit Courses CT Customized Training

CR Non-credit Courses PC Programming for Children

FP Non-credit Flexible Programs NR Normal Programming

PR Non-credit Programs NR Normal Programming

PR Non-credit Programs CT Customized Training

PR Non-credit Programs PC Programming for Children

(Note: FP is only valid with NR)

Possible Subject Area/ Classification Code Combinations (All combinations are valid with any Category/ Sub-Category combination)

Subject Area

Subject Area Description

Classification

Code

Classification Name

AC Academic Upgrading 710 PREPARATORY AND BASIC

UPGRADING

AC Academic Upgrading 713 Academic Upgrading

AE Architecture & Environmental

Design

121 Architecture and Environmental

Design

AE Architecture & Environmental

Design

126 Geography and Regional Planning

AG Agricultural (& related) 234 Plants

AG Agricultural (& related) 233 Animals

AG Agricultural (& related) 237 Food Science

AG Agricultural (& related) 236 Food Processing

AG Agricultural (& related) 235 General Agriculture

AG Agricultural (& related) 230 AGRICULTURE

AG Agricultural (& related) 232 Technology

AG Agricultural (& related) 231 Business

AS Arts & Science (General) 730 GENERAL UNIVERSITY TRANSFER

(NOT ELSEWHERE CLASSIFIED)

AS Arts & Science (General) 725 Women's Studies

AS Arts & Science (General) 722 General Studies/General Arts and

Science

AS Arts & Science (General) 723 Inter-disciplinary Studies

AS Arts & Science (General) 720 INTERDISCIPLINARY STUDIES

AS Arts & Science (General) 700 GENERAL STUDIES

BL Biological & Life Sciences (&

related)

225 Genetics

BL Biological & Life Sciences (& 228 Botany


Page | 26

related)


related)

226 Ecology/Environmental Biology


related)

224 Biology/Microbiology


related)

222 Marine Sciences


related)

223 Biological Technologies


related)

200 LIFE SCIENCES


related)

221 Traditional Biological Disciplines


related)

220 BIOLOGICAL SCIENCES AND RELATED

TECHNOLOGY


related)

229 Zoology


related)

227 Biochemistry


related)

241 Home Economics General


related)

243 Clothing and Textiles


related)

240 HOME ECONOMICS AND RELATED


related)

242 Food Related

BU Business (& related) 622 Secretary/Office Management

BU Business (& related) 623 Clerk Typist/Word Processor

Operator

BU Business (& related) 610 MANAGEMENT

BU Business (& related) 600 BUSINESS AND RELATED STUDIES

BU Business (& related) 611 Business Administration

BU Business (& related) 612 Marketing

BU Business (& related) 625 Warehousing

BU Business (& related) 621 Bookkeeping/Accounting

BU Business (& related) 614 Finance/Accounting

BU Business (& related) 613 Personnel

BU Business (& related) 616 Public Administration

BU Business (& related) 624 Banking

BU Business (& related) 620 CLERICAL

BU Business (& related) 617 Other Management

CE Civil (engineering & related) 122 Drafting

CE Civil (engineering & related) 120 CIVIL ENGINEERING, CONSTRUCTION,

DESIGN RELATED TECHNOLOGY

CE Civil (engineering & related) 124 Construction

CE Civil (engineering & related) 123 Surveying

CE Civil (engineering & related) 127 Environmental Engineering


Page | 27

CE Civil (engineering & related) 125 Civil Engineering

CM Communications (& related) 516 Communications, General

CM Communications (& related) 514 Public Relations

CM Communications (& related) 510 COMMUNICATIONS

CM Communications (& related) 511 Broadcasting

CM Communications (& related) 512 Writing

CM Communications (& related) 513 Printing Services

CP College/University Preparation 715 College Preparation

CR Chemical & Resources (& related) 134 Natural Resources Related

Management

CR Chemical & Resources (& related) 132 Mineral Resources

CR Chemical & Resources (& related) 130 CHEMICAL ENGINEERING AND

RESOURCE RELATED TECHNOLOGY

CR Chemical & Resources (& related) 133 Petroleum Resources

CR Chemical & Resources (& related) 131 Chemical and Industrial Process

ED Education (& related) 425 Child Care

ED Education (& related) 424 Other Education Specialties

ED Education (& related) 421 Teacher Training

ED Education (& related) 420 EDUCATION AND PERSONAL

DEVELOPMENT

ED Education (& related) 423 Clinical/Psychological Related

ED Education (& related) 426 Other Instructor Training

ED Education (& related) 312 Sports Instruction/Training

ED Education (& related) 310 PHYSICAL EDUCATION AND

RECREATION RELATED

ED Education (& related) 311 Physical Education General

ED Education (& related) 422 Administration

EE Electrical & Electronics (eng &

related)

140 ELECTRICAL ENGINEERING AND

RELATED TECHNOLOGY


related)

141 Electrical Engineering Related


related)

144 Electrical Maintenance and Repair


related)

142 Electronics and Microelectronics

Related


related)

145 Computer Engineering


related)

143 Electrician

EG Engineering (General & related) 161 General Engineering

EG Engineering (General & related) 163 Trade Related Upgrading

EG Engineering (General & related) 162 Meteorological Studies

EG Engineering (General & related) 160 OTHER ENGINEERING AND RELATED

ES English as a Second Language 712 ESL

FP Fine & Performing Arts 527 Arts Administration


Page | 28

FP Fine & Performing Arts 528 Industrial Design

FP Fine & Performing Arts 524 Dance

FP Fine & Performing Arts 521 Music

FP Fine & Performing Arts 520 FINE AND APPLIED ARTS

FP Fine & Performing Arts 522 Drama

FP Fine & Performing Arts 526 Other Arts Related

FP Fine & Performing Arts 523 Art

FP Fine & Performing Arts 525 Graphic Art/Visual Communication

HE Health Related (Not incl. MD) 340 NURSING

HE Health Related (Not incl. MD) 335 Respiratory Therapy

HE Health Related (Not incl. MD) 336 Health Technology

HE Health Related (Not incl. MD) 333 Speech Therapy

HE Health Related (Not incl. MD) 363 Public Health/Hygiene

HE Health Related (Not incl. MD) 360 COMMUNITY SERVICE RELATED

HE Health Related (Not incl. MD) 362 Pharmacy Related

HE Health Related (Not incl. MD) 344 Home/Residential Care

HE Health Related (Not incl. MD) 332 Occupational Therapy

HE Health Related (Not incl. MD) 342 Psychological Nursing

HE Health Related (Not incl. MD) 343 Speciality Nursing and Upgrading

HE Health Related (Not incl. MD) 361 Emergency Medical

HE Health Related (Not incl. MD) 341 Basic Nursing

HE Health Related (Not incl. MD) 334 Alternative Therapy

HE Health Related (Not incl. MD) 300 HEALTH AND MEDICAL SCIENCES

HE Health Related (Not incl. MD) 314 Sports Health and Safety

HE Health Related (Not incl. MD) 330 REHABILITATION

HE Health Related (Not incl. MD) 331 Physical Therapy

HS Humanities & Social Sciences 721 Native Studies

HS Humanities & Social Sciences 536 French Related

HS Humanities & Social Sciences 535 Philosophy/Religion

HS Humanities & Social Sciences 531 English

HS Humanities & Social Sciences 412 Economics

HS Humanities & Social Sciences 530 HUMANITIES DISCIPLINES

HS Humanities & Social Sciences 415 Sociology

HS Humanities & Social Sciences 416 Other Social Science Disciplines

HS Humanities & Social Sciences 534 History/Classics

HS Humanities & Social Sciences 414 Political Science

HS Humanities & Social Sciences 413 Psychology

HS Humanities & Social Sciences 411 Anthropology

HS Humanities & Social Sciences 537 Linguistics

HS Humanities & Social Sciences 533 Area Studies

HS Humanities & Social Sciences 539 Other Humanities Studies


Page | 29

HS Humanities & Social Sciences 410 SOCIAL SCIENCE DISCIPLINES

HS Humanities & Social Sciences 500 ARTS

HS Humanities & Social Sciences 532 Languages/Literature

HS Humanities & Social Sciences 400 SOCIAL SCIENCES AND RELATED

APPLICATIONS

IT Information Technology 641 Management Science

IT Information Technology 640 INFORMATION TECHNOLOGY

IT Information Technology 515 Library Related

IT Information Technology 642 PC User Training

IT Information Technology 113 Computing Science

JL Job & Life Skills 711 Job/Life Skills

MD Medicine & Dentistry 320 MEDICINE

MD Medicine & Dentistry 321 Basic Medical Practice

MD Medicine & Dentistry 328 Psychiatry

MD Medicine & Dentistry 326 Neuroscience

MD Medicine & Dentistry 327 Pharmaceutical Science

MD Medicine & Dentistry 324 Physiology

MD Medicine & Dentistry 325 Anatomy and Cell Biotechnology

MD Medicine & Dentistry 322 Medical Science Disciplines

MD Medicine & Dentistry 323 Medical Technology

MD Medicine & Dentistry 351 Dentistry

MD Medicine & Dentistry 350 DENTAL RELATED

MD Medicine & Dentistry 353 Dental Assisting

MD Medicine & Dentistry 354 Dental Technology

MD Medicine & Dentistry 352 Hygiene

ME Mechanical (eng & related) 150 MECHANICAL ENGINEERING AND

RELATED TECHNOLOGY

ME Mechanical (eng & related) 154 Mechanical Engineering

ME Mechanical (eng & related) 153 Piping and Related

ME Mechanical (eng & related) 152 Automotive Related

ME Mechanical (eng & related) 151 Aircraft Related

MP Math & Physical Sciences 116 Chemistry

MP Math & Physical Sciences 112 Physical Science Disciplines

MP Math & Physical Sciences 117 Physics

MP Math & Physical Sciences 115 Geology/Earth Sciences

MP Math & Physical Sciences 111 Math Disciplines

RR Renewable Resources 211 Environmental Science

RR Renewable Resources 214 General Resources Management

RR Renewable Resources 212 Forest Related

RR Renewable Resources 210 RENEWABLE RESOURCES

RR Renewable Resources 213 Water Related


Page | 30

SC Science (General) 110 PURE SCIENCE

SC Science (General) 100 MATH AND NATURAL SCIENCE

SH Services & Hospitality 637 Maintenance/Cleaning

SH Services & Hospitality 615 Hospitality

SH Services & Hospitality 634 Merchandising/Sales

SH Services & Hospitality 635 Travel

SH Services & Hospitality 630 SERVICES

SH Services & Hospitality 631 Food Services

SH Services & Hospitality 313 Recreation Administration

SH Services & Hospitality 636 Property Management

SH Services & Hospitality 633 Personal Care

SS Social & Community Services 430 SOCIAL AND COMMUNITY SERVICES

SS Social & Community Services 431 Individual Case Counselling, Social

Welfare

SS Social & Community Services 432 Social Service, Family/Community

Support

SS Social & Community Services 440 LAW AND RELATED

SS Social & Community Services 442 Enforcement

SS Social & Community Services 434 Other Community Services

SS Social & Community Services 444 Legal Support

SS Social & Community Services 443 Corrections

SS Social & Community Services 433 Services for the Disabled

SS Social & Community Services 441 Law

TR Transport (& related) 156 Flight Training

TR Transport (& related) 632 Public Transportation

TR Transport (& related) 155 Transport Related

UC Unclassified 724 Unclassified/No Program

VP Vocational Preparation 714 Vocational Preparation


Page | 31

Templates for Access Non-credit Course Registrations and

Unduplicated Headcount


Page | 32

Research Publications and Other Creative Works - Athabasca

University, and Other Institutions

Athabasca University, Grant MacEwan University, Mount Royal University, NAIT, SAIT, Alberta College of

Arts and Design, and the Independent Academic Institutions are all required to report publications

indicator data obtaining the necessary data from a number of sources including annual academic staff

reports, faculty surveys, and other internal records and external sources.

These indicators combine highly disparate forms of research activity and output into aggregate

measures that do not reflect the relative magnitude of activities or impacts of outputs. Comparisons

between and among institutions may not be valid.

Indicator information is maintained for a five-year period ending with the reporting year, to enable the

calculation of three three-year rolling averages. Data for the most recent year available and updates to

prior year data are reported annually.


Comprehensive

Academic &


Baccalaureate Academic

and Applied Studies

Institution, Polytechnical

Institutions

Specialized

Arts and

Culture

Institutions

Independent

Academic

Institutions

Books authored or co-

authored AU Only

Grant MacEwan, Mount

Royal, NAIT & SAIT ACAD only X

Books edited or co-edited

AU Only



Articles in refereed journals

AU Only



Non-refereed publications

AU Only



Conference presentations

AU Only



Peer-reviewed publications

by undergraduate authors AU Only



Level of Reporting: By institution

• Athabasca University


Institutions

• Polytechnical Institutions

• Alberta College of Arts & Design


at the institutional level





Scope: Athabasca University, Baccalaureate and Applied Studies Institutions,

Polytechnical Institutions, Alberta College of Arts & Design and Independent

Academic Institutions.


Page | 33

Specifications & Protocols:

Number of Full-time Academic Staff - The number of full-time teaching staff as reported to Statistics

Canada through the University Full-time Teaching Staff System. This includes teaching staff

employed as of October 1 of the reporting year and research staff who have an academic rank and a

salary scale similar to teaching staff, appointed on a full-time basis whose term of appointment is not

less than twelve months (including staff members on leave).

Books Authored / Co-authored - The total number of scholarly works reported by faculty members in the

form of books (including textbooks), chapters in books, and monographs, authored or co-authored by

the faculty members. Where more than one co-author are faculty members at the same institution,

the work is counted for each faculty member.

Books Edited / Co-edited - The total number of scholarly works reported by faculty members in the form

of books (including textbooks), chapters in books, and monographs, edited or co-edited by the faculty

members. Where more than one co-editor are faculty members at the same institution, the work is

counted for each faculty member.

Articles in Refereed Journals - The total number of articles and papers in refereed journals or conference

proceedings.

Articles in Non-refereed Publications - The total number of articles, papers, abstracts, reviews,

translations, creative writings, research reports, manuals, notes, bibliographies, concordances,

newsletters, scripts/musical scores, recordings, patents/trademarks/industrial designs, posters and

other works, in non-refereed publications. Includes works of art, professional musical performances,

artistic productions and compositions performed for external (public) audiences.

Peer-Reviewed Publications by Undergraduate Authors - Scholarly works in the form of books or articles

(as defined above) created by undergraduate authors or co-authors, published through the same

processes and media as peer-reviewed scholarly works created by faculty. Where co-authors are

students or faculty at the same institution, the work is counted for each co-author.

Data Elements & Reporting Systems:

Comprehensive

Academic &

Research

Institutions

(AU Only)

Baccalaureate

Academic and

Applied Studies

Institutions,

Polytechnical

Institutions

Specialized Arts

& Culture

Institutions

(ACAD only)

Independent

Academic

Institutions


Average number of full-time academic

staff Data Entry Data Entry Data Entry Data Entry

Number of publications reported Data Entry Data Entry Data Entry Data Entry

Number of citations received Data Entry Data Entry Data Entry Data Entry

Citation impact Data Entry Data Entry Data Entry Data Entry

Number of papers cited Data Entry Data Entry Data Entry Data Entry

Percentage of papers cited Data Entry Data Entry Data Entry Data Entry

Books authored or co-authored Data Entry Data Entry Data Entry Data Entry

Books edited or co-edited Data Entry Data Entry Data Entry Data Entry

Articles in refereed journals Data Entry Data Entry Data Entry Data Entry

Non-refereed publications Data Entry Data Entry Data Entry Data Entry

Conference presentations Data Entry Data Entry Data Entry Data Entry

Peer-reviewed publications by

undergraduate authors Data Entry Data Entry Data Entry Data Entry


Page | 34

3. Indicators for which Data Entry is not required by

Post-Secondary Institutions

Graduate Outcomes Survey In 2003-04, the Graduating Student Satisfaction and the Graduate Employment and Academic Outcomes

surveys were combined into one centralized Graduate Outcomes Survey for all post-secondary

institutions. In addition to the employment and satisfaction questions, the new survey collects

information on awareness and transitions, financing of post-secondary education and explores

graduates plans for lifelong learning. Institutions will no longer enter data from the surveys into KPIRS.

Instead, the data are given to Alberta Enterprise and Advanced Education from the survey contractor

and entered into KPIRS by Alberta Enterprise and Advanced Education.

Graduate Student Satisfaction

Satisfaction indicators are compiled from the results of the Graduate Outcomes Survey of students who

have graduated from each Alberta post-secondary institution to determine satisfaction with, and self-

reported benefits from, the education received. Results reported by program, include a number of

indicators common to all Alberta Enterprise and Advanced Educationsectors.


Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

% of completers satisfied with the

overall quality of their educational

experience X X X X

% who would recommend same

program to someone else X X X X

% who would recommend same

institution to someone else X X X X

% of completers satisfied with the

quality of teaching/instruction- X X X X

% of completers reporting benefits -

• for continuing education X X X X

• academic benefit / in-depth

knowledge in a field X X X X

• skills needed for employment X X X X

• improved chances of good

income X X X X

• opportunity for personal

development X X X X

Scope:

All parchment program credentials (Certificate, Certificate Post Basic, Diploma, Diploma Post-Basic,

Applied Degree, Baccalaureate Degree, Master’s Degree, Certificate Post Degree, Diploma Post-Degree,

PhD)

Note:


Page | 35

The Graduate Outcomes Survey results for satisfaction questions are not comparable with prior years.

The time frame for surveying the graduates changed from being conducted on potential graduates in the

institution to being conducted 2 years after graduation on actual completers.

The Graduate Outcomes Survey is in Appendix A. A Graduate Satisfaction template is on page36.


Page | 36

Graduate Satisfaction Template


Page | 37

Graduate Employment and Academic Outcomes

The purpose of this information set is to determine the extent to which graduates find employment

related to their education and training within a reasonable period of time, pursue post-graduate

academic objectives or have intentions to do so. Data are reported from the results of follow-up surveys

of graduates two years after graduation from all post-secondary institutions.


Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

# of labour force participants X X X X

Labour force participation rate X X X X

# employed:

Full-time X X X X

Part-time X X X X

In jobs related to subject area of

program X X X X

In jobs related to general skills

acquired X X X X

In jobs not related X X X X

# unemployed and looking for work X X X X

Average salary of those employed

full-time X X X X

# currently enrolled in a post-

secondary program

- full-time X X X X

- part-time X X X X

Main job related to subject area

knowledge X X X X

# qualified for main job X X X X

# satisfied with main job X X X X

Scope:

All parchment program credentials (Certificate, Certificate Post Basic, Diploma, Diploma Post-Basic,

Applied Degree, Baccalaureate Degree, Master’s Degree, Certificate Post Degree, Diploma Post-Degree,

PhD)

The Graduate Outcomes Survey Instrument is in Appendix A. A Graduate Employment template is on

page 38


Page | 38

Graduate Employment Template


Page | 39

Guidelines for Graduate Outcomes Survey

Timing of Surveys

• In 2003-2004, Alberta Enterprise and Advanced Education replaced the process of institutions

conducting Graduating Student Satisfaction and Graduate Employment surveys in alternating years

with a centralized Graduate Outcomes Survey. The Graduate Outcomes Survey will be conducted

biennially for all post-secondary institutions and will survey graduates two years following program

completion.

• Some institutions may have students who completed more than one program during the year.

Asking these individuals to complete two interviews/questionnaires would be problematic. The

survey consultant has a process in place to select which program to survey the graduate on.

Graduate Outcomes Survey Timetable

KPI Reporting Year

Graduate Outcome Survey

Cohort Result Information

2010 Survey

• Including both Graduate

Employment and Graduate

Satisfaction

• Graduates will be

surveyed between January

– March 2010

• All graduates of

parchment programs

between Fall 2007

and Spring 2008.

• Graduate of 2007-08

designated non-credit

programs will also be

included in the 2010

Survey.

• Results to be reported in

the 2010-11 Alberta

Enterprise and Advanced

EducationAnnual Report

• Institutional results should

be available from the

contractor by Summer

2010

• A system-wide report

should be available by Fall

2010

Next survey

2012 Survey

• Including both Graduate

Employment and Graduate

Satisfaction

• Graduates will be

surveyed between January

– March 2012

• All graduates of

parchment programs

between Fall 2009

and Spring 2010.

• Graduate of 2009-10

designated non-credit

programs will also be

included in the 2012

Survey.

• Results to be reported in

the 2012-13 Alberta

Enterprise and Advanced

EducationAnnual Report

• Institutional results should

be available from the

contractor by Summer

2012

• A system-wide report

should be available by Fall

2012


Page | 40

Conducting the Surveys

• The Graduate Outcomes Survey was developed in consultation with the post-secondary institutions.

Both institutions and the department have agreed on the survey question set. Currently,

institutions will not be able to add complementary questions to their surveys.

• The survey is conducted by an independent consultant hired by Alberta Enterprise and Advanced

Education.

• The Graduate Outcomes survey will be a telephone survey only. If an institution provides an email

address of the graduate, the graduate will have the option of responding by telephone or online.

• Information must be collected from the program completer/graduate. Proxy data (from parents or

roommates, for example) are not acceptable. Such individuals might know if the person is employed

or a student, but would be unreliable respondents for hours worked, income, fit between program

and job (employment survey), and satisfaction with the program and the institution (satisfaction

survey).

• The standardized introduction for the survey includes a note to the contract interviewers indicating

that: “If the individual does not live in this household, try to obtain a new telephone number. Explain

purpose of study (see below) if requested. Thank the person providing the information.” Requesting

a new phone number from someone other than the respondent might be seen as going beyond FOIP

guidelines. However, it is the department’s position that this is an acceptable practice since

telephone numbers are in the public domain and since the individual being asked (e.g., a parent or

former room-mate) can decide not to provide the new number. However, the contractor should also

willingly accept a “no, I can’t give you his/her number” response.

• Some marketing research and polling firms record telephone interviews for verification purposes. If

such a practice is employed by the contractor, the respondent will be informed that the interview is

being recorded and why, and must verbally consent to the recording of the interview. While the

recording is proceeding, a periodic beep (e.g., ten second intervals) must be clearly audible to the

respondent.

Census or Sample Survey and Response Rates

• A census will be conducted for all institutions with less than 1,000 graduates. For institutions with

more than 1,000 graduates a sample of graduates may be contacted. When a sample of graduates

is contacted the target number of responses will need to be sufficient to reach the following

confidence intervals.

• By institution at 95% confidence level, with ± 5% margin of error (or better)

• By field of study at 95% confidence level, with ± 5% margin of error (or better) for all

publicly funded post-secondary institutions in Alberta.

• By program at 95% confidence level, with ± 10% margin of error (or better)

Data Elements & Reporting Systems

• Program identification data for all institutions are reported through the Program Registry

System (PRS).

• Graduate records as reported in LERS (Learner Enrolment Reporting System) are used for the

survey. Alberta Enterprise and Advanced Education sent each institution an extract from LERS

containing their graduate records. Each institution expanded the extract to include student

contact information and forwarded the data file to the contractor. The information provided by

the Alberta Enterprise and Advanced Education extract and the information required from the

institution to complete the data file is reported in the table as shown in Appendix B (page 91).

• Alberta Enterprise and Advanced Educationrequires that the graduates reported in LERS are

the same as the list provided to the contractor.


Page | 41

• The results of the Graduate Outcomes Survey are provided directly to Alberta Enterprise and

Advanced Educationand imported into KPIRS for each post-secondary institution. The results

provided by the contractor will not contain any of the identifier data institutions were required

to add for the contractor to conduct the survey

• Post-secondary institutions are no longer required to enter survey data into KPIRS.

Note:

The department will not publicly report data at the program level if fewer than five

Completers/graduates responded in a survey.

The methodology for tabulating the survey results in KPIRS is provided in a document entitled

“KPIRS Methodology for the Graduate Outcomes Survey on 2007-08 Graduates”. This document will

be available at http://eae.alberta.ca/post-secondary/policy/facts.aspx


Page | 42

University Transfer Program Leavers by Alberta Student Number

The purpose of this indicator is to provide information with respect to the performance of approved

University Transfer programs at institutions offering such programs.

This indicator uses LERS data to identify a beginning cohort of students in a University Transfer program,

and tracks them by Alberta Student Number (ASN) in the LERS and ASI data for the following two years.

Additional data may be supplied by the institution to Alberta Enterprise and Advanced Education for

students known to have transferred to degree-granting institutions outside the Province of Alberta.


Comprehensive

Academic &


Baccalaureate



Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions Transfer rates to other

institutions and program types

-

X

X

-

Level of Reporting: By program [see page.2 ]

• Baccalaureate & Applied Studies

• Comprehensive Community Colleges l

at ProgID level

at ProgID level

Scope: The approved University Transfer programs at institutions which offer such

programs: UT: Bachelor of Arts, UT: Bachelor of Business Administration,

UT: Bachelor of Education, UT: Bachelor of Engineering, UT: Bachelor of Fine

Arts, UT: Bachelor of Physical Education, UT: Bachelor of Science, UT:

Bachelor of Social Work, UT: General.


Page | 43


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Program identification data - PRS PRS -

“Cohort” (Enrolment in Year x) - LERS LERS -

UT Program Same Institution – Year

x+1, x+2

UT Leavers – Year x+1, x+2 - LERS, ASI LERS, ASI -

Degree Programs

University Level – Year x+1, x+2 - LERS, ASI LERS, ASI -

Applied Degree – Year x+1, x+2 - LERS, ASI LERS, ASI -

Other Credential Programs

Diploma – Year x+1, x+2 - LERS, ASI LERS, ASI -

Certificate – Year x+1, x+2 - LERS, ASI LERS, ASI -

UT Program Other Institution – Year

x+1, x+2

-

LERS, ASI LERS, ASI

-

Apprenticeship – Year x+1, x+2 - LERS, ASI LERS, ASI -

General Studies UN/PR – Year x+1,

x+2

-

LERS, ASI LERS, ASI

-

Other – Year x+1, x+2 - LERS, ASI LERS, ASI -

Out of Province UN Degree – Year

x+1, x+2

- Supplied by

Institution

Supplied by

Institution

-

Not in System - Calculated Calculated -


“Cohort” (Enrolment in Year x) - The number of full-time students in a University Transfer program in a

given year as recorded in LERS.

UT Program Same Institution – Continuing in some UT program as in Year (x).

UT Leavers – No longer registered in any UT program as in Year (x).

University Level Degree Program (Same or Other institution) – Enrolled in a Baccalaureate program in

Year (x+1) or (x+2).

Applied Degree Program (Same or Other institution) – Enrolled in an Applied Degree program in Year

(x+1) or (x+2).

Diploma Program (Same or Other institution) – Enrolled in a Diploma program in Year (x+1) or (x+2).

Certificate Program (Same or Other institution) – Enrolled in a Certificate program in Year (x+1) or (x+2).

UT Program Other Institution – Enrolled in a UT Program at a different institution than in Year (x+1) or

(x+2).

Apprenticeship – Enrolled in an Apprenticeship program in Year (x+1) or (x+2).


Page | 44

Open Studies UN/PR – Enrolled in an Open Studies or non-parchment program (Credential type NA) in

Year (x+1) or (x+2).

Other – Enrolled in a non-parchment program (Credential types NA) at the institution in Year (x+1) or

(x+2).

Out of Province UN Degree – Transfers to a degree-granting institution outside the province of Alberta in

Year (x+1) or (x+2). Data must be supplied to Alberta Enterprise and Advanced Education in the

format as shown in the table below.

Not in System – Not enrolled in any of the previous categories either in Year (x+1) or (x+2).

Transfer to Degree - Granting Institutions Outside Alberta

Institutions may supply data to Alberta Enterprise and Advanced Education to identify students known

to have transferred to degree-level programs at institutions outside of Alberta. Institutions should

maintain auditable records of the source data. Data supplied should be in the following format in an MS

Excel spreadsheet, with one record for each transferring student.

Out of Province Transfer Submission Format

Element Name

Size

(length)

Element

Type

Edit

Note

1 Academic Year 4 X Cannot be blank The academic year that the student

began undergraduate studies at an

out-of-province university.

2 Provider Code 2 X Cannot be blank The submitting institution’s 2-digit

Alberta Enterprise and Advanced

Education provider code.

3 Program ID 9 X Cannot be blank PRS Program ID of the submitting

institution’s UT program.

4 Specialization

Code

10 X Cannot be blank PRS Specialization Code of the

submitting institution’s UT

program.

5 Cohort Year 4 X Cannot be blank. Must be two

years before the current

reporting year (latest LERS data

available).

The cohort year the student took a

UT program.

6 ASN 9 X Cannot be blank. The Alberta Student Number of the

student who transferred.

Element Types: D = Date N = Numeric X = Alphanumeric

Note:

A template report for University Transfer Program Leavers by ASN is on the next page.


Page | 45


Page | 46

Access Indicator - Credit Programs

Access indicators are measures of student participation that may be used to indicate accessibility to

post-secondary programs, levels of service provided by institutions and volumes of instructional activity:

• full-time student annual headcount - credit programs

• part-time student annual headcount - credit programs

• full-load equivalent enrolment - credit programs

• student contact hours - credit programs


Comprehensive

Academic &

Research

Institution

Baccalaureate



Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions

Access – Credit Programs

Full-time student annual

headcount X X X X

Part-time student annual

headcount X X X X

Total student annual

headcount X X X X

Full load equivalent

enrolment X X X X

Level of Reporting: By program [see page 2 ]:

• Comprehensive Community College at SpecID level

• Polytechical Institutions at SpecID level


Institutions




Institutions

at SpecID level

at SpecID level

at SpecID level

at SpecID level

Scope: Information required for all credit program types.


Page | 47


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Data reported through (or calculated by)

Enrolment in Credit Programs


Full-time student annual

headcount LERS LERS LERS LERS

Part-time student annual

headcount LERS LERS LERS LERS

Total student annual headcount LERS LERS LERS LERS

Full load equivalent enrolment Calculated Calculated Calculated Calculated

Number of program completers LERS LERS LERS LERS

Specifications and Reporting Protocols:

Credit programs are those recognized and included in the Program Registry System (PRS) program file as

acceptable for official enrolment reporting. The PRS Reporting Manual includes a detailed description of

terms and conditions to differentiate credit from non-credit programs, courses and enrolments and

should be used as a basis for credit and non-credit categorization. The PRS Reporting manual is available

on http://eae.alberta.ca/software/ and on the Campus Alberta Planning System (CAPS) website

(https://portal.aet.gov.ab.ca/apps/caps).

The credit enrolment data required for Access indicators are available for each institution through LERS.

These data will be extracted from LERS and transferred to the KPI Reporting System (KPIRS) for use

where credit enrolment data are required. They are available through LERS at an elemental

program/specialization level.

Full-time student annual headcount - For KPI purposes, the annual unduplicated headcount of full-time

students is the number of individual students who have been counted as full-time during at least one

session of the academic year. A full-time student in LERS is an active student in a Summer, Fall,

Winter or Spring session who is registered in that session for at least 30% of the full year load for the

program.

Part-time student annual headcount - For KPI purposes, the annual headcount of part-time students is

an unduplicated headcount of students enrolled in a reporting year who have not been counted as

full-time during at least one session of the year. Effectively, part-time enrolment will be equal to the

total headcount of individuals served during the year less the full-time headcount.

Total student annual headcount - An unduplicated count of the total number of students served in each

program during a reporting period.

Unduplicated headcounts - detail vs. institutional totals - Over the course of a reporting year, a

substantive number of students may enroll in more than one program. Accordingly, totals for

aggregations of programs/specializations arrived at by the simple addition of program totals will not

agree with unduplicated headcounts produced at the institutional level. LERS will be used to produce


Page | 48

unduplicated total headcounts at the institutional and other levels and these will be used in place of

totals produced by simply summing the program headcounts.

Full-load equivalent (FLE) enrolment - A unit measure of enrolment in which one FLE represents one

student for a standard year of study taking a Full Load. A full load represents the number of units

(credits, contact hours or some other units) of load required to complete the requirements for a

standard year of study (typically September through April) in a specific program. (For further detail,

see the LERS Reporting Manual.) LERS generates this data element for each student’s program and

these are aggregated to the ProgID/Specialization level for use in KPIRS.

Number of Program Graduates - The total number of students who have been determined by the

institution to have completed all graduation requirements for a program, during the reporting year for

which data are being reported and to whom the institution would therefore confer a parchment where

a parchment is offered.

Note:

An Access-Credit template is located on the next page.


Page | 49


Page | 50

Time to Completion Completion indicators are intended to show whether students complete a credential over a reasonable

period of time. The cohort includes full-time students when they enter the institutions in their initial

program choice.

The indicator includes all parchment program types and determines what percentage of the beginning

cohort of full-time students graduate within the normal program length plus 3 years. A student in a two

year diploma programs would be given five years to complete and a student in a four year baccalaureate

would be given 7 years to complete.


Comprehensive

Academic &

Research

Institution

Baccalaureate



Polytechnical


Arts & Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Credential Completion Except AU X X X

Level of Reporting: Information is generated from LERS and PRS

Scope: Information used for the following parchment types: Certificate, Diploma,

Post-Certificate, Post-Diploma, Applied Degree and Bachelor Degree.

Graduate programs are not included. (A similar indicator is to be developed

for Graduate programs.)


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions



Entry stream {freshman} Calculated Calculated Calculated Calculated

Entry year LERS LERS LERS LERS

Earliest completion year Calculated Calculated Calculated Calculated

Program length PRS PRS PRS PRS

Entry cohort LERS LERS LERS LERS

Credential completion rate -

total Calculated Calculated Calculated Calculated

Notes:

� Students who entered a cohort as full-time students and whose status changes to part-time will

remain in the cohort.


Page | 51

� Internal transfer students (transferring within the institution to another “new” program in a

subsequent year) will remain in the “entry” cohort of the earlier year. Completion rates will be

reported if a program was completed of equal or greater value for those who completed their

entry program and for those who completed another program.

Below is a Time to Completion template.


Page | 52

Revenue - Related Indicators

The following revenue-related indicators will be reported at the institutional level:

• Alberta Enterprise and Advanced Education grants per FLE enrolment.

• Alberta Enterprise and Advanced Education grants as a percentage of total

operations revenues.

• Tuition fees per FLE enrolment.

• Other revenues per FLE enrolment.

• Enterprise revenues as a percentage of Alberta Enterprise and Advanced Education

grants.


Comprehensive

Academic &

Research

Institution

Baccalaureate


Studies Institutions,

Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions

Alberta Enterprise and

Advanced Education grants

per FLE enrolment X X X X


Advanced Education grants

as % of total operations

revenues X X X X

Tuition fees per FLE

enrolment X X X X

Other revenues per FLE

enrolment X X X X

Enterprise revenues as % of


Advanced Education grants X X X X


• Comprehensive Community College at the institutional level


Institutions


• Independent academic institutions



Institutions




Scope: All institutions.


Page | 53


Systems:

Comprehensive

Academic & Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions



Advanced Education grants FIRS FIRS FIRS FIRS

Tuition fees FIRS FIRS FIRS FIRS

Other revenues FIRS FIRS FIRS FIRS

Enterprise revenues FIRS FIRS FIRS FIRS

Total operations revenues FIRS FIRS FIRS FIRS

FLE enrolment FIRS FIRS FIRS FIRS

Expense - Related Indicators

The following expense-related indicators will be reported at the institutional level:

• Instruction expenses as a percentage of total operations expenditures

• The total of Academic Support and Student Services expenses as a percentage of total

operations expenses

• Institutional support (administration) expenses as a percentage of total adjusted expenses


Comprehensive

Academic &

Research

Institution


and Applied Studies



Arts & Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Instruction expenses as % of

total operations expenses

X

X

X

X

Academic support and student

services expenses as % of total

operations expenses

X

X

X

X

Institutional support

(administration) expenses as

% of total adjusted expenses

X

X

X

X


• Comprehensive Community Colleges at the institutional level


Institutions at the institutional level

• Specialized Arts and Culture Institutions at the institutional level

• Independent Academic Institutions at the institutional level


Institutions


• Polytechical Institutions at the institutional level


Page | 54

Scope: All institutions.


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Instruction (& non-sponsored

research) expenses

FIRS FIRS FIRS FIRS

Academic support & student

services expenses FIRS FIRS FIRS FIRS

Institutional operations &

facilities expenses FIRS FIRS FIRS FIRS

Total operations expenses FIRS FIRS FIRS FIRS

Institutional support

(administration) expenses FIRS FIRS FIRS FIRS

Total adjusted expenses FIRS FIRS FIRS FIRS


Page | 55

4. Research Indicators for Comprehensive Academic &

Research Institutions and Independent Academic

Institutions

Research - Intensity

This indicator measures the intensity of research in relation to the total sphere of institutional activities.

The indicator is structured as a research “intensity” ratio relating revenues for sponsored research

activities to provincial operating grant support. The numerator includes all sponsored research

revenues - provincial and federal government and non-profit and for-profit sectors; the denominator is

the province’s undifferentiated contribution to all institutional functions and supports salaries for faculty

and other staff members as well as institutional infrastructure including facilities, services, library, and

computing support for research.

Data will be obtained to calculate three three-year rolling averages for each Alberta Comprehensive

Academic and Research Institutions, excluding Athabasca University, and for “peer group” comparisons

with similar Canadian institutions:

Alberta and Calgary Lethbridge

University of British Columbia Acadia University Dalhousie University Brandon University

University of Laval Brock University McGill University Mount Allison University

University of Manitoba Mount St.Vincent University McMaster University University of Prince Edward Island Memorial University Saint Mary’s University

University of Montreal Trent University University of Ottawa Wilfred Laurier University Queen’s University University of Winnipeg

University of Saskatchewan University of Sherbrooke

University of Toronto University of Western Ontario

Level of Reporting: By peer institution


Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Sponsored research revenues as %

of provincial operating grants

X

(except AU)

-

-

-


Page | 56


institutions


Scope: University of Alberta, University of Calgary and The University of Lethbridge.


Total sponsored research revenues and provincial grants are reported by each institution (Alberta

comprehensive academic and research institutions in Alberta and their peer group institutions) through

Statistics Canada and the Canadian Association of University Business Officers (CAUBO) using definitions

and formats developed by the latter, and from other Canadian universities, through CAUBO, for peer

group comparisons. Use of this source for both comprehensive academic and research institutions in

Alberta and their peer group institutions will ensure a reasonable level of comparability.

Data for the research intensity indicator are to be reported through KPIRS. Data are entered from

CAUBO by Alberta Enterprise and Advanced Education on behalf of the Universities of Alberta, Calgary

and Lethbridge.

Since the University of Alberta and the University of Calgary use the same peer group, one institution

should be identified to report the peer group data on behalf of both.


calculation of three three-year rolling averages. Data for the most recent year available from Statistics

Canada and updates to prior year data are reported annually.

Sponsored Research Revenues - Total sponsored research revenues from federal, provincial and

municipal sources, individuals, profit and not-for-profit organizations, and foundations, including

grants, contracts and other types of awards. Normally these revenues are separate and segregated

from revenues that support the general operations of the institution.

Total Provincial Operations Grants - Grants provided through Alberta Enterprise and Advanced

Education including the general operations grant which fund program delivery and administration,

and general capital requirements within each institution’s mandate; grants provided through

“envelopes” established as part of the Alberta Enterprise and Advanced Education Funding

Mechanism; and conditional grants for specific programs or purposes which may be restricted and/or

may involve special terms, conditions, accounting and/or funds management requirements.

Sponsored Research / Provincial Operations Grants - Total sponsored research revenues expressed as a

percentage of total provincial operations grants.


This indicator will not be reported for Athabasca University.


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Sponsored research revenues Data Entry - - -

Total provincial operating grants Data Entry - - -

Sponsored research revenues as %

of provincial operating grants Calculated - - -


Page | 57

Research Publications and Other Creative Works - Campus Based

Institutions Research performance can be reflected by the “citation impact” of research papers produced by faculty

members. The degree to which these papers contribute to and influence the field or fields to which they

apply is reflected by the citation impact of these papers. The citation impact indicator is expressed as

the ratio of:

• number of citations received

• number of publications reported

The following data provide context for this indicator:

• average number of full-time academic staff

• number of papers cited

• percentage of papers cited

Data will be obtained to report for five overlapping five-year periods for the University of Alberta, the

University of Calgary and the University of Lethbridge, and for “peer group” comparisons with similar

Canadian institutions:








Citation impact data are not available for Athabasca University or the Independent Academic

Institutions. Measures of the extent of authorship and editorship of books; the extent of publication

through refereed and/or peer-reviewed journals, non-refereed publications or equivalent means; and

the numbers of conference presentations will be used to indicate the annual output of research and

other scholarly activity that is funded, facilitated and/or otherwise supported by these institutions.

Peer-reviewed publications by undergraduate authors are included as an indicator of the involvement of

students in research and scholarly activity at these institutions.

The University of Lethbridge provides faculty data to Alberta Enterprise and Advanced Education. The

University of Calgary provides the citation data. The data received are entered into KPIRS on behalf of

the institutions by Alberta Enterprise and Advanced Education.


Page | 58


Comprehensive

Academic &


Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts

& Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Citation impact indicator X - - -

Number of full-time academic staff X - - -

Number of papers cited X - - -

Percentage of papers cited X - - -


• Campus-based Comprehensive

Academic and Research Institutions


Scope: University of Alberta, University of Calgary and University of Lethbridge.

Athabasca University and the Independent Academic Institutions report in a

special format.


Systems:

Comprehensive

Academic &


Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions


Average number of full-time

academic staff Data Entry - -

Number of publications

reported Data Entry - - -

Number of citations received Data Entry - - -

Citation impact Calculated - - -

Number of papers cited Data Entry - - -

Percentage of papers cited Calculated - -


The Institute for Scientific Information (ISI) produces a database of summary publication and citation

statistics that reflect research performance in the sciences and social sciences for Canadian universities.

The database consists of counts of publications and citations appearing in journals indexed by ISI over

the period. All these journals are peer-reviewed. For purposes of the database ISI defines publications

as including articles, notes, reviews, and proceedings papers, but not other types of items such as

editorials, letters, corrections and abstracts or books. Papers are attributed to an institution if at least

one author’s address identified the institution.


Page | 59

Three Alberta comprehensive academic and research institutions and their “peer group” institutions are

among the 45 Canadian universities included in the database. The University of Calgary subscribes to

the ISI database and provides the information to Alberta Enterprise and Advanced Education who enters

the data on behalf of the institutions.

Indicator information is maintained for a ten-year period ending with the reporting year, to enable the

calculation of averages for five overlapping five-year periods. Data from the most recent ISI database

(which may include updates to prior year data) are reported annually.

Full-time academic staff - The average number of full-time teaching staff as reported to Statistics Canada

through the University Full-time Teaching Staff System for each five-year period. This includes

teaching staff employed as of October 1 of the reporting year and research staff who have an

academic rank and a salary scale similar to teaching staff, appointed on a full-time basis whose term

of appointment is not less than twelve months (including staff members on leave).

Number of citations received - Total number of citations received during the time period.

Number of publications reported - Total number of papers (articles, notes, reviews, and proceedings

papers) reported through the ISI database for an institution during a given time period.

Citation impact - Total number of citations received during a given time period per publication reported

during the period.

Number of papers cited - Total number of papers cited during the time period.

Percentage of papers cited - Total number of papers cited during a time period expressed as a

percentage of the total number of publications reported during the period.


Page | 60

Research - Council Success Rates

National granting councils use relatively similar criteria applied consistently over time to adjudicate

national peer-reviewed grant competitions. In these competitions, a variety of factors are taken into

account including the quality and innovativeness of the proposed research and the reputation(s),

professional contributions, published results, and past performance of the researcher(s). On the

assumption that faculty members undertaking quality research will fare well in these competitions, two

indicators have been defined at the institutional level:

• the number of grant awards in relation to the number of applications made

to these councils

• the average dollar value of award received

Data will be provided by the three campus-based comprehensive academic and research

institutions (U of A, U of C and U of L) and where available for “peer group” comparisons:









• Comprehensive Academic and Research

Institutions)


Scope: The 3 campus-based comprehensive academic and research institutions.

Peer group comparisons will not be made for Athabasca University.


Comprehensive

Academic &

Research

Institution


and Applied Studies



Arts & Culture Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Number of awards /

number of applications X - - -

Average dollar value of

award

X - - -


Page | 61


Information on grants awarded (number of applications, number of awards, dollar value) is available

from the Councils, both shortly after each competition and in later consolidated versions. Information

on academic staff members is reported to Statistics Canada through the University Full-time Teaching

Staff System.

Because the payout and reporting practices of the three councils vary, between councils and within each

council over time, careful attention must be given to appropriate calculations for establishing the

average annual dollar value of awards from the three councils.

The most current indicator should be accompanied by two historical reference points, which would

provide information spanning five years. Nationally comparative data on grants should be available

within a year of the end of the fiscal year, but since Statistics Canada must be relied upon for nationally

comparable academic staff numbers, there will be a two-year delay.

This indicator is more sensitive to work in the disciplines of engineering, the humanities, medicine, the

sciences, and the social sciences than to the scholarly work carried out in the fine arts or some of the

professional faculties. Nevertheless, using appropriate comparisons, the results are a reasonable proxy

for the whole of the institution. The size of the eligible community and resources available to serve the

community varies significantly from council to council. When making comparisons, it is important,

therefore, to limit scope to institutions with appropriate patterns of faculties and schools so that similar

ranges of disciplines are represented in the calculations.

The University of Alberta provides the disaggregated data for all the comprehensive academic and

research institutions to the department and the data are entered into KPIRS on behalf of the

institutions.




Granting Council - One of the three national granting councils: Medical Research Council (MRC), the

Natural Science and Engineering Research Council (NSERC), the Social Sciences and Humanities

Research Council (SSHRC).

Full-time academic staff - The number of full-time teaching staff as reported to Statistics Canada through

the University Full-time Teaching Staff System. This includes teaching staff employed as of October 1

of the reporting year and research staff who have an academic rank and a salary scale similar to


Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate



Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions


Number of applications Data Entry - - -

Number of awards Data Entry - - -

Number of awards / number of

applications Calculated - - -

Dollar value of awards Data Entry - - -

Average value of award Calculated - - -


Page | 62

teaching staff, appointed on a full-time basis whose term of appointment is not less than twelve

months (including staff members on leave).

Number of Applications - U of A and U of C, these are the aggregate number of applications to the three

national granting councils in the general category of “operating” or “research” grants, for research

programs carried out primarily by individuals or (much less frequently) by small teams of faculty

members.

For the U of L and AU, these are the number of applications to each council. Specifically, these

include Standard Research Grants for SSHRC; Individual, Team and Project Research Grants for NSERC

as well as the Research Grant portions only of Women’s Faculty Awards and University Research

Fellowships; and Operating and Program Grants for MRC. They exclude applications for Networks of

Centres of Excellence (NCE) grants, SSHRC Major Collaborative Research Initiatives, MRC Groups, or

any equipment grants, infrastructure support, stipend awards, scholarships or fellowships, targeted

or joint-funded research projects, or other special purpose awards.

Number of Awards - The aggregate number of awards in the same categories identified in the

specifications for Number of Applications.

Dollar Value of Awards - The aggregate annual dollar value of new grants awarded by the three national

councils in the same categories identified in the specifications for Number of Applications.

Number of Awards / Number of Applications - The aggregate number of awards divided by the

aggregate number of applications and expressed as a percentage, in the same categories identified in

the specifications for Number of Applications.

Average Value of Award - The total dollar value of awards divided by the aggregate number of awards,

in the same categories identified in the specifications for Number of Applications.


Page | 63

Research - Graduate Students Graduate students enrolled in thesis programs participate in and contribute to the research mandate of

the institution and quality faculty members engaged in research and scholarship attract students

desiring research degrees. Accordingly, the higher the proportion of thesis based program graduate

student enrollees to academic staff, the more research intensive and higher the quality of the academic

staff and research of the institution. Unlike undergraduate students who are relatively less mobile,

graduate students are more often in a position to move among institutions and, having completed a first

degree, are more sensitive to the quality of and will seek places at those institutions that have the better

post-graduate offerings.

At the same time, prospective graduate students are attracted to institutions with higher levels of

financial support. There tend to more scholarships and other financial support opportunities at

institutions with intensive research programs and where a high priority is attached to providing support

from internal sources. Quality academic staff attracts additional external research funds, which provide

paid research positions for graduate students and, where needed, the resources, equipment, and other

essentials needed for these students to complete their own research.

The following indicators deal with research as it is interrelated with graduate instruction and training,

and the research activities of graduate students:

•••• graduate student enrolment in thesis (i.e., research) based programs relative to

the number of full-time academic staff.

•••• total graduate enrolment per full-time academic staff.

•••• the number of competitive national graduate scholarships and fellowships relative

to the number of full-time academic staff.

For each of these indicators and each comprehensive academic and research institution, data will be

obtained for a number of similar Canadian institutions for “peer group” comparisons:

Alberta and Calgary

University of British Columbia Dalhousie University

University of Laval McGill University

University of Manitoba McMaster University Memorial University

University of Montreal University of Ottawa Queen’s University




Page | 64


Comprehensive

Academic &

Research

Institution

Baccalaureate



Polytechnical


Arts & Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Graduate students (thesis) / full-time

academic staff X - - -

Total graduate students / full-time

academic staff X - - -

Number of graduate scholarships and

fellowships / full-time academic staff X - - -



Institutions


Scope: University of Alberta and University of Calgary.


Comprehensive

Academic &


Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Full-time academic staff Data Entry - - -

Total graduate students Data Entry - - -

Total graduate students / full-time

academic staff Calculated - - -

FLE graduate students (thesis programs) Data Entry - - -

FLE graduate students (thesis programs)

/ full-time academic staff Calculated - - -

Number of granting council graduate

scholarships and fellowships Data Entry - - -

Number of graduate scholarships and

fellowships / full-time academic staff Calculated - - -


The Canadian Association of Graduate Schools (CAGS) publishes an Annual Statistical Report with

enrolment data. Information about academic staff can be obtained from Statistics Canada’s Teachers in

Universities. The CAGS report appears annually, usually in the fall following the end of the traditional

academic year. The Statistics Canada report usually appears a year later. The CAGS report is based on

data supplied by the graduate schools using agreed definitions.


Page | 65

Full-time equivalent enrolment is used for indicators applying only to University of Alberta and

University of Calgary. Total headcount (full-time plus part-time, not weighted) is used for national peer

group comparisons since FLE data are not available inter-provincially on a comparative basis.

Assuming performance indicators are to be reported in the fall of each year; the most recent

institutional data should be used and converted to nationally comparable data as soon as the latter

become available. The most current indicator should be accompanied by four historical reference

points; the four immediately preceding years. As nationally comparative data may not be available for

one or two years after internal data are available, the full report may include one or two years of

unconverted data and three or four years of converted data. Comprehensive academic and research

institutions offering graduate programs subscribe to the CAGS reporting definitions. The conversion of

internal to nationally comparable data should not result in significant differences from year to year.

The indicators are not directly indicative of the quality of academic staff or research in areas where

course-based programs are offered. However, it is not unusual for some faculties, particularly in the

professional areas, to offer both thesis and non-thesis programs. In this regard, care must be taken in

interpreting Indicator 4; it should be expected to be lower in these faculties than in facilities with no

course-based graduate programs. Moreover, in the humanities and social sciences (the SSHRC

disciplines) the breadth of Ph.D. offerings in these disciplines will have an effect. SSHRC awards are for

doctoral study and institutions with limited Ph.D. offerings in these disciplines will not fare as well.

Thus, at the institutional level, it is important to limit comparisons to institutions with similar patterns of

faculties and schools. For example, it would be inappropriate to compare comprehensive institutions

with a narrow range of graduate programs with those that have a nearly full complement of programs in

virtually all disciplines. There should also be comparability in the levels at which degrees are offered, as

between master’s and doctor’s programs.

Because of their limited graduate enrolments, Athabasca University and the University of Lethbridge are

not reporting these indicators.

Since the University of Alberta and the University of Calgary use the same peer group, one institution

should be identified to report the peer group data on behalf of both.

Full-time Academic Staff - The number of full-time teaching staff as reported to Statistics Canada

through the University Full-time Teaching Staff System. This includes teaching staff employed as of

October 1 of the reporting year and research staff who have an academic rank and a salary scale

similar to teaching staff, appointed on a full-time basis whose term of appointment is not less than

twelve months (including staff members on leave). Reported for the comprehensive academic and

research institutions in Alberta and their national peer group institutions.

FLE Graduate Students (Thesis Programs) - Full-load equivalent enrolments including students in a

qualifying year or as candidates for a Masters or Ph.D. degree in a program for which the completion

of a thesis is a requirement for the degree. This is reported for only the comprehensive academic

and research institutions.

FLE Graduate Students (Thesis Programs) per Full-time Academic Staff - Full-load equivalent graduate

student enrolment in thesis programs divided by full-time academic staff. This is reported for only

the comprehensive academic and research institutions.

Total Graduate Students - Total graduate enrolment in thesis and course-based Master’s and Ph.D.

programs, calculated as full-time students plus part-time students, not weighted. Reported for

comprehensive academic and research institutions and their national peer group institutions.

Total Graduate Students per Full-time Staff - Total graduate students enrolment in thesis and course-

based Master’s and Ph.D. programs (full-time plus part-time, not weighted) divided by the number of


Page | 66

full-time academic staff. Reported for the comprehensive academic and research institutions and

their national peer group institutions.

Granting Council Graduate Scholarships & Fellowships - The number of scholarships and fellowships

awarded to graduate students through the national council (MRC, NSERC and SSHRC) annual

competitions. Reported for the comprehensive academic and research institutions and their national

peer group institutions.

# of Awards / Full-time Academic Staff - The number of scholarships and fellowships awarded divided

by the number of full-time academic staff members in the corresponding year. Reported for the

comprehensive academic and research institutions and their national peer group institutions.


Page | 67

Research - Research Impact

These indicators measure returns from investments in research facilities, activities and infrastructure at

the comprehensive academic and research institutions. Research funds from all sources have an

important economic impact on the local or regional economy, in terms of employment and job creation

as well as through other types of expenditures in the local economy. Five indicators are included:

• a “council support” ratio which relates revenues from the three national granting

councils to total sponsored research revenues.

• “community and industry support” ratios which relate revenues for research of an

applied nature supported by grants, contracts and contributions from non-

government sources, to total sponsored research revenues, and to full-time

academic staff.

• an “industry sponsored research” ratio that relates industry sponsored research

support to community and industry support.

• total annual licensing revenues to indicate both the value of useful products that

originate in university research and the effort of researchers and university-industry

liaison structures to move these products into industry and society.

• disclosures of inventions and other commercially valuable intellectual property.

For these indicators and for each comprehensive academic and research institutions, data will be

obtained for a number of similar Canadian institutions for “peer group” comparisons:









Page | 68


Comprehensive

Academic &


Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &

Culture

Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions

Council support ratio (council

sources / total sponsored

research revenues) U of A, U of C, U of L - - -

Community & industry

sources / full-time academic

staff U of A, U of C, U of L - - -

Community & industry

sources / total sponsored

research revenues U of A, U of C, U of L - - -

Industry sources /

community & industry

sources U of A, U of C, U of L - - -

Total licensing revenues U of A, U of C

Invention disclosures U of A, U of C - - -


• Comprehensive academic and research

institutions


Scope: University of Alberta and University of Calgary for all indicators.

The University of Lethbridge for “community & industry support” ratios.

Data elements & Reporting

Systems:

Comprehensive

Academic &

Research

Institution

Baccalaureate

Academic and

Applied Studies

Institution,

Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions


Total sponsored research revenues Data Entry - - -

Support from council sources Data Entry - - -

Council support ratio (council

sources / total sponsored research

revenues) Calculated - - -

Support from community &

industry sources Data Entry - - -

Community & industry sources /

total sponsored research revenues Calculated - - -

Support from industry sources Data Entry - - -

Industry sources / community & Calculated - - -


Page | 69

industry sources

Total licensing revenues Data Entry - - -

Invention disclosures Data Entry - - -

Specifications & Definitions:

Research revenues are reported by the comprehensive academic and research institutions and their

peer group institutions through Statistics Canada and the Canadian Association of University Business

Officers (CAUBO) using definitions and formats developed by the latter, and available to Alberta and

other Canadian universities, through CAUBO, for peer group comparisons. For the most recent year(s),

CAUBO reports (and peer comparison data) may not be available, preliminary data for comprehensive

academic institutions can be obtained from the financial records of each institution.

These indicators are not being reported by Athabasca University.

Data are provided by CAUBO are entered into KPIRS by Alberta Enterprise and Advanced Education on

behalf of the institutions.




Sponsored Research Revenues - Total sponsored research revenues from federal, provincial and

municipal sources, individuals, profit and not-for-profit organizations, and foundations, including

grants, contracts and other types of awards. Normally these revenues are separate and segregated

from revenues that support the general operations of the institution.

Support from Council Sources - The aggregate of grants received from national granting councils: the

Medical Research Council (MRC), the Natural Science and Engineering Research Council (NSERC), and

the Social Sciences and Humanities Research Council (SSHRC). This corresponds to the “Federal

Government grants” for the three specified councils, in the CAUBO format.

Council Support Ratio (Councils Sources / Total Sponsored Research Revenues) - Total grants and awards

from the three national granting councils expressed as a percentage of total sponsored research

revenues.

Support from Community & Industry Sources - Bequests, donations and non-government grants for

sponsored research, from individuals, corporate commercial enterprises, foundations and non-profit

organizations. This corresponds to “Bequests, donations, non-government grants” with the sub-

classifications “Individuals, Corporate business enterprises, Foundations and Non-profit

organizations” in the CAUBO format.

Community & Industry Sources / Total Sponsored Research Revenues - Total bequests, donations and

non-government grants for research purposes expressed as a percentage of the total sponsored

research revenues.

Full-time Academic Staff - The number of full-time teaching staff as reported to Statistics Canada

through the University Full-time Teaching Staff System. This includes teaching staff employed as of

October 1 of the reporting year and research staff who have an academic rank and a salary scale

similar to teaching staff, appointed on a full-time basis whose term of appointment is not less than

twelve months (including staff members on leave). Reported for the comprehensive academic and

research institutions and their national peer group institutions.

Support from Community & Industry Sources / Full-time Academic Staff - Support from Community &

Industry Sources divided by the number of full-time academic staff.


Page | 70

Support from Industry Sources - Sponsored research revenues including grants, contracts, awards and

other funding support from corporate commercial enterprises (private business, commercial and

industrial organizations and/or agencies acting on their behalf). This isolates the “corporate business

enterprise” sub-category. Although not published in the CAUBO/Statistics Canada reports, this data

can be obtained from CAUBO for peer group comparisons.

Industry Sources / Community & Industry Sources - Total industry sponsored research revenues

expressed as a percentage of total sponsored research revenues from community and industry

sources.

Total Licensing Revenues - Revenues accruing from the commercial and/or industrial application and

development of patents, industrial designs, and other intellectual property. These data are not

currently reported at a provincial or national level but will be obtained from reports published by the

Association of University Technology Managers, Inc. (AUTM)1. Peer-group comparisons will be limited to

institutions reporting through the AUTM surveys.

Invention Disclosures - Disclosures of inventions and other commercially valuable intellectual property.

Not currently reported at a provincial or national level but will be obtained from AUTM.

1 Association of University Technology Managers, Inc., 111 Deer Lake Road, Suite 100 Deerfield, IL 60015


Page | 71

5. Appendices:

Appendix A: Graduate Outcomes Survey Documents

Alberta Graduate Outcomes Survey, Class of 2007-08

CATI Survey

Hello, may I please speak to (name of graduate)?

[If the individual is not available try to find out when they might be available. Explain purpose of

study (see below) if requested. Thank the person providing the information. Do not collect survey

information from parents, roommates or others.]

[If the individual does not live in this household, try to obtain a new telephone number or email

address. Explain purpose of study (see below) if requested. Thank the person providing the

information.]

New contact - phone Collect new phone #

New contact - email Collect email address

Hi, my name is and I’m with Harris/Decima. I’m calling on behalf of Alberta Advanced

Education & Technology and (name of institution). We are conducting a survey of

post-secondary students who completed programs of study in the fall of 2007 or the spring of 2008 at

(name of institution). The purpose of the study is to provide summary information for

Alberta Advanced Education & Technology about graduates’ satisfaction as well as their employment

and educational experiences, and to provide detailed information to (name of

institution) with ideas about how to improve their programs. Are you willing to complete this survey? It

will only take about 15 minutes and you can complete it by telephone or online.

Yes – Available now Continue

Yes – Call back Schedule call back

Yes - Online Collect email address

Refusal Thank and terminate

Before we start, I’d like to assure you that your participation is voluntary and that any information you

provide will be kept confidential. If you wish to stop this survey at any time please just tell me. Your

responses will be shared with participating post-secondary institutions but will not be attributable on an

individual basis. When results are published, only summary or aggregated information will be provided.

Your personal information is protected by the Freedom of Information and Protection of Privacy Act.

[If the student questions the validity of the study, or has any questions about the Freedom of

Information and Protection of Privacy Act, please tell them they can contact the persons listed below

for verification.]

Institution Survey Contact Telephone Number

The CATI system will generate the name and telephone number for the institutional contact.


Page | 72

[IF ASKED: The overall report of findings from this project will be publicly available on the Alberta

Enterprise and Advanced Education website in the fall of 2010. The report from the last wave of this

research is currently available on this website.]

BACKGROUND

First, I would like to start by asking some general background questions.

1. What was the highest grade level you completed in the K-12 system, not including adult

upgrading?

1. Grade 1

2. Grade 2

3. Grade 3

4. Grade 4

5. Grade 5

6. Grade 6

7. Grade 7

8. Grade 8

9. Grade 9

10. Grade 10

11. Grade 11

12. Grade 12

13. Grade 13

14. Kindergarten

88. Don’t know

99. No response

2. Which city or town were you living in when you last attended high school or another grade in

the K-12 system, not including adult upgrading? [DO NOT READ]

1. Edmonton

2. Calgary

3. Lethbridge

4. Red Deer

5. Grande Prairie

6. Medicine Hat

7. Fort McMurray

8. Elsewhere in Alberta (specify) _________________________

9. Elsewhere in Canada (specify province/territory) ________________

77. Outside Canada (specify country) _______________

88. Don’t know

99. No response

3. What year did you last attend school in the K-12 system, not including adult upgrading? [ENTER

FOUR DIGIT YEAR]

8888. Don’t know

9999. No response


Page | 73

4. Which city or town were you living in when you first applied for post-secondary studies, not

including adult upgrading? [DO NOT READ]

1. Edmonton

2. Calgary

3. Lethbridge

4. Red Deer

5. Grande Prairie

6. Medicine Hat

7. Fort McMurray




88. Don’t know

99. No response

5. In what year did you begin post-secondary studies, not including adult upgrading? [ENTER

FOUR DIGIT YEAR]

8888. Don’t know

9999. No response

6. Have you permanently relocated to a different city or town since the time of your graduation

from ________________ (name of institution)?

1. Yes

2. No � GO TO Q10

88. Don’t know � GO TO Q10

99. No response � GO TO Q10

7. What was your primary reason for moving? [DO NOT READ, SELECT ONLY ONE OPTION]

1. To attain employment

2. Improve employment situation

3. Family move/obligations (including children, extended family, etc)

4. To be independent/move away from family

5. Housing opportunities/cost of living

6. Proximity to work/services/opportunities

7. Moving back to family home

8. To acquire further education

9. Improve social life

77. Other (specify) ________________

88. Don’t know

99. No response


Page | 74

8. Which city or town did you relocate to? [DO NOT READ]

1. Edmonton

2. Calgary

3. Lethbridge

4. Red Deer

5. Grande Prairie

6. Medicine Hat

7. Fort McMurray




88. Don’t know

99. No response

(Note: If respondent has relocated more than once, enter where they are now)

9. Was this your hometown?

1. Yes

2. No

88. Don’t know

99. No response

10. I will now ask you a series of questions about your post-secondary educational experience.

Using a 5-point scale where 1 means “not useful” and 5 means “very useful”, how useful were

each of the following sources of information in helping you decide which program and

institution to attend? If some of these sources of information are not applicable please indicate

so. [RANDOMIZE AND READ]

not useful very useful N/A DK NR

a) Institutional calendars (online) 1 2 3 4 5 77 88 99

m) Institutional calendars (print) 1 2 3 4 5 77 88 99

b) Alberta Learning Information Service1 2 3 4 5 77 88 99

(ALIS) website (www.alis.ab.ca)

i) Institution website 1 2 3 4 5 77 88 99

c) School or guidance counselors 1 2 3 4 5 77 88 99

j) Career fair/Open house

/PSI High School presentation 1 2 3 4 5 77 88 99

d) Teachers 1 2 3 4 5 77 88 99

e) Career counselors 1 2 3 4 5 77 88 99

k) Co-workers/employer 1 2 3 4 5 77 88 99

f) Parents or other relatives 1 2 3 4 5 77 88 99

g) Friends 1 2 3 4 5 77 88 99

l) Student recruiters

/PSI program representatives 1 2 3 4 5 77 88 99

h) Other (specify) ________________ 1 2 3 4 5 77 88 99


Page | 75

11. What was your primary goal upon entering ________________ (name of institution)? [DO NOT

READ]

1. Preparation for a specific degree or diploma

2. Completion of a specific degree or diploma

3. Expanded knowledge in a particular subject area

4. Expand general education level

5. Employment

6. Improve skills required for the job you had at the time

7. To change careers

8. Obtain high school equivalency

77. Other (specify) _______________

10. Did not set a goal � GO TO Q14



12. Did you achieve your primary goal?

1. Yes � GO TO Q14

2. No



13. Why not? [DO NOT READ]

1. Changed program/career plans/goals

2. Personal illness or disability

3. Family responsibilities

4. Moved

5. Financial Reasons

6. Lack of employment in field

7. Still in school/pursuing further education

8. Other (specify)______________________________________

88. Don’t know

99. No response

YOUR PROGRAM

The following questions relate to the _______________ (name of program) program you graduated

from.

14. Please rate the following statements using a 5-point scale where 1 means “not at all” and 5 means

“to a great extent”.

To what extent did the program from which you graduated at ________________ (institution name)

provide you with the following benefits? If some of these benefits are not applicable please indicate

so. [RANDOMIZE AND READ]

not at all great extent N/A DK NR

a. The skills needed for a particular job 1 2 3 4 5 77 88 99

b. Knowledge of a particular field of study 1 2 3 4 5 77 88 99

c. An opportunity to improve yourself 1 2 3 4 5 77 88 99

d. Chances of improved income 1 2 3 4 5 77 88 99

e. A desire to continue learning more, about


Page | 76

this or other subjects 1 2 3 4 5 77 88 99

f. Improved employment opportunities 1 2 3 4 5 77 88 99

15. The following statements examine the degree to which your post-secondary education has added to

your skills, knowledge and abilities. Please rate these statements using a 5-point scale where 1

means “not at all” and 5 means “to a great extent”. If a statement is not applicable please indicate

so.

Reflecting on your educational experience at _____________ (name of institution), do you feel that

it has helped you to effectively: [RANDOMIZE AND READ]

not at all great extent N/A DK NR

a. Solve problems 1 2 3 4 5 77 88 99

b. Speak in public 1 2 3 4 5 77 88 99

c. Develop your writing skills 1 2 3 4 5 77 88 99

d. Resolve conflicts 1 2 3 4 5 77 88 99

e. Learn independently 1 2 3 4 5 77 88 99

f. Become self-confident 1 2 3 4 5 77 88 99

g. Develop leadership skills 1 2 3 4 5 77 88 99

h. Think creatively 1 2 3 4 5 77 88 99

i. Develop awareness of ethical issues 1 2 3 4 5 77 88 99

j. Develop awareness of political and

social issues 1 2 3 4 5 77 88 99

k. Appreciate other cultures 1 2 3 4 5 77 88 99

l. Develop work-related computer skills 1 2 3 4 5 77 88 99

m. Develop research skills 1 2 3 4 5 77 88 99

n. Develop mathematical skills 1 2 3 4 5 77 88 99

o. Develop interpersonal skills 1 2 3 4 5 77 88 99

p. Work independently 1 2 3 4 5 77 88 99

q. Work well with others 1 2 3 4 5 77 88 99

s. Develop effective time management skills 1 2 3 4 5 77 88 99

t. Analyze Information 1 2 3 4 5 77 88 99

16. The following question examines how satisfied you are with your educational experience in the

_____________ (name of program) program at ___________ (name of institution). I would like you

to answer using a 4-point scale, where 1 means “very dissatisfied,” 2 means “dissatisfied”, 3 means

“satisfied”, and 4 means “very satisfied”. [READ]

a) How satisfied are you with the quality of teaching in your program?

1. Very dissatisfied

2. Dissatisfied

3. Satisfied

4. Very satisfied

88. Don’t know

99. No response

b) How satisfied are you with your program at ___________ (name of institution)?


2. Dissatisfied

3. Satisfied

4. Very satisfied


Page | 77

88. Don’t know

99. No response

c) How satisfied are you with the overall quality of your educational experience?


2. Dissatisfied

3. Satisfied

4. Very satisfied

88. Don’t know

99. No response

17. With a yes or no answer, would you recommend the same program of study to someone else?

1. Yes

2. No

88. Don’t know

99. No response

18. Would you recommend to someone that they should attend ____________ (name of

institution)?

1. Yes

2. No

88. Don’t know

99. No response

19. Did you complete any post-secondary courses, not including adult upgrading, prior to enrolling

in the ______ (program name) program at ___________ (name of institution)?

1. Yes

2. No � GO TO Q25



20. In completing requirements for the___________ (name of program) program, did you receive

transfer credit or advanced standing for courses taken at any other institution?

[NOTE: FOR PRIVATE VOCATIONAL SCHOOLS, SKIP QUESTION 20 AND GO TO QUESTION 25.]

1. Yes

2. No � GO TO Q24B

88. Don’t know � GO TO Q24B

99. No response � GO TO Q24B

21. From which institution(s) did you transfer credits?

1. Athabasca University

2. University of Alberta

3. University of Calgary

4. University of Lethbridge

5. Alliance University College (now Ambrose University College)

6. Augustana University College (now University of Alberta - Augustana Campus)

7. Canadian Nazarene University College (now Ambrose University College)

8. Canadian University College


Page | 78

9. Concordia University College

10. The King’s University College

11. St. Mary’s University College

12. Taylor University College and Seminary

13. Alberta College of Art and Design

14. Bow Valley College

15. Fairview College

16. Grande Prairie Regional College

17. Grant MacEwan College

18. Keyano College

19. Lakeland College

20. Lethbridge College (formerly Lethbridge Community College)

21. Medicine Hat College

22. Mount Royal College

23. NorQuest College

24. Northern Lakes College

25. Olds College

26. Portage College

27. Red Deer College

28. NAIT

29. SAIT

30. Other Alberta Institution (specify) _______________________

31. Other Non-Alberta Institution (specify) ___________________

88. Don’t know

99. No response

22. Did you receive full credit or partial credit from? [PIPE IN ONLY THOSE INSTITUTIONS CHECKED IN Q21]

Full Partial DK NR

a. Athabasca University 1 2 88 99

b. University of Alberta 1 2 88 99

c. University of Calgary

d. …

[PIPE IN ONLY THOSE INSTITUTIONS CHECKED IN Q21 AND Q22 <> 88 OR 99.]

23. Did you receive the transfer credit you expected from…?

Yes No DK NR

a. Athabasca University 1 2 88 99

b. University of Alberta 1 2 88 99

c. University of Calgary

d. …

[PIPE IN ONLY THOSE INSTITUTIONS CHECKED IN Q21 AND Q23=2]


Page | 79

24. What were the reasons that you did not receive the credit you expected from? [CHECK ALL

THAT APPLY; DO NOT READ]


1. I did not originally plan to transfer.

2. I completed more credits than were allowed for transfer to (i.e. most programs

require that 50% of the program has to be completed at the institution offering the

credential).

3. My marks weren’t high enough to receive transfer credit.

4. I misunderstood or found the transfer requirements to be unclear.

5. I received unclear advice on what courses would transfer from the sending institution

6. I received unclear advice on what courses would transfer from the receiving

institution

7. I received unclear advice on what courses would transfer from the other sources

8. I received unassigned (general) credit when I expected to receive specific credit (i.e. I

got credit for English 1XX rather than English 110).

9. My courses were too old to transfer as I took them too long ago.

10. All my courses were transferable but some weren’t required for graduation.

77. Other (specify) _________________________

88. Don’t know

99. No response

University of Alberta

1. I did not originally plan to transfer.

2. I completed more credits than were allowed for transfer to (i.e. most programs

require that 50% of the program has to be completed at the institution offering the

credential).

3. My marks weren’t high enough to receive transfer credit.

4. I misunderstood or found the transfer requirements to be unclear.

5. I received unclear advice on what courses would transfer from the sending institution

6. I received unclear advice on what courses would transfer from the receiving

institution

7. I received unclear advice on what courses would transfer from the other sources

8. I received unassigned (general) credit when I expected to receive specific credit (i.e. I

got credit for English 1XX rather than English 110).

9. My courses were too old to transfer as I took them too long ago.

10. All my courses were transferable but some weren’t required for graduation.

77. Other (specify) _________________________

88. Don’t know

99. No response

University of Calgary…

24. A.) How satisfied were you with the transfer credit that you received?


2. Dissatisfied

3. Satisfied

4. Very satisfied

88. Don’t know


Page | 80

99.No response

24. B.) In completing requirements for the_______(name of program) program, did you apply for

prior learning assessment and recognition (PLAR)? [If participant does not know what PLAR is,

record as 88 – Don’t know]

1. Yes

2. No (go to 25)

88. Don’t know (go to 25)

99. No response (go to 25)

24 C.) Which type of assessment did you complete? (Do not read.)

1. Portfolio development

2. Challenge process (written or oral exams, skills demonstration, product assessment, educational

credential assessment)

3. Other (specify) ____________________

24 D.) Were you successful in being awarded credits?

1. Yes

2. No (go to 25)



24 E.) How many credits were you awarded?

1. 3 (one course)

2. 6-12 (two to four courses)

3. 15-30 (five to ten course)

4. more than 30 (eleven or more courses)

88. Don’t know

99. No response

25. To what extent do you agree with the following statement: Given the benefits of post-secondary

education, I consider the _____________ (name of program) program to be worth the financial

cost to me and/or my family? Do you…? [READ]

1. Strongly disagree

2. Disagree

3. Agree

4. Strongly agree

88. Don’t know

99. No response

26. How much of your course-load for the program you graduated from did you take through on-

line and / or distance delivery? Is that...? [DOES NOT INCLUDE PRIOR CREDIT TRANSFERS]

1. None

2. Less than half

3. About half

4. More than half

5. All of it


Page | 81

88. Don't know

99. No response

26 A. As part of your studies at (Alberta Institution) ________, did you participate in a study abroad

program (which might include a student exchange, field school experience, course taken abroad, co-

op/practicum or internship) outside of Canada?

1. Yes

2. No (go to 27)



B. In which country? [Record response]

88. Don’t know

99. Prefer not to say

C. Was your Study Abroad Program offered: (read list, choose one option)

____ All in English

____ Primarily in English

____ Primarily in a language other than English

____ All in a language other than English

D. How satisfied were you with the overall quality of your study abroad educational experience?


2. Dissatisfied

3. Satisfied

4. Very satisfied

88. Don’t know

99. No response

27. Did you work while taking classes at _________________(name of institution)?

1. Yes

2. No

88. Don’t know

99. No response

EMPLOYMENT OUTCOMES

The following questions relate to your employment outcomes since graduating.

28. Do you currently have one or more paying jobs, including self-employment and seasonal

positions?

1. Yes

2. No � GO TO Q31



29. How many paying jobs do you have? [ENTER NUMBER]


Page | 82

89. Don’t know

100. No response

30. Are you self-employed (in your main job)? [THE MAIN JOB REFERS TO THE JOB THAT HAS THE MOST

HOURS.]

1. Yes

2. No

88. Don’t know

99. No response

SKIP AHEAD TO Q33

31. Are you currently looking for a job?


2. No



32. What is the main reason you are not looking for a job? [DO NOT READ]

1. Own illness or disability

2. Personal or family responsibilities

3. Going to school

4. No longer interested in finding a job

5. Waiting for recall (to former or seasonal job)

6. Waiting for replies from employer

7. Could not find the kind of job wanted

8. Traveling/taking time off

9. Retired

10. International student/immigration issues

77. Other (specify) _________________________

88. Don’t know

99. No response

SKIP AHEAD TO Q50

33. How long have you been employed in your (main) job? [SELECT THE MOST APROPRIATE, DO NOT READ]

1. Six (6) months or less

2. Six (6) months and one (1) day to one (1) year

3. Longer than one (1) year

88. Don’t know

99. No response

34. What sector best describes the organization you work for? [Read list as necessary]

1. Agriculture, Forestry, Fishing and Hunting

2. Mining, Oil and Gas

3. Utilities

4. Construction

5. Manufacturing

6. Wholesale Trade

7. Retail Trade


Page | 83

8. Transportation and Warehousing

9. Telecommunications and Information

10. Finance and Insurance

11. Real Estate and Rental and Leasing

12. Professional, Scientific and Technical Services

13. Management of Companies and Enterprises

14. Administrative and Support

15. Waste Management and Remediation Services

16. Education Services

17. Health Care and Social Assistance

18. Arts, Entertainment and Recreation

19. Accommodation and Food Services

20. Public Administration

77. Other Services (Please specify) ______________________

88. Don’t know

99. No response

35. What is your job title? (If you held more than one job, choose the one with the most hours.) [ENTER JOB TITLE]

88. Don’t know

99. No response

36. What are your main work duties? [PROBE IF NECESSARY, ENTER MAIN WORK DUTIES]

88. Don’t know

99. No response

37. What is the total number of hours you usually work per week in your (main) job? (The main job

refers to the one with the most hours worked in a week.) [ENTER HOURS]

8888. Don’t know

9999. No response

39. What is the easiest way for you to tell us your gross salary or earnings, including tips and

commissions, before taxes and other deductions for your (main) job? [READ LIST AS NECESSARY]

1. Hourly

2. Daily

3. Weekly

4. Bi-weekly (every two weeks)

5. Semi-monthly (twice a month)

6. Monthly

7. Yearly

77. Other (specify) ____________________

88. Don’t know

99. No response� GO TO Q42

38. Working your usual hours at your (main) job, approximately what is your gross salary or

earnings, before taxes and deductions? (including gratuities, commission and other earnings)? [ENTER SALARY, DO NOT USE DECIMALS; IF NECESSARY, HAVE PARTICIPANT CONVERT TO CANADIAN

DOLLARS AS CLOSELY AS POSSIBLE]

888888. Don’t know



Page | 84

40. [Skip if Q39 = yearly] Based on what you have told me, your total expected annual income from

your (main) job before deductions is calculated to be $ __________. Does that sound about

right?


2. No

88. Don’t know


41. [Skip if Q39 = yearly] In that case, what is your approximate annual income from your (main) job

before deductions including ANY tips OR commissions? [ENTER ANNUAL INCOME]


999999. No response

42. Please rate these statements using a 3-point scale where 1 means “not related”, 2 means

“somewhat related” and 3 means “very related”. How related is your current job to:

not related very related DK NR

a) The general skills and abilities you

acquired (e.g., communication skills,

critical thinking, problem solving) 1 2 3 88 99

b) The subject-area knowledge you acquired 1 2 3 88 99

c) Overall, how related is your current

(main) job to the program from which

you graduated in 2007-08? 1 2 3 88 99

IF THE RESPONDENT HAS ONLY ONE JOB, BASED ON RESPONSE TO Q29, SKIP TO Q47

43. What is the total number of hours you usually work per week in all other jobs combined? [ENTER HOURS]

88. Don’t know

99. No response

43 VALID. To confirm, you work a total of [Q37+Q43] per week; that is, [Q37] at your main job and

another [Q43] hours at your other jobs.

1. Yes – Continue

2. No – Jump back to Q37 or Q43, as appropriate

45. With respect to your other job(s), what is the easiest way for you to tell us your gross salary or

earnings, including tips and commissions, before taxes and other deductions? [READ LIST AS

NECESSARY]

1. Hourly

2. Daily

3. Weekly

4. Bi-weekly (every two weeks)

5. Semi-monthly (twice a month)

6. Monthly

7. Yearly

77. Other (specify) ____________________


Page | 85

88. Don’t know

99. No response� GO TO Q46

44. Working your usual hours at your other job(s) what is your approximate gross salary or earnings,

before taxes and deductions? (including gratuities, commission and other earnings)? [ENTER

SALARY, DO NOT USE DECIMALS; IF NECESSARY, HAVE PARTICIPANT CONVERT TO CANADIAN DOLLARS

AS CLOSELY AS POSSIBLE]



45a. [Skip if Q45 = yearly] Based on what you have told me, your total expected annual income from

your other job(s) before deductions is calculated to be $ __________. Does that sound about

right?


2. No

88. Don’t know


45b. [Skip if Q45 = yearly] In that case, what is your approximate annual income from your other

job(s) before deductions including ANY tips OR commissions? [ENTER ANNUAL INCOME]



46. Please rate these statements using a 3-point scale where 1 means, “not related”, 2 means

“somewhat related” and 3 means “very related”. How related are your other jobs to:

not related very related DK NR

a) The general skills and abilities you

acquired (e.g., communication skills,

critical thinking, problem solving) 1 2 3 88 99

b) The subject-area knowledge you acquired 1 2 3 88 99

c) Overall, how related is your other

job to the program from which

you graduated in 2007-08? 1 2 3 88 99

47. When you were selected for your (main) job, what was the highest level of education needed to

get the job? [DO NOT READ LIST, ACCEPT ONE ANSWER ONLY]

1. Less than high school

2. Some high school

3. High school diploma

4. Some non-University post secondary (college/technical/vocational)

5. Completed non-University post-secondary (college/technical/vocational)

6. Some university

7. Completed bachelors degree

8. Completed graduate studies

10. Professional degree (only includes: Medicine (MD), Law (LLB), and Dentistry (DDS))

9. Other (specify) _______________________

88. Don’t know

99. No response


Page | 86

48. Given your education, training and experience, how qualified do you feel you are for your (main)

job? [READ]

1. Very under-qualified

2. Somewhat under-qualified

3. Qualified

4. Somewhat overqualified

5. Very overqualified

88. Don’t know

99. No response

49. All things considered, how satisfied are you with your current (main) job? Would you say…? [READ]

1. Very Dissatisfied

2. Dissatisfied

3. Satisfied

4. Very Satisfied

88. Don’t know

99. No response

FURTHER STUDIES

I would now like to ask you about further studies you may have undertaken since graduating.

50. Are you currently enrolled as a student?

1. Yes

2. No � GO TO Q54



51. What post-secondary institution(s) are you enrolled in?

1. Athabasca University

2. University of Alberta (including Augustana campus)

3. University of Calgary

4. University of Lethbridge

5. Ambrose University College

6. Canadian University College

7. Concordia University College

8. King’s University College

9. St. Mary’s University College

10. Alberta College of Art and Design

11. Bow Valley College

12. Grande Prairie Regional College (including Fairview Campus)

13. Grant MacEwan College

14. Keyano College

15. Lakeland College

16. Lethbridge Community College

17. Medicine Hat College

18. Mount Royal College

19. NorQuest College

20. Northern Lakes College


Page | 87

21. Olds College

22. Portage College

23. Red Deer College

24. NAIT

25. SAIT

30. Other Alberta Institution (specify) _______________________

31. Other Non-Alberta Institution (specify) ___________________

88. Don’t know

99. No response

52. Are you currently a part-time or full-time student?

1. Full-time

2. Part-time

88. Don’t know

99. No response

53. Will these studies lead to a…? [READ LIST AS NECESSARY]

1. Diploma

2. Certificate

3. Extension certificate

4. Applied degree

5. Undergraduate degree

6. Gradate degree

7. Professional School (e.g. Law, Dentistry, Medicine)

8. Professional designation (e.g. CMA – Certified Management Accounting designation)

77. Other (specify) _______________________

88. Don’t know

99. No response

FINANCIAL INFORMATION

The next questions ask about financial assistance you may have accessed as a student.

54. Have you ever received government-sponsored student loans?

1. Yes

2. No � GO TO Q56



55. At the time of your graduation, approximately how much did you owe from all government

sponsored student loans accumulated during your entire post-secondary education? [ENTER

AMOUNT, NO DECIMALS]


999999. No response

56. Have you ever received scholarships, grants or bursaries?

1. Yes

2. No � GO TO Q58




Page | 88

57. How much did you receive in scholarships, grants and/or bursaries during your post-secondary

studies? [ENTER AMOUNT, NO DECIMALS]


999999. No response

58. Have you ever received non-government sources of financing for education-related expenses? [READ THE FOLLOWING ONLY IF RESPONDENT REQUIRES CLARIFICATION]

(i.e. bank loans, credit cards, credit lines, loans from relatives, etc)?

1. Yes

2. No � GO TO Q60



59. At the time of your graduation, approximately what did you owe as a result of education-related

borrowing from all non-government sources? This amount does NOT include what you owe for

government sponsored student loans. [ENTER AMOUNT, NO DECIMALS]


999999. No response

DEMOGRAPHICS

The following demographic questions are asked only to assist in classifying your responses, and are

not used in any way to identify you. These questions are all voluntary and any information you

provide is kept strictly confidential.

60. What is your gender? [DO NOT ASK]

1. Male

2. Female

88. Don’t know

99. No response

61. What is your current age? [ENTER AGE]

88. Don’t know

99. No response

62. What was your marital status when you started the_______________ (program name)

program? Were you …?

1. Single (never married)

2. Married or living with partner

3. Divorced/Separated/Widowed

88. Don’t know

99. No response

63. When you started the ________________ (name of program) program for how many

dependents (including dependent adults) were you responsible? [ENTER NUMBER]

88. Don’t know

99. No response

64. Do you consider yourself to be an Aboriginal person?


Page | 89

1. Yes

2. No � GO TO Q66



65. Are you…? [READ]

1. Status Indian

2. Non-status Indian

3. Inuit

4. Métis

77. Other _________________

88. Don’t know

99. No response

SKIP TO Q67

66. Do you consider yourself to be a member of a visible minority?

1. Yes

2. No

88. Don’t know

99. No Response

67. Do you consider yourself to be a person with a disability (that is, someone with a long-term

physical, mental or learning disability that limits the kind or amount of paid work that they can

do)?

1. Yes

2. No � GO TO Q69



68. What is the nature of your disability? [ENTER DISABILITY]

88. Don’t know

99. No response

69. What is/was the highest level of education attained by either one of your parents or guardians? [DO NOT READ CATEGORIES. ENTER EDUCATION LEVEL OF PARENT/GUARDIAN WITH HIGHEST

ATTAINMENT]

1. Elementary or junior high school

2. Some high school

3. Completed high school

4. Some post-secondary

5. Completed college, technical institute or apprenticeship program

6. Completed university degree (includes any undergraduate, graduate, or professional

degree)

77. Other (specify) ________________________

88. Don’t know

99. No response

70. Is there anything about your education or work experience that you would like to add, for

example, any information about your experience that has not been covered in this interview?

88. Don’t know


Page | 90

99. No response

We’ve reached the end of our questions and I would like to thank you very much for your time and

interest.


Page | 91

Winter 2010 Graduate Outcome Survey

File Structure for 2007-08 Academic Year Data Files

File Format: DBF

Field Name Field Description Data Supplied By Comments or Examples

ACADYR Academic Year Alberta Advanced Education &

Technology

2007/2008

PROVCD Provider Code Alberta Advanced Education &

Technology

AU

PROVNM Provider Name Alberta Advanced Education &

Technology


STUDID Provider Student ID Alberta Advanced Education &

Technology

ASN Alberta Student Number Alberta Advanced Education &

Technology

if blank, Post Secondary

Institution to supply

PGMCLASS Program Classification Alberta Advanced Education &

Technology

526050

PGMCD Program Code Alberta Advanced Education &

Technology

FBREBFA

PGMNM Program Name Alberta Advanced Education &

Technology

Fibre - BFA

PGMTY Program Type (Degree Type) Alberta Advanced Education &

Technology

UG

PGMTYDES Program Type Description (Degree

Type Description)

Alberta Advanced Education &

Technology

Bachelor Degree

GENDER Student Gender Alberta Advanced Education &

Technology

M (Male), F (Female), U

(Unspecified);



DOB Student Date of Birth Alberta Advanced Education &

Technology

YYYYMMDD, e.g. 19780131



FIRSTNM Student First Name Post-Secondary Institution

MIDNMINIT Student Middle Name/Initial Post-Secondary Institution

LASTNM Student Last Name Post-Secondary Institution

ADDRESS1 Student Address 1 Post-Secondary Institution

ADDRESS2 Student Address 2 Post-Secondary Institution

CITY Student City/Town Post-Secondary Institution

PROVSTATE Student Province/State Post-Secondary Institution code or full name

COUNTRY Student Country Post-Secondary Institution

POSTALCD Student Postal Code Post-Secondary Institution For students who lived in Canada

– Postal Code, e.g. T6T2Z9;

For students who lived outside

Canada before enrolling at the

institution – 888888;

Not reported/Unknown - 999999

STUDPH1 Student Phone Number 1 - with

Area Code

Post-Secondary Institution no brackets, no formatting, e.g.

7805555555

STUDPH2 Student Phone Number 2 - with

Area Code

Post-Secondary Institution no brackets, no formatting, e.g.

7805555555

CONTACTNM Contact Name Post-Secondary Institution Name of the PSI program head of

the program that the student

completed

CONTACTPH Contact Phone Number - with Area

Code

Post-Secondary Institution Phone number of the PSI

program head

no brackets, no formatting, e.g.

7805555555


Page | 92

Appendix B: What’s New for 2010

1. Update to CIP Codes CIP codes names have been updated to reflect the current names in LERS.

2. Data Elements & Reporting systems Data elements have been grouped into the new six sector model. It should be noted that here are

no changes to the elements to be reported.

3. Research Publications and Other Creative Works As a result of the recent changes to the mandates of post-secondary institutions, a new section has

been added to provide guidelines on how institutions are to report research publications and other

creative works. Athabasca University, Alberta College of Arts & Design, Grant MacEwan University,

Mount Royal University and The Independent Academic and Research Institutions are now required

to submit report on research publications undertaken by staff, faculty and the institution

The following have been taken out of the main section of the 2010 KPIRS Manual.

4. Discontinued KPI Types

DISCONTINUED KPI TYPES

Preparatory and Basic

Upgrading (PU)

These programs now fall under NA as noted above and would

normally carry Chapter V (Personal Improvement and Leisure

Programs) and Chapter VI (High School/Secondary School

Diplomas and Certificate Programs) CIP codes. For example,

High School/Secondary School Programs would be within the

53. Series and ESL would be within the 32. Series.

NA

Skill Training (SK) These programs were identified as a result of a specific funding

source. This funding source can already be accommodated in

PRS.

Trade Certificate (TC) Now C

Apprenticeship (AP) Now JC

General Studies (GS) Now NA

5. PBU Program Specific CIP Codes No Longer In Use The following are no longer used as CIP Codes for Preparatory and Basic Upgrading programs.

6 Digit CIP 2000 Code

6 Digit CIP 2000 Code

33.0101 Citizenship Activities. 36.0105 Board, Card and Role-Playing Games.

33.0102 Citizenship Activities, General. 36.0107 Nature Appreciation.

33.0103 American Citizenship Education. 36.0108 Pet Ownership and Care.

33.0104 Community Awareness. 36.0109 Sports and Exercise.

33.0105 Community Involvement. 36.0111 Art.

33.0199 Canadian Citizenship Education. (New) 36.0112 Collecting.

34.0102 Health-Related Knowledge and Skills. 36.0115 Dancing.

34.0103 Birthing and Parenting Knowledge and Skills. 36.0116 Music.

34.0104 Personal Health Improvement and 36.0117 Reading.


Page | 93

Maintenance.

34.0199 Addiction Prevention and Treatment. 36.0118 Theatre/Theater.

35.0101 Interpersonal and Social Skills. 36.0119 Writing.

35.0102 Interpersonal and Social Skills, General. 36.0199 Aircraft Pilot (Private).

35.0103 Interpersonal Relationships Skills. 37.0101 Personal Awareness and Self-Improvement.

35.0199 Business and Social Skills. 37.0102 Self-Awareness and Personal Assessment.

36.0101 Leisure and Recreational Activities. 37.0103 Stress Management and Coping Skills.

36.0102 Leisure and Recreational Activities, General. 37.0104 Personal Decision-Making Skills.

36.0103 Handicrafts and Model-Making. 37.0199 Self-Esteem and Values Clarification.


Page | 94

Appendix C: Program and Credential Classification Structure prior to 2004-05

The program classification structure in KPIRS is extracted from the Program Registry System (PRS)

program classification. This structure provides the basis for entering data at any level of aggregation.

The illustration below describes the available levels of reporting from the highest – the Institution level –

to the more detailed Program level. Institutions are expected to enter their KPI data at the appropriate

level, as defined for each Information Set in this Manual.

REPORTING LEVEL

Institution Level Represents the institution as a whole; may be a sum or roll-up of data entered at one of the

more detailed levels described below. Faculty / Administrative Unit

Usually the first level of organizational classification below the “institution” level. What is called

“division” at one institution may be called “department” or “faculty” at another. This is the unit

charged with administrative responsibility for the Program. KPI Program Type (See Table 1 for details of Program Types)

A set of classifications that group programs by the level and type of credential awarded,

Certificate, Diploma, Degree, etc., based on PRS Program Classification and Resulting

Qualification data Subject Area (See Table 2 for details of Subject Areas)

A grouping of programs by the content of study using the PRS 3-digit Program Classification. Standard Name

The name of a “program,” standardized across the province to refer to similar programs that

have differing names from institution to institution, e.g., Office Administration covers Secretarial

Science, Clerk Typist, Administrative Assistant, Executive Office Assistant and others. Standard

Name is used with Program Length to group similar programs, and is the basic “program” level

used for KPI reporting for the universities, private colleges, and the former vocational colleges

prior to the 2001-02 Academic Year. Cross-Reference Identifier (XrefID)

Used to identify programs in cases where the “program” has more than one ProgID. Separate

ProgIDs may refer to separate streams, majors, versions, years or types of delivery of one

program. Program (ProgID)

“Program” corresponds to the ProgID level used for enrolment reporting. The ProgID is the

basic “program” level for KPI reporting by the Colleges and Technical Institutes.

Program Length Indicates the program length in years of required study.


Page | 95

Table 1: PRS Coding to Produce KPI Program Type Classifications

KPI Program Type Parchment Type or Level of Qualification

PU Preparatory & Basic Upgrading NA [Qualif = (10 OR 11 OR 12 OR 19 OR 21 or 31 or 32) AND (Class.

Code >= 700000 AND <720000)]

SK Skill Training* (Short) Certificate / NA [Qualif = (10 OR 11 OR 12 OR 24 OR 29) AND (Class Code <700000)]

TC Trade Certificate Certificate [Qualif = 13 & Department Type = 'TC']

AP Apprenticeship NA [Qualif = 18]

C Certificate Certificate [Qualif = (13 OR 23 OR 29) & Department Type NOT 'TC']

D Diploma Diploma [Qualif = 14 OR 15]

OC Other Career [Post-Certificate] Diploma [Qualif = 16 OR 22]

UT University Transfer NA [Qualif = 20]

AD Applied Degree Degree [Qualif = 43]

UG Bachelor Degree Degree [Qualif = 41, 42, 44, 45]

MS Masters Degree Degree [Qualif = 51 OR 52 OR 53 OR 54]

PD PhD Degree [Qualif = 55]

GS General Studies NA

[((Qualif = 10 AND Class Code >=720000) OR (Standard Name =

Unclassified OR Graduate - Qualifying OR Graduate – Unclassified

OR Graduate - Probationary)]

* Includes short trade, pre-emp, JU, other skill training; only Qualif=24 are “parchment”. Note: “Parchment 1997-98” are the programs that make up the parchment set for 97-98 KPI reporting.

Table 2: PRS Coding to Produce Subject Area Classifications

Subject Area 3-Digit Program Class Codes

AC Academic Upgrading 710, 713

AE Architecture and Environmental Design 121, 126

AG Agricultural (and related) 230-237

AS Arts and Science (General) 700, 720, 722, 723, 725, 730

BL Biological and Other Life Sciences Related 200, 220-229, 240-243,

BU Business (and related) 600-625 (NOT 615)

CE Civil (engineering and related) 120,122-125, 127 (NOT 121,126)

CM Communications (and related) 510-514, 516

CP College/University Preparation 715

CR Chemical and Resources Related 130-134

ED Education (and related) 310-312, 420-426

EE Electrical and Electronics (engineering and related) 140-145

EG Engineering General (and related) 160-163

ES English as a Second Language 712

FP Fine and Performing Arts 520-528

HE Health Related (Not Incl. MD) 300, 314, 330-334, 340-344, 360-363

HS Humanities and Social Sciences 400-416, 500, 530-539, 721

IT Information Technology 113, 515, 640-642

JL Job and Life Skills Training 711

MD Medicine and Dentistry 320-328, 350-354

ME Mechanical (engineering and related) 150-154

MP Math and Physical Sciences 111-112, 115-117

RR Renewable Resources 210-214

SC Science (General) 100-110

SH Services and Hospitality 313, 615, 630, 631, 633-637

SS Social and Community Services 430-434, 440-444

TR Transport (and Related) 155, 156, 632

UC Unclassified 724

VP Vocational Preparation 714


Page | 96

KPI Data from LERS and PRS

The Role of LERS and PRS in KPI Reporting

The Learner & Enrolment Reporting System (LERS) is the source for all or part of the data elements in

the following KPI Information Sets: Operations Costs per FLE, Graduate Student Satisfaction, Graduate

Employment and Academic Outcomes, Access – Credit, Access – Non-Credit, and Program Completion.

The Program Classification structure (see Page 92) used in the KPI reporting system is derived from

Program Registry System (PRS) data elements.

Program Level Reporting for KPIs

Several KPI Information Sets involve reporting data at a “program” level. Besides LERS and PRS, the

sources for program level data are the Alberta Council on Admissions and Transfer (ACAT) and the

institutions. In PRS, the basic level for reporting information is the Program Identifier (ProgID) level. At

an institution a ProgID may refer to an entire program or to a single component, stream or version of a

program. Examples of the latter are co-op streams, alternative Year 2 majors, alternate delivery

offerings, and common first year.

When the department needs to publish reports using data presented at a higher level in the program

structure, such as Subject Area or Program Type, the data are generated by aggregating the ProgID level

data. For this reason, institutions must report program level KPIs at the ProgID level. Where necessary,

institutions should pro-rate higher-level data to make allocations at the ProgID level.

Common Information in KPIRS

A number of the KPIs use “common” data extracted or calculated from LERS and PRS. The resulting KPI

information includes unduplicated headcounts, FLEs and completer counts for every program (ProgID).

Completion Data for Student Tracking

The “Completion” information set involves identifying an entry cohort for each program and tracking

students until they complete the program or through as many years of available LERS data as are

appropriate. In any reporting year, completion rate data will be generated for several years’ entry

cohorts. For example, in 2003-04 when reporting for the 2002-03 reporting year, there will be some 4-

year programs with a 1996-97 entry cohort that are being reported for the final time after seven years

of tracking. By this time KPIRS will contain a full set of final completion rates for all programs that had

1996-97 entry cohorts.


Page | 97

Appendix D: Indicators Discontinued

1. Community Service and Economic Impact

The impact of an educational institution on its local economy can be estimates using a model, which

estimates the total local income (“gross domestic product”) produced by the institution’s spending in

the local community, and the total local employment generated.


Comprehensive

Academic &

Research

Institution

Baccalaureate



Polytechnical

Institutions,

Specialized Arts &


Comprehensive

Community

Colleges

Independent

Academic

Institutions

Total local income generated X - - -

Total local employment generated X - - -



institutions


Scope: University of Alberta, University of Calgary and University of Lethbridge.

Since Athabasca University provides programs and services to students and

communities across the Province, it will not report on these indicators.


Systems:

Comprehensive

Academic &

Research

Institution


and Applied Studies




Comprehensive

Community

Colleges

Independent

Academic

Institutions


Total local income generated Data Entry - - -

Total local employment

generated Data Entry - - -


Each institution will report two data elements:

1. Total Local Income Generated - An estimate of the total annual cash flow into an institution’s

local economy arising from four sources: faculty and staff spending, university non-salary local

spending, student spending and visitor spending, incremented by a local “multiplier effect”

which takes into account the additional indirect income impact as each dollar spent moves from

one supplier/consumer to the next in the economy.

2. Total Local Employment Generated - An estimate of the total annual local employment

generated, expressed in FTE numbers. The figure includes both the direct employment created

within the institution as well as the indirect employment in the local economy generated by the

“multiplier effect”.


Page | 98

The methodology needed to derive local economic impact figures requires many assumptions and

estimates. To avoid giving the results a false level of precision the figures reported should be rounded

somewhat. The total local income figure is rounded to the nearest $100,000 (e.g. $ 147.6 million), and

the total local employment figure is rounded to the nearest 100 Full Time Employment (FTE) (e.g. 4,700

FTE).

Data Date of Record and Timing of the Study

It is anticipated that KPI data will be reported in January of each year.

Economic impact data are derived for the annual period coinciding with the institutions preceding fiscal

year, ending March 31 for all institutions. In order to derive student and visitor spending estimates, the

corresponding “academic year” is, for purposes of this study, assumed to start with the semester

beginning in May and finish with the semester ending in April, in order to coincide as closely as possible

with the fiscal year. For example, data for the 2007-08 fiscal year were reported in December 2008; the

data included student and visitor spending estimates derived from the Spring 2007, Summer 2007, Fall

2007 and Winter 2008 semesters.

Audited financial data for the preceding fiscal year are generally available (in the form of pre-publication

financial statements) in late Summer at all institutions, allowing the study to be completed in time for

the January reporting deadline.

Conceptual Model of Economic Impact on the Local Economy

The economic impact model used is generally described as a short term, cash flow model. It

encompasses an analysis of an institution’s annual direct expenditures on local goods and services, and

the local spending of its faculty and staff, its students and its visitors. The employment impact of the

institution is also part of the study.

The total annual direct spending is incremented by a local multiplier which takes into account the

additional indirect business volume generated as a result of the direct spending of the school, its

employees, students and visitors. Direct employment is incremented by an employment multiplier.

The local community is defined as the institution’s immediate metropolitan area and the surrounding

communities in which the institution’s employees live.

Institutional Spending Defined

The study results include the expenditure and employment data derived from operating and capital

budget accounts as well as sponsored research and other trust money accounts.

A number of affiliated, non-institutional agencies, organizations and businesses exist on every campus.

While some of these are research institutes funded under the auspices of departments and faculties or

funded from sponsored research grants, others are separate non-profit agencies funded from various

non-institutional sources. Student unions are examples of the latter group. In principle the economic

and employment impacts of these groups should be included in the study as they owe their existence to

the presence of the institution and have a local economic impact. However, it was decided that issues

of data availability, confidentiality and inter-institutional comparability likely preclude the inclusion of

these groups’ impacts in the study. Accordingly, the study is confined to the institutional expenditures

(and related employment) documented in the institution’s financial databases and reported in its annual

financial statements.

As an exception to the last statement, however, the expenditures of certain ancillary units are excluded

from the study. In general, the units in question are those selling goods and services to students, staff

and faculty, such as the Bookstore, Microcomputer Store, Student Housing, Food Services, Campus

Recreation, Parking, etc. The main rationale for excluding these units is that including their economic

activity would yield a certain amount of double counting of cash flow into the local economy since


Page | 99

student, faculty, and staff expenditures are captured elsewhere in the analysis. Excluding the units’

expenditures from the study resolves the double counting problem. In addition, because institutions

expect these units to fully recover their costs from sales, and so, in a sense, treat the units as separate

business entities, there is a philosophical consistency in excluding their activities from the study (i.e.,

they are treated like other campus business enterprises).

Faculty and Staff Spending in the Local Community

It is assumed that faculty and staff local spending is identical to net disposable income. Net disposable

income is assumed to equal net “take home” salaries and wages. The following general approach may

be used to calculate this amount.

1. The amount of total gross salaries paid to faculty and staff is determined. This amount is

generally available in institutional financial statements, and should comprise the salaries paid

from operating as well as sponsored research and other trust accounts.

2. Payroll records are used to determine total annual amounts deducted for non-discretionary

items such as pension contributions (including Canada Pension Plan), unemployment insurance,

income taxes, etc. However, amounts for discretionary items, such as United Way contributions

or fees for parking, recreation, and faculty clubs, etc., are not included in this total. The analysis

should include payroll records for salaries and wages paid from operating funds as well as

records for salaries paid from sponsored research and other funds held in trust.

3. From the original gross salaries figure, an amount is subtracted equivalent to the total salaries

paid to staff in the ancillary units as well as the total salaries paid to students. Institutional

expenditure summaries that are more detailed than the financial statements may be needed to

derive these amounts.

4. The non-discretionary deductions data from step 2 and the gross salaries figure resulting from

step 3 are used to calculate the faculty and staff local spending figure. The basic method for this

calculation is to subtract the deductions figure from the gross salaries figure; however, some

adjustments may be necessary to account for the student and ancillary staff salaries and their

attendant deductions.

The main rationale for excluding non-discretionary deductions is that they are primarily leakages from

the local economy. There is no way of determining when or if the money is spent in the local economy.

However, it should be noted that non-discretionary payroll deductions were viewed by the committee

not to be leakages, and hence should not be subtracted from the total gross salaries figure.

Salaries of faculty on leave are not deducted or discounted in any way because it is not possible to

determine what proportion of the salaries, on average, is spent outside of the local region.

In determining faculty and staff local expenditures the economic impact, study literature often suggests

that an amount for estimated savings should be deducted from net disposable income figures. It was

decided to ignore this issue because determination of reasonable savings rates is problematical.

Furthermore, it is possible that, even in the short term, savings are put to work in the local economy.

University Direct Expenditures on Local Goods and Services

The method of deriving the amount of institution’s direct expenditures on local goods and services can

only be outlined here, as each institution’s financial systems and volume of transactions are unique.

First, the non-salary goods and services expenditures of the institution must be derived from operating,

capital, sponsored research and other trust fund accounts. Second, the amount or proportion spent

locally must be determined.

Fringe benefit expenditures made by the institution are excluded from the study. Most of these

expenditures are viewed as short-term leakages from the local economy. Although benefits may flow


Page | 100

back to the local economy at some point in time, the dollar value of those returns cannot be determined

in the short term. However, there are exceptions to the rule that fringe benefits are excluded: extended

health care and dental plans are included. The reason for this exception, as noted in the previous

section dealing with faculty and staff spending, is that these premiums are not viewed as short-term

leakages.

Methods used by the institutions to estimate local expenditures may range from qualitative approaches,

involving the expert opinion of purchasing, financial services or materials management staff, to

quantitative approaches (both manual and computer assisted) which query accounts payable databases

and attempt to derive local expenditures using supplier postal codes or telephone numbers as local

criteria. It is recognized that supplier postal codes may be unreliable indicators of local suppliers since

some firms distribute goods or services from a non-local site yet have a local office for invoicing

purposes; conversely, other firms may provide goods or services from a local site yet invoice from a non-

local head office. Some institutions may use quantitative approaches as initial screening devices and

then temper the results using the knowledge and judgment of the expert staff mentioned above.

Student Expenditures

For purposes of estimating student expenditures, official student counts are compiled for each

semester, including spring and summer semesters. By agreement, part time students are included in

the derivation of FLE student numbers at a rate of 50%; i.e., FLE student counts for a given semester are

calculated as 100% of the full time student headcount plus 50% of the part time headcount. Discounting

part time students in this manner results in a more conservative estimate of student spending.

Student expenditures are based on Alberta Students Finance Board (ASFB) estimates of individual

monthly student budgets for the year in question. Each year, the ASFB provides separate budgets that

vary according to whether students are:

1. single and living with parents, or

2. single and living away from home, or

3. married.

Institutions differ from one another in the age and marital status mix of their students and in the

relative mix of commuters and residential students. Thus, each institution must determine estimates of

the proportions of students in each of the three ASFB categories. These estimates may be derived from

several sources: student information systems, recent student surveys, or estimates by personnel of the

institution. The ASFB also provides a monthly budget estimate for single parent families. Because

institutions do not have reliable estimates of numbers of single parent students, this student category is

ignored.

The following method of calculating estimated student expenditures may be used:

1. Determine the number of student-months in each semester by multiplying each semester’s FLE

student count by the number of months in the semester.

2. Sum the numbers of semester student-months to arrive at an annual number of student-

months.

3. Determine the pro rata numbers of student-months in each of the three ASFB categories by

multiplying the annual number of student-months by the estimated institutional proportions.

4. Multiply the pro rata numbers for each category by the corresponding ASFB monthly student

budgets to yield total annual student expenditures in each of the three categories.

5. Sum the resulting student expenditures to yield total annual student expenditures.

Visitor Expenditures


Page | 101

It is difficult to collect data concerning the number of local area visitors who visit for academic or

research purposes and data concerning the duration of their stay. The collection of data that are

complete, accurate, consistent from year to year and comparable among institutions is problematic.

The results of most institution’s economic impact studies indicate that visitor spending is a relatively

small proportion of total spending in the local economy. Extraordinary efforts to collect such data likely

yield diminishing returns.

Each institution should collect data considered by the institution to be reliable and accurate. These data

may include, for example, numbers of out-of-town conference delegates who attended university

sponsored conferences and the duration of those conferences. These data perhaps can be provided by a

campus conference office. As a further example, the athletics department may be able to provide

annual numbers of visitors who are members of the athletic teams.

Visitor expenditures are calculated by multiplying numbers of visitor-days by estimated per diem

expenditures. Each institution will develop its own set of per diem expenditures, taking into account

local factors and prices. As a starting point, estimated per diem expenditures for conference attendees

are usually available from the local convention and visitors’ bureau. However, convention bureau

estimates may need to be tempered and adjusted to reflect the spending patterns of various types of

visitors to the institution. If the institution has per diem food and lodging allowances for its own faculty,

staff and the athletic team members these might be used to temper the convention bureau estimates.

Direct Employment

Employment data will include faculty and staff funded from operating funds as well as sponsored

research, endowment and other trust funds. Official institutional full-time equivalent counts should be

used. These counts are generally taken at a point in time (e.g. December 31), and may, as a result,

exclude certain seasonal staff. Numbers of faculty on leave are included. Numbers of students

employed by the institution are included. Numbers of staff employed in the ancillary units are included.

Income and Employment Multipliers

The Comprehensive academic and research institutions have agreed to use the following multipliers for

economic impact studies:

Income Multipliers:

Athabasca University 1.2

University of Alberta 1.7

University of Calgary 1.7

The University of Lethbridge 1.5

Employment Multipliers:

All comprehensive academic and research institutions 1.5

These multiplier values are based on a survey of the literature concerning institutions and other industry

economic impact studies. The survey indicated the above values are conservative multipliers for

municipalities of a similar size. Alberta economic data are not available to support a numerical

computation of the multipliers.

The total direct annual cash flow into the local economy is derived by summing the cash flow arising

from the four sources: faculty and staff spending, institution’s non-salary local spending, student

spending and visitor spending. Total local income is then calculated by multiplying the total direct cash

flow by the value of the multiplier. Similarly, total local employment is calculated by multiplying direct

employment by the value of the employment multiplier.


Page | 102

2. Cost per Graduate (Program Completer)

The average cost per graduate (program completer) is a measure of unit costs used to indicate that

resources are used efficiently and that costs are comparable to those for similar programs at other

institutions of comparable size, location and function.

Indicator(s) Apply to: Public Colleges &

Technical Institutes Universities

Private

University

Colleges

Average cost per graduate (program completer) X X X


Public Colleges & Technical Institutes at ProgID level

Universities at ProgID level

Private University Colleges at ProgID level

Scope: Information required for all parchment program types: Skill Training, Trade

Certificate, Certificate, Diploma, Other Career (Post-Certificate), Applied

Degree, Bachelor Degree, Masters Degree and Ph.D.


Public Colleges &


Private University

Colleges


Program identification data PRS PRS PRS

Aggregate costs for graduates (program

completers)

LERS LERS LERS

Number of graduates (program completers) LERS LERS LERS

Average cost per graduate (program completer) Calculated Calculated Calculated

3. Demand and Capacity

The purpose of this information set is to show the level of demand for credit programs and the degree

to which demand is being met by program opportunities (capacity). These and various other measures

may be used to indicate whether there is sufficient level of demand for programs and whether

appropriate structures (institutions, faculties, departments, programs) are in place to meet the

demand.


Public Colleges &

Technical

Institutes Universities

Private

University

Colleges

Qualified applications as % of entry places

available

X - -

Number of applications and applicants to this

institution only, to this and other institutions

– to this program only, to this and other

programs

X - -

% of qualified applications not

accommodated

PBU only - -

% of available course seats filled PBU only - -


Page | 103

Level of Reporting: By program for all program types except Preparatory & Basic Upgrading and

General Studies [see page 95]:


Former Vocational Colleges at ProgID level

By “program area” for Preparatory & Basic Upgrading – data generated at

the course level are to be aggregated to Program ID Level.

Scope: Information required for all program types except General Studies:

Preparatory & Basic Upgrading, Skill Training, Trade Certificate, Certificate,

Diploma, Other Career (Post-Certificate), University Transfer, Applied

Degree, and Bachelor Degree [see page 92].


Public Colleges &

Technical


Private

University

Colleges


Program identification data PRS - -

Application cutoff by quantity (quantity) PRS - -

Application cutoff by date (date) PRS - -

Qualified applications PRS - -

Program capacity (entrants) PRS - -

Qualified applications as % of capacity Calculated - -

# of applicants this institution only this

program only

DAD - -

# of applications this institution only this

program only

DAD - -

# of applicants this institution only this and

other programs

DAD - -

# of applications this institution only this and

other programs

DAD - -

# of applicants this and other institutions DAD - -

# of applications this and other institutions DAD - -

For PBU programming


Application cutoff by quantity (quantity) PRS - -

Application cutoff by date (date) PRS - -

Qualified applications PRS - -

Registered in program Data Entry - -

# of qualified applicants not accommodated Data Entry - -

% of qualified applicants not accommodated Calculated - -

# of course seats available Data Entry - -

# of course seats filled Data Entry - -


Page | 104

% of available seats filled Calculated - -

4. Freshman Student Persistence

These indicators are measures of persistence for students new to the first year of undergraduate

programs at a university or a private college. Attrition between September 30 and December 1 is

determined and a first session retention rate calculated. The number of students returning in the

following year is determined and first-to-second year retention rate is calculated. First year leavers are

categorized as those required to withdraw, those who transferred to other Alberta post-secondary

institutions, and others not returning.

Indicator(s) Apply to: Colleges &


Private University

Colleges

Retention Rate – Sept. to December - except AU X

Retention Rate – Year to Year - except AU X

Freshmen not returning:

% required to withdraw - except AU X

% transferring to other Alberta PSIs - except AU X

% other - except AU X

Level of Reporting: By program [see page95 ]:



Scope: Information required for credit programs in which cohorts of freshmen

commence study toward an undergraduate degree, diploma or certificate.


Colleges &

Technical


Private

University

Colleges


Program identification data - PRS PRS

# of freshman students:

Enrolled full-time at Sept. 30 (Year x) - Data Entry Data Entry

Enrolled full-time or part-time Dec. 1 (Yr x) - Data Entry Data Entry

Attrition September to December - Calculated Calculated

Retention rate - September to December - Calculated Calculated

# enrolled full-time December 1 (Year x) - Data Entry Data Entry

# enrolled full-time or part-time December 1

(Year x+1)

Retention rate - Year to Year - Data Entry Data Entry

# of full-time freshman students December 1

(Year x) who did not return for the following

Fall session:

- Calculated Calculated

# required to withdraw - Data Entry Data Entry

% of total not returning - Calculated Calculated

# of transfers to AB PSIs - Data Entry Data Entry



Page | 105

# of others not returning - Data Entry Data Entry


Total not returning - Calculated Calculated

5. Program Completion – Other Institutions

Program Completion indicators are intended to show whether students who enter as full-time students

complete their programs of study over a reasonable periods of time.

For Colleges and Technical Institutes, the “program completion rate” is the proportion of an entry

cohort, expressed as a percentage, who complete a one year or shorter program within two years, or a

two year or longer program within three years, following the earliest year in which a student with a full

year program load would normally be expected to complete the program. Completion rates are

calculated to include those who complete the program entered and those who transfer to and complete

other programs.

For Universities and Private University Colleges, the “program completion rate” is the proportion of

students, adjusted for freshmen not returning in the year following entry, who proceed to complete an

undergraduate degree or diploma program successfully within a period ending three years after the

earliest year in which a student with a full annual program load would normally be expected to

complete the program. Completion rates are calculated to include those who complete the program

entered and those who transfer to and complete other programs.


Public Colleges &


Private

University

Colleges

Program completion X Except AU X

Transfers to other institutions - Optional Optional

Non-completers still active Discontinued Discontinued Discontinued


Public Colleges & Technical Institutes at XrefID level

Universities at XrefID level

Private University Colleges at XrefID level

Scope: Information required for the following parchment program types: Skill

Training, Trade Certificate, Certificate, Diploma, Other Career (Post-

Certificate), Applied Degree, and Bachelor Degree [see page95]. Graduate

programs are not included.


Public Colleges & Technical


Private

University

Colleges


Program identification data PRS PRS PRS

Entry stream {freshman/other} - Calculated Calculated

Entry year PRS PRS PRS

Earliest completion year Calculated Calculated Calculated

Program length PRS PRS PRS


Page | 106

Entry cohort LERS - -

# of completers entry program LERS - -

# of completers other programs LERS - -

Program completion rate -entry

program

Calculated - -

Program completion rate - total Calculated - -

Completion cohort - Data Entry Data Entry

# of completers entry program - Data Entry Data Entry

# of completers same faculty - Data Entry -

# of completers other faculties - Data Entry -

# of completers other programs - - Data Entry

Program completion rate - entry

program


Program completion rate - total - Calculated Calculated

Transfers to other institutions - Data Entry Data Entry

Non-completers still active - Discontinued Discontinued

Generating College & Technical Institutes’ Program Completion Elements from PRS and LERS Data

The following steps will be used by the department to generate program completion information

elements from PRS and LERS data:

1. Identify programs for which program completion rates are to be reported and classify by KPI

Program Type.

2. Classify programs by program length.

3. For a given entry year, establish the earliest completion year for each program.

4. For each program count the number of full-time students new to the program in the entry year.

Where students have switched or transferred between programs during the entry year, count the

student in the last program of entry. This is the “Entry Cohort”.

5. For each program, count the number of students who complete graduation requirements for the

program by June 30th

of the earliest completion year (column 1 in the following table) and, count the

number who completed requirements for any other diploma or certificate during the same period

(column 6).

Number of Completers – Entry Program Number of Completers - Other Programs

by June 30 by June 30 by June 30 by June 30 Total by June 30 by June 30 by June 30 by June 30 Total

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10)

Repeat for two more years for one-year programs and three more years for two year and longer

programs, and accumulate the results.

6. Add numbers of completers in entry programs to numbers of completers in other programs and

divide the total by the number of students in the Entry Cohort to produce the completion rate for

the program.

7. Repeat for each program.

Notes re: Colleges & Technical Institutes

� Students who entered a cohort as full-time students and whose status changes to part-time will

remain in the cohort.


Page | 107

� Internal transfer students (transferring within the institution to another “new” program in a

subsequent year) will remain in the “entry” cohort of the earlier year. Completion rates will be

reported for those who completed their entry program and for those who completed another

program. Students who transfer before June 30 of their year of entry will be included in the

program of record as at June 30 of that year.

� Institutions with significant numbers of students transferring internally or externally from

programs other than those specified for University Transfer Program Leaver reporting may wish to

provide supplementary information and/or reference notes.

Generating Universities and Private University Colleges Program Completion Elements from PRS and

LERS Data

The following steps will generate program completion information elements from PRS and LERS data

when available, and should be applicable to local databases in the interim:

1. Identify programs at the Standard Name level for which program completion rates are to be

reported and classify by faculty.

2. Classify programs by program length. Where a Standard Name classification includes separate

programs (at the ProgID level) of different lengths, group the programs based on length and create a

separate cohort for each group.

3. For a given entry year “x”, establish the earliest completion year “x+y-1” for each program. For

December 1996 reporting the entry year 1988-89 was agreed upon. This is to be advanced by one

year in each subsequent reporting year.

4. Establish an entry cohort for each program or sub-program. Identify the number of full-time

undergraduate students new to the program in the entry year or appearing for the first time as full-

time students. Exclude unclassified, visiting, audit-only, probationary and special students.

5. Where students have switched or transferred between programs during the entry year or between

the entry year and their second year, remove them from their original entry cohort and add them to

the entry cohort (same stream) for their “new” program (as if they had entered that program at the

outset). Exclude any internal transfers who were in the entry year of a cohort in a prior year since

they will have been “reclassified” in this way.

6. Remove any freshman students who are not continuing in the institution in the Fall after the entry

year.

7. Subdivide the entry cohort into a freshmen entry stream and an “other (than freshmen)” entry

stream. These are the “Completion Cohorts”.

8. Check to ensure that no student is in two entry cohorts of the same year.

9. For each cohort, identify the students who completed graduation requirements for any

undergraduate degree, diploma or certificate during the period ending three years after the earliest

completion year. Group and count the completers in three categories – completing the same

program, completing a different program in the same faculty, or finishing any other program.

10. Aggregate the results from step 9.

11. Divide the total number of completers by the number of students in the Completion Cohort to

produce the completion rate for each program or program sub-group.

Note re: Cooperative Programs -


Page | 108

The cooperative program model and similar delivery arrangements can introduce periods of up to a year

(or more) during which normal academic study is interrupted, with the effect that earliest completion

year for students in the “co-op” offering of a program will be later than for students in the regular

program. In such cases, the offering should be defined as a separate program with the program length

and earliest completion year based on the particular structure and characteristics of the program.

6. Transferability of Courses The purpose of this indicator is to provide some indication of the transferability of courses among post-

secondary institutions in Alberta. Information provided through the Transfer Guide published annually

by the Alberta Council on Admissions and Transfer (ACAT) will be analyzed to provide quantitative

indicators of the extent of transferability of courses and multi-course transfer agreements.


Comprehensive

Academic &



and Applied Studies




Comprehensive

Community

Colleges

Independent

Academic

Institutions

Number of courses

accepted by 1, 2, 3, or

more Alberta post-

secondary institutions - X X -

Number of transfer

agreements - X X -


• Comprehensive Community College

• Polytechical Institutions



Institutions






Scope: Transferability indicator information will be generated for the Baccalaureate

and Applied Studies Institutions, Comprehensive Community Colleges

Specialized Arts & Culture Institutions and the Polytechnical Institutes

included as “sending” institutions in the Alberta Council on Admissions and

Transfer’s Transfer Guide database.

Note:

The KPI Policy Committee has accepted a recommendation that the scope of this indicator be expanded

to include transferability of courses between Alberta post-secondary institutions generally – not just from

baccalaureate and applied studies institutions, comprehensive community colleges and polytechnical

institutes to the comprehensive academic & research institutions and the independent academic

institutions. The Department is working with ACAT in this regard.

Data Elements &

Reporting Systems:

Comprehensive

Academic &

Research

Institution


and Applied Studies


Institutions, Specialized Arts

& Culture Institutions

Comprehensive

Community

Colleges

Independent

Academic

Institutions


Page | 109

7. University Transfer Program Leavers

The purpose of this indicator is to provide information with respect to the performance of approved

University Transfer programs at the nine colleges with such programs. Two important rates traditionally

used by the department and Alberta Council on Admissions and Transfer (ACAT) will be calculated and

reported so as to reflect the various possible outcomes of a University Transfer program - the

percentage of the total number of full-time students in a University Transfer program that transfer in a

subsequent year, and the percentage of leavers that transfer after leaving the program.

Transfers to Alberta universities or private colleges with accredited degree programs will be included in

the calculation. Supplementary data are being collected and separate calculations are done for transfers

to degree-level programs and to other programs at “Other Alberta Post-Secondary Institutions”

(Colleges and Technical Institutes).

Because Lakeland College is funded specifically as an inter-provincial college, and because auditable

data are available, its transfers to universities in Saskatchewan will be included.



Scope: The nine approved University Transfer programs at the nine Public Colleges

which offer such programs: UT: Bachelor of Arts, UT: Bachelor of Business

Administration, UT: Bachelor of Education, UT: Bachelor of Engineering, UT:

Bachelor of Fine Arts, UT: Bachelor of Physical Education, UT: Bachelor of

Science, UT: Bachelor of Social Work, UT: General.

Note:

The KPI Policy Committee has accepted a recommendation that the concept of this indicator be

extended to include student mobility and transfer of credit between programs and institutions

beyond the sets defined by approved university transfer programs. The feasibility of this expansion


Number of transfer

courses - ACAT Data Entry - -

Number accepted by:

Only one receiving

institution - ACAT Data Entry - -

Only two receiving

institutions - ACAT Data Entry - -

Only three receiving


More than three


Number of transfer

agreements - ACAT Data Entry - -


Public Colleges &


Private University

Colleges

Transfer rates to Alberta universities

and private university colleges X - -

Transfer rates to other Alberta post-

secondary institutions X - -


Page | 110

and the most efficient ways and means of generating and reporting the required data are currently

under examination.


“Cohort” (Enrolment in Year x) - The number of full-time students in a University Transfer program in a

given year as recorded in LERS. Students new to the institution later than the Fall session are

excluded unless in a compressed program designed for transfer in the following Fall (Year x+1).

Cohort reference year - The academic year of attendance of the cohort, usually the year prior to the

reporting year.

Status at college - Fall of Year (x+1) - The enrolment status of students in the cohort at the college, in

the Fall of Year (x+1), the year following the cohort reference year. Headcount measures of the

number of students attending the following types of programs:

Same UT program - Continuing in the same UT program as in Year (x).

Other UT program - Enrolled in a different UT program.

Data Elements & Reporting Systems: Public Colleges &

Technical

Institutes

Universities Private

University

Colleges



“Cohort” (Enrolment in Year x) LERS - -

Status at college – Fall of Year x+1

Same UT program Data Entry - -

Other UT program Data Entry - -

Other degree program Data Entry - -

Other program Data Entry - -

Left the college (“Leavers”) Calculated - -

Attending Alberta university or private

university college – Year x+1

(UNI/PUC) Data Entry - -

Attending Alberta university or private

university college – Year x+2

(UNI/PUC) Data Entry - -

Attending other Alberta post-

secondary institution – Year x+1 –

degree-level (CTI) Data Entry - -



degree-level (CTI) Data Entry - -



other programs Data Entry - -



other programs Data Entry - -


Page | 111

Other degree program - Enrolled in a degree-level program (applied degree programs, collaborative

nursing, and certain brokered degree programs) at the college.

Other program - Enrolled in a program other than an UT or degree-level program.

Left the college (“Leavers”) - Not enrolled at the college in Year (x+1).

Attending an Alberta university or private university college with accredited degree programs - Year

(x+1), Year (x+2) - “Headcount” measures of the number of “leavers” from a university transfer

program in one year who are enrolled in a degree program at an Alberta university or private

university college with accredited degree programs in each of the next two years, as identified in the

ACAT Duplicate Application Detection database for the Fall session.

Attending other Alberta post-secondary institutions - Year (x+1), Year (x+2) - “Headcount” measures of

the number of “leavers” from a program in one year who are enrolled in a program at an Alberta

institution other than a university or a private university college with accredited degree programs, in

each of the next two years, as identified in the ACAT Duplicate Application Detection data for the Fall

session. Data will be segregated for degree-level programs (applied degree programs, collaborative

nursing, certain brokered degree programs and the Fine Arts degree offered by ACAD) and for other

programs.

Transfer rates - Various rates of transfer and continuation will be calculated to show the flow out of the

UT program to the various destinations, the primary destination being transfer to university. Two

denominators are available for calculating the rates, the UT cohort itself, and the portion of the

cohort that did not return to the institution [Leavers]. Insofar as the intent is to track the entire

“cohort” as defined above, the “cohort” will be the primary denominator. Rates calculated for the

number of students transferring in Year (x+1) can be updated by using the total number of transfers

for Year (x+1) and Year (x+2) when the latter become available.

Note re: Transfer to Institutions outside Alberta.

There are no system-level sources for the information regarding student transfer to institutions outside

Alberta. Graduate and/or leaver follow-up studies undertaken by each institution may provide data to

support a note, commentary and/or estimates, particularly where there are established relationships,

paths or patterns of transfer. As noted above, the official transfer rate for Lakeland College will include

transfers to universities in Saskatchewan, to the extent that, the data are supported by auditable

records. In preparing its report, Lakeland College should include transfers to universities in

Saskatchewan and maintain auditable records of the source data and calculations.

8. University Transfer Student Performance

This indicator deals with the question of how students who first attend a university transfer program at

an Alberta public college subsequently perform at university by measuring the number who are

successful in their first year following transfer to a university program.

Level of Reporting: By sending institution by program [see page 95]:




Public Colleges &


Private University

Colleges

Percentage of transferees successful

in Year 1 - X X


Page | 112

Scope: Information required for programs to which students are admitted on the

basis of academic work completed in a university transfer program at one of

the seven Alberta public colleges with approved university transfer

programs.


Systems:

Public Colleges &


Private University

Colleges


Sending institution - KPIRS/LERS KPIRS/LERS

Program identification data - PRS PRS

Number of transferees - Data Entry Data Entry

Number successful in Year 1 - Data Entry Data Entry

Number successful in Year 1

/ Number of transferees
