Annual Report 2013–2014
Table of Contents
Institutional Context 2
Accountability Statement 6
Management’s Responsibility for Reporting 7
Message from the Board Chair and the President 8
Board of Governors 2013–2014 9
A Year in Review 10
Reporting Our Results: Areas of Focus 14 Area of Focus 1: 15 Maximize college effectiveness, quality, and funding Area of Focus 2: 20 Rationalize college programs on the basis of workforce relevance or economic impact/contribution Area of Focus 3: 24 Build and leverage investor/partner relationships for the purpose of innovation Area of Focus 4: 29 Build a college brand consistent with a focus on workforce development, advancement, and customer value Area of Focus 5: 32 Align staffing and human resource strategies with the strategic plan, comprehensive institutional plan, and six areas of focus
NorQuest Programs 2013–2014 35
Management Discussion and Analysis 36
Consolidated Financial Statements 39
annual report 2013–2014 1 Institutional Context
Vision Values NorQuest College is a vibrant, inclusive, and diverse learning We value people. We: environment that transforms lives • treat people with integrity and respect and strengthens communities. • empower and encourage risk taking • celebrate commitment, contribution, and accomplishments • promote health and wellness Mission We value learning. We: NorQuest College inspires lifelong • foster creativity, innovation, and critical thought learning and the achievement of • encourage growth, development, and lifelong learning career goals by offering relevant and accessible education. • build on the diversity of our learners, employees, and partners
We value our role in the community. We: • display leadership and responsibility for our outcomes • partner to achieve community goals
We value the quality of the processes we use in reaching our goals. We: • demonstrate a learner-centred approach • set clear expectations, measure results, and demonstrate accountability • promote teamwork, cooperation, and sharing throughout the college • follow fair process in accomplishing our objectives
2 NORQUEST COLLEGE Institutional Context
Mandate NorQuest College is a board-governed public college operating as a comprehensive community institution under the authority of the Post-secondary Learning Act of Alberta. With campuses and learning sites across the Edmonton region, NorQuest enhances access to educational opportunities through its role as regional steward.
NorQuest provides high-quality learning opportunities that prepare graduates for careers and further studies in business, industry, health sciences, human services, early learning and education, and information, communication and design technologies. A leader in enhancing access to post- secondary education, the College is widely recognized for its foundational learning opportunities in academic upgrading, adult literacy, employment readiness and English as a second language education. Credentials granted by the College include certificates, diplomas and applied degrees.
NorQuest students experience unique educational opportunities in a vibrant and supportive environment that is responsive to changing learner needs and dedicated to learner access and success. Faculty and staff are committed to academic excellence and to enriching co-curricular student life opportunities. At NorQuest, learners from diverse educational, cultural and social backgrounds can achieve their personal and career goals, and enhance their lives. NorQuest programming is sensitive to the cultural experience of Aboriginal learners, and learners for whom English is a second language. The College is a leader in meeting the needs of learners with disabilities.
As a comprehensive community institution with regional stewardship responsibilities, NorQuest engages community partners to meet literacy and foundational learning needs and ensures access to a full spectrum of post-secondary learning opportunities. In rural and urban communities throughout the region, the College opens pathways for lifelong learning.
NorQuest is an active partner in Campus Alberta, collaborating with other post-secondary institutions, governments, business, and community agencies to enhance educational opportunities, strengthen the Alberta knowledge economy, and address the economic, societal, and cultural needs for education regionally and provincially.
NorQuest delivers educational opportunities to people where they live and work. The College provides flexible alternatives in both credit and non-credit programming, including transfer credits, career laddering, recognition of prior learning, bridging, general studies, and part-time study. Workforce training is customized to meet specific needs in communities and workplaces. Through our partnership with eCampusAlberta and other innovative distributed learning alternatives, the College serves students across Alberta, throughout Canada and around the world.
NorQuest is committed to enhancing teaching and learning through applied research that informs its academic programming and builds capacity in the communities it serves. The College’s centres for excellence are engaged nationally and locally with partners in business, industry, government and communities, to develop innovative solutions to social and technological challenges.
NorQuest College contributes to a strong Alberta economy by developing the skilled workforce that both public and private sector employers require. Educated in an environment that emphasizes critical thinking, experiential learning, technology integration and intercultural competence, graduates of NorQuest College are global citizens and valued contributors in their communities.
Mandate approved by the Minister of Enterprise and Advanced Education (formerly Advanced Education and Technology), June 2010
annual report 2013–2014 3 Institutional Context
Business Model Principles Learner Centred • We anticipate, understand, and respond to our learners’ needs. • We deliver programs that provide value to learners’ career goals. • We use processes that empower our learners.
Market Driven • We anticipate and respond to market demand for our programs and services by developing business opportunities and influencing demand. • We proactively design and deliver programs and services that are relevant to both the workplace and to learners’ career paths.
Evidence-Based Decisions • We make decisions based on data and information, such as financial data, market data, performance data, impacts, and relationship data. • We make decisions based on evaluation of risk, opportunity, and viability. • We consider business opportunities that have various levels of risk and financial return.
Integrated Organization • We function as an integrated organization with shared goals, role clarity, and accountability. • We create processes that often cross organization structure boundaries to achieve expected outcomes of the college. • We ensure the path to decisions is clear and accessible. • We ensure that integrated processes are transparent, so that each stakeholder in a process understands the roles of everyone in the process.
Entrepreneurial • We are alert to, and create, opportunities. • We are innovative and flexible in assembling the required resources to capitalize on an opportunity. • We strive for profitability where the opportunity exists, to help offset the cost of pursuing other important priorities for our communities and learners.
Quality and Continuous Improvement • We define standards of quality and performance for all aspects of the college. • We define expected outcomes and then measure and report our performance against those targets. • We monitor our improvement and influence organizational behaviour through tools such as a balanced scorecard and performance feedback.
4 NORQUEST COLLEGE Institutional Context
Brand model
Our Essence Our Attributes Challenge Positive Inclusive exciting Student-centred Confident Our Promise relevant and Progressive Maximizing Necessary Professional opportunities that Catalyzing others don’t see
The NorQuest Learning Experience Our commitment to education.
Inclusive Culture • Our learning environment embodies diversity. • Our college is enriched by the unique qualities of our faculty, staff, and students. • We reflect and develop skills in cultural understanding.
Exemplary Faculty • We bring together theory and practice in innovative and authentic ways. • We are current and engaged in our disciplines. • We use technologies to enhance learning. • We respect our students as partners in learning.
Authentic Experience • We offer real-world experience. • We equip students with the right set of skills for career success or further education. • Our programs are endorsed by business and community leaders. • NorQuest credentials are recognized and valued.
Accessible Learning • We welcome students at any stage in their learning. • We strive for accessible learning—any time, any place. • We value, respect, and leverage the experiences of our students.
annual report 2013–2014 5 Accountability Statement
The annual report for NorQuest College for the fiscal year July 1, 2013 to June 30, 2014 was prepared under the board’s direction in accordance with the Fiscal Management Act and ministerial guidelines established pursuant to the Fiscal Management Act. All material economic, environmental or fiscal implications of which we are aware have been considered in the preparation of this report. [Original signed by Lynn Faulder, ICD.D]
Lynn Faulder, icd.d Chair, Board of Governors December 9, 2014
6 NORQUEST COLLEGE Management’s Responsibility for Reporting
NorQuest’s management is responsible for the preparation, accuracy, objectivity, and integrity of the information contained in the annual report including the financial statements, performance results, and supporting management information. Systems of internal control are designed and maintained by management to produce reliable information to meet reporting requirements. The system is designed to provide management with reasonable assurance that transactions are properly authorized and are executed in accordance with all relevant legislation, regulations and policies; reliable financial records are maintained; and assets are properly accounted for and safeguarded.
The annual report has been developed under the oversight of the institution’s Finance and Audit Committee, as well as approved by the NorQuest College Board of Governors, and prepared in accordance with the Fiscal Management Act and the Post-secondary Learning Act.
The Auditor General of the Province of Alberta, the institution’s external auditor appointed under the Auditor General Act, performs an annual independent audit of the consolidated financial statements which are prepared in accordance with Canadian public sector accounting standards.
[Original signed by Dr. Jodi L. Abbott, ICD.D]
Dr. Jodi L. Abbott, icd.d President and CEO
annual report 2013–2014 7 Message from the Board Chair and the President
2013–2014 was an historic year for NorQuest College as it marked the release of Unlocking Potential: The NorQuest 2025 Strategic Plan. This roadmap points us in a common direction and aligns the work we do by defining the strategic outcome we plan to achieve.
What we pledge is this: Over the next decade we will dramatically increase our value to the Alberta economy with a strong commitment to applied research and to producing more workforce-ready graduates. We will be unique, we will be visible, and we will be relevant to the needs of the people and communities we serve. By focusing on these priorities, NorQuest College will be better able to prepare tomorrow’s workforce today.
Growth in our student population requires growth in our infrastructure. Thanks to a $170 million funding commitment from the Government of Alberta, we started work in spring 2014 on our downtown campus expansion, which includes the Centre for Learning. When the new building is complete in 2017, NorQuest College will be in an even stronger position to help Alberta meet its workforce demands.
While we look to the future as a time of growth, we must also concentrate on the present. NorQuest recently took part in an economic impact study that measured the value of colleges and polytechnics across Alberta. In this study, Economic Modeling Specialists Intl. (EMSI) showed that NorQuest added $421.7 million to Edmonton’s regional economy in 2011–2012.
As learners develop and enhance their earning capabilities, so does NorQuest College. In 2013–2014, we focused on expanding professional development training in private and public sector organizations. Overall, business development revenue grew almost 30 per cent over 2012–2013, showcasing the college’s commitment to providing learning opportunities outside the scope of traditional college life.
Clearly, NorQuest is providing very significant value to our students, and to the provincial economy and society as a whole.
[Original signed by [Original signed by Lynn Faulder, ICD.D] Dr. Jodi L. Abbott, ICD.D]
Lynn Faulder, icd.d Dr. Jodi L. Abbott, icd.d Chair, Board of Governors President and CEO
8 NORQUEST COLLEGE Board of Governors 2013–2014
Lynn Faulder David Hardy Board Chair Public Member February 3, 2011 – December 16, 2014 March 8, 2012 – March 7, 2015
Acting Board Chair Eric Haynes November 29, 2010 – February 2, 2011 Student Member September 17, 2013 – September 16, 2014 Public Member December 17, 2008 – November 28, 2010 Cameron John Public Member Alan Skoreyko March 8, 2012 – March 7, 2015 Vice Chair February 3, 2011 – February 2, 2014 Carla Madra Public Member Dr. Jodi L. Abbott November 10, 2013 – November 19, 2016 President and CEO Krista Perreault Brent Agerbak Non-Academic Staff Member Public Member November 26, 2010 – February 5, 2015 December 17, 2008 – December 16, 2014 Jacqueline Schaffter L. E. (Lee) Ahlstrom Public Member Public Member May 29, 2013 – September 2, 2014 July 14, 2010 – September 30, 2014 Todd Walker Chris Burrows Public Member Public Member May 18, 2011 – May 17, 2014 April 22, 2009 – April 21, 2015
Sherry Greenbank Academic Staff Member June 21, 2013 – June 20, 2015
annual report 2013–2014 9 A Year in Review
New Strategic Plan NorQuest College released Unlocking Potential: NorQuest 2025 Strategic Plan in June 2014. The plan is the culmination of discussions with employers, students, community partners, government, faculty, staff, and the NorQuest College Board of Governors over the past several years. It incorporates an assessment of societal, economic, and environmental factors and conditions that have an impact on the college and its activities.
NorQuest will use the plan for these purposes:
• Provide clear direction on what the college needs to achieve now and in the future.
• Align college priorities toward the achievement of a shared strategic outcome by 2025.
• Guide development of the comprehensive institutional plan and annual operating plans and budget.
Work is underway to develop a strategic action plan that will enable NorQuest to bring the strategic plan to life by laying out a roadmap to guide the college in achieving key priorities and objectives. For more details about the strategic plan, see page 17.
Sixth Area of Focus
The NorQuest College Areas of Focus are priorities for achieving the strategic plan and the Associate Chair of comprehensive institutional plan over five years. In 2013–2014, a sixth area of focus was added Language and Training to highlight NorQuest’s commitment to education and the NorQuest Learning Experience. Maroro Zinyemba This new area of focus is as follows: Foster a unique learning experience characterized by an (right) with Academic inclusive culture, exemplary faculty, authentic experiences, and accessible learning. NorQuest Upgrading student will report on the sixth area of focus in the 2014–2015 annual report. Claire Dormevil.
Overall Growth NorQuest College helps students at any stage of learning to complete or further their studies in order to enter the workforce. NorQuest has succeeded in attracting a diverse student population, and is planning to double its impact on the Alberta economy by providing 20,000 learners with workforce-relevant education by 2025. To achieve this growth, NorQuest is working to increase learning opportunities for new and existing learners, and to increase training opportunities that will meet the needs of business and industry.
In 2013–2014, NorQuest College served approximately 10,220 full-time, part-time, and continuing education students. This total has increased substantially from the 8,500 students served the previous year.
Growth in Continuing Education In 2013–2014, the college focused on expanding professional development training in private and public sector organizations, as well as increasing earnings from new business ventures and building sustainable long-term revenue for the college. Overall, the college’s business development revenue grew almost 30 per cent over 2012–2013. Third-party contract revenue
10 NORQUEST COLLEGE A Year in Review
totalled $439,751, continuing education revenue totalled $393,787, and grant revenue from Alberta Health – Government of Alberta totalled $10,075. NorQuest had 2,809 individual registrations in 508 course offerings in contract and non-credit continuing education in 2013–2014.
Centre for Learning Site Preparations Underway Work has started on NorQuest College’s downtown campus expansion—a $190 million project that will enable the college to continue to help Alberta meet its workforce needs.
The centrepiece of the project is the new Centre for Learning. Planned as a LEED (Leadership in Energy and Environmental Design) Silver 22,500 square metre, four-storey building, it will face Capital Boulevard, flanked by 103 Avenue and 107 Street. Features include a new library, labs, daycare, Aboriginal ceremonial room, food services, and student activity space.
The building also includes a central atrium to provide light and space for student activities. The Centre for Learning will be connected to the existing building, the South Learning Centre. A renovation and retrofit of the South Learning Centre is integral to ensure the two buildings work together to meet the needs of students, faculty, and staff.
Site preparation began in early 2014. The new Centre for Learning will open in 2017 and renovations to the South Learning Centre will be completed in 2018. The Government of Alberta is providing $170 million in funding and NorQuest College will raise the remainder through its capital campaign.
NorQuest College Joins NEOS Library Consortium NorQuest College celebrated the successful completion of transferring its library system to the NEOS library consortium in the fall of 2013. As a member of NEOS, NorQuest joins a consortium of government, hospital, college, and university libraries. NorQuest’s NEOS membership enables students and employees to access nearly seven million items, and transforms the way the college uses, teaches, and promotes library services.
NorQuest Learning Experience NorQuest College is enriched by the unique Officially launched in the fall of 2013, the NorQuest Learning Experience qualities of our faculty, staff, and students. is the college’s commitment to education. These commitments define what students should expect at NorQuest College. Every faculty and staff member plays a key role in ensuring that these commitments are met.
The NorQuest Learning Experience is defined by four commitments:
• Inclusive Culture
• Exemplary Faculty
• Authentic Experience
• Accessible Learning
annual report 2013–2014 11 A Year in Review
Student Navigators Support Student Success Launched in the fall of 2013, the Navigator/Academic Advising project aims to improve the student experience at NorQuest College. With the project, NorQuest students receive support from student navigators—a centralized academic advisory group who offer consistent, accurate information to learners from the time they apply to NorQuest College to the time they graduate and become NorQuest alumni. Student navigators encourage learners to persist in achieving their educational and career goals, and support student retention throughout the college.
Student navigation and academic advisors complement the NorQuest Learning Experience, which defines our commitment to students.
NorQuest College Commended in Report of the Auditor General The Auditor General gave NorQuest three green circles signifying that no weaknesses were found in the college’s control environment or financial processes. His report cites the college for having significantly improved the accuracy and timeliness of financial reporting, and cites NorQuest as an example for other post-secondary institutions to follow.
The Auditor General was also pleased with the college’s progress on implementing the recommendations from previous audits, and made no new recommendations specific to NorQuest. The one recommendation outstanding from previous audits was out of scope for this year’s audit.
Study Shows NorQuest’s Positive Impact on the Alberta Economy A study released in early 2014 by Economic Modeling Specialists Intl. (EMSI) shows NorQuest College added $421.7 million in income to the Edmonton region’s economy in 2011–2012, generating tremendous value in return for the investments made by its major stakeholders.
This study clearly shows that NorQuest College expands the province’s A student with a two-year diploma economic base by supporting provincial jobs, increasing students’ lifetime from NorQuest College will earn income, and sustaining a skilled workforce. The total dollar benefit from up to $15,000 more a year as NorQuest is broken down into two major categories: $67.6 million from compared to someone with a high college operations and student spending, and $354.2 million as a result of school diploma or equivalent. student productivity. Over a working lifetime, this increase in earnings amounts to an undiscounted value of approximately $514,000 in higher income.
12 NORQUEST COLLEGE A Year in Review
Global Business Process Improvement Community Honours NorQuest College NorQuest College brings together theory and practice in innovative and authentic ways.
Early in 2014 the college’s unique process improvement program was selected as one of the top two of its kind in the world.
Competing at the annual Process Excellence Week (PEX) Awards in Orlando, Florida, NorQuest was awarded an honourable mention (2nd place) in the Best Start-Up Business Process Excellence Program – Under 2 Years. The program is part of the college’s Landmark Group Centre for Value Improvement.
Of the five other finalists for the award, only the United States Postal Service finished ahead of NorQuest. The college’s second place award put NorQuest ahead of US-based Verizon Communications and the Delhi-based multinational finance corporation, Magma Fincorp Limited.
NorQuest Confers Three Honorary Diplomas NorQuest College conferred three honorary diplomas to very distinguished national and local figures: Michaëlle Jean, Herb Belcourt, and Wendy Kinsella. The Right Honourable Madame Jean, who moved to Canada as a young child in 1968 from her homeland of Haiti, is a former Governor General and Commander-in- Chief of Canada, Former Governor General of an educator, humanitarian, and award winning journalist. Herb Belcourt is a long-time Canada, The Right Honourable NorQuest supporter, philanthropist, and businessman. Wendy Kinsella is a former Michaëlle Jean. NorQuest College Board of Governors chair and former chair of the 1000 Women: A Million Possibilities movement.
Wendy Kinsella and Herb Belcourt.
annual report 2013–2014 13 Reporting Our Results
Areas of Focus Every organization strives to convert strategy into action and measurable results. At NorQuest College, the six areas of focus are the lens through which the college determines its priorities and actions, and provide a framework for the comprehensive institutional plan. The college continually strives to promote a line of sight from these objectives and goals to the work of employees on the front line. First articulated in 2011, the areas of focus are as follows:
1. Maximize college effectiveness, quality, and funding
2. Rationalize college programs on the basis of workforce relevance or economic impact/contribution
3. Build and leverage investor/partner relationships for the purpose of innovation
4. Build a college brand consistent with a focus on workforce development, advancement, and customer value
5. Align staffing and human resource strategies with the strategic plan, comprehensive institutional plan, and six areas of focus
6. Foster a unique learning experience characterized by inclusive culture, exemplary faculty, authentic experiences, and accessible learning*
NorQuest College is measuring inputs to outcomes. This enables the college to assess the value and effectiveness of its activities in relation to desired outcomes. At the highest level, the following diagram captures NorQuest’s mandate.
expected outputs Inputs output2013–2014 s Outcomes What we invest: good What we produce: highly What success looks like: systems and processes; qualified graduates that social and economic growth great students and employers need and want in our communities employees
The following sections outline in detail our results, progress, and highlights of achievement to our performance measures in 2013–2014.
*NorQuest College added the sixth area of focus in 2013–2014 and will report on it in next year’s annual report.
14 NORQUEST COLLEGE Reporting Our Results: Area of Focus 1
1. Maximize college effectiveness, quality, and funding
Alternative Funding Earned
Expected Output 2013-2014 2013-2014 Status Target Result
Achieve a 5% year-over-year increase in alternative funding $9,294,237 $9,895,526 Achieved
Highlights alternative Funding
The college made significant achievements in alternative funding in 2013–2014, securing key contracts that will generate longer-term revenue in upcoming years.
edmonton Remand Centre
With the opening of the new Edmonton Remand Centre, NorQuest has secured funding to grow correctional education programming and provide services to a much larger percentage of the incarcerated population in the Edmonton and Fort Saskatchewan facilities. Funding for the programming is provided by Justice and Solicitor General through an agreement with Innovation and Advanced Education, with consortium partner NAIT.
training for Government of Alberta employees
NorQuest is engaged in a two-year agreement with Alberta Corporate Human Resources to provide on-demand training throughout the province to Government of Alberta employees. The training will include these areas of Donors and friends of the study: productivity improvement, project management, intercultural awareness, 1000 Women: A Million English in the workplace, supervisory development, social media, and corporate Possibilities movement social responsibility. generously gave from their hearts to the tune of rural Routes approximately $374,800 at The Rural Routes initiative provides support services to rural and small urban the fundraiser luncheon English as a Second Language programs and providers with funding provided in June 2014. NorQuest by Innovation and Advanced Education and Jobs, Skills, Training, and Labour. In student Hawa Sheriff 2013-2014, Rural Routes facilitated 248 professional development activities with spoke to the crowd. 1465 participants. In addition, information and resources were provided to 3,345 visitors through the Rural Routes website.
Canadian Immigrant Integration Program
NorQuest College renewed the ongoing contract with College and Institutes Canada to support the Canadian Immigrant Integration Program (CIIP). Under the contract terms, NorQuest College is the first point of contact for clients currently residing in China, India, Philippines, UK, and the Middle East who are in the process of immigrating to Northern Alberta. By participating in CIIP, NorQuest was recognized as a contributor to receiving a Gold IPAC-Deloitte 2013 Public Sector Leadership Award.
Continuing Education
For information on the growth of continuing education, please see page 10.
annual report 2013–2014 15 Reporting Our Results: Area of Focus 1
Stakeholder Satisfaction (% combined score)
Expected Output 2013-2014 2013-2014 Status Target Result
Maintain a current consolidated satisfaction score of 87% 85% X Not Achieved students and internal stakeholders
Highlights
Consolidated Satisfaction Score
The consolidated satisfaction score is comprised of results from the 2013–2014 Student Satisfaction Survey and the 2013–2014 Internal Client Survey. Although individual survey scores were within the confidence interval, the college missed the consolidated score for 2013–2014 by two per cent.
The Student Satisfaction Survey was introduced in 2013–2014 to replace the Graduate Satisfaction Survey and measures the satisfaction levels of NorQuest’s student population. The score is drawn from four teaching and learning category questions: Quality of Program and Teaching (Educational Experience); Learning Supports; Student Services; and Quality of Teaching. Although it was two per cent short of the target, the overall combined student satisfaction score remains high at 85 per cent with a confidence interval of 3.2 per cent.
The Internal Client Survey provides employees with a list of internal services and asks them to rate their level of use of these services and their level of satisfaction with services that they use. Seventy-nine per cent of respondents, with a confidence interval of 5.3 per cent, were satisfied with the college’s internal services, a decrease of 1.6 per cent from 2012–2013. In order to properly gauge employee satisfaction with internal services in the future, the college will need to be clear and deliberate about which internal services are reviewed, ensure employees understand the purpose and importance of the survey, and choose to release the survey when response rates may be higher.
Process Design and Improvement Since 2011, through the Landmark Group Centre for Value Improvement, the college’s Value Improvement Program has supported over 20 process improvement initiatives resulting in a number of operational efficiencies. For example, improvement efforts have led to significant increases in the quality of enrolment services and access to student advisory services, streamlining in the student application and accounts receivable processes, and efficiencies in timetabling course schedules. Through methodologies such as LEAN, Six Sigma, and Business Process Management, NorQuest staff and faculty are actively working to eliminate processes that are wasteful and unnecessary while focusing on adding value to everything offered at the college from the perspectives of learners, stakeholders and co-workers.
16 NORQUEST COLLEGE Reporting Our Results: Area of Focus 1
New Strategic Plan What Confidence Can Do: NorQuest released Unlocking Potential: NorQuest 2025 the NorQuest College story Strategic Plan in spring 2014. The plan charts NorQuest’s journey, For almost 50 years, NorQuest College as well as purpose, and defines the strategic outcome the has been a place where anyone can go to college aims to achieve: gain the confidence to start a new career or begin a better life. Whether students By 2025 NorQuest College will double our impact on the Alberta are following the traditional route out economy, providing 20,000 learners with workforce-relevant of high school, are new to this country, education and $2 million value in applied research to Alberta are experiencing social and economic industry and communities. barriers, or need just a few more classes To realize the strategic outcome, NorQuest has established to gain entrance into a post-secondary three priorities that will guide the college to 2025: program, NorQuest College is committed to helping them at any stage of their 1. Delivering programming known for its workforce learning. relevance that meets the needs of our students, The story of NorQuest College is a communities, and the province remarkable tale of extraordinary people 2. Creating an enhanced presence in the communities and amazing successes. NorQuest NorQuest College serves and in the education sector College enlisted Edmontonians Todd Babiuk and 3. Developing a unique market position for NorQuest Shawn Ohler to College within the Edmonton region tell this story for Unlocking Potential: uNlOCKINg By focusing on these priorities, NorQuest College will POTENTIAl confidently meet the changing needs of students, employers, NorQuest 2025 NorQuest 2025 Strategic Plan and our communities, and fulfill its mandate as a comprehensive Strategic Plan. The community institution. Going forward, NorQuest is developing story, entitled What a stakeholder relations plan, strategic enrolment management Confidence Can Do, is plan, talent management plan, and a strategic action plan to available for all to read guide the college in achieving its key priorities and objectives. in the strategic plan.
Legislative Compliance Sector-wide Recommendation from Office of the Auditor General
The college introduced a Legislative Compliance Reporting procedure (April 2013) and enhanced the existing monitoring and reporting activities. In October 2013, the college provided a more formal Legislative Compliance Report to the board of governors on 29 pieces of federal and provincial legislation for the year ended June 30, 2013.
During the 2013–2014 fiscal year, the college reviewed an additional 92 federal and provincial statutes, and all municipal bylaws. Of those reviewed, 26 pieces of legislation and 13 bylaws were determined relevant to college activities and operations. For the fiscal year ended June 30, 2014, NorQuest reported on 66 pieces of federal, provincial, and municipal legislation/bylaws.
annual report 2013–2014 17 Reporting Our Results: Area of Focus 1
Contract Management Recommendation from Office of the Auditor General
NorQuest continued to refine and clarify the Contract Management Framework in tandem with the creation of the Contract Management Procedure in March 2014. To support employees, the college provided training to departments with high volumes of contracts, and to various support personnel.
Student Support Model
In 2013–2014, NorQuest expanded its student advising model to develop a more efficient and student-centred approach that enables students to access reliable, consistent, and easy-to-navigate services throughout their entire student journey. The Navigator/Academic Advising project launched a pilot offering in fall 2013 with students from the Faculty of Foundational and Intercultural Studies and the Practical Nurse program. A staged rollout to the remaining student body is planned. See Student Navigators on page 12.
Student Engagement
Community service learning is an educational approach that integrates service in the community with intentional learning activities. It gets students out of the traditional classroom and engaged in the world, where they can make connections between theory and practice. A part of the College-Wide Learning Outcome of community citizenship, it is an ideal way for faculty to integrate community citizenship into their programs.
Two examples of community service learning are the “Loneliness Project” and “Make Tax Time Pay” sessions. For the Loneliness Project, students in the Social Work program led a research task to help them better understand other students’ experiences of loneliness. First NorQuest Moodle The project also served to raise their awareness of community supports. course to pass eCampus For the Make Tax Time Pay sessions, students from the Language Essential Quality Standards Instruction for Newcomers to Canada and Business Administration programs ran free tax clinics for students and other lower income In February 2014, Math 20-1 was individuals and families. These sessions provided the student the first online Moodle course to volunteers with Canadian tax training and practical work experience. pass the eCampus Essential Quality Standards. These standards relate to course organization and layout, pedagogy, writing style, web design, and technology. They are based on extensive best practice research into online course design and delivery. NorQuest has adopted these standards for all its online courses. Pictured: Instructor Enrico Wauri
18 NORQUEST COLLEGE Reporting Our Results: Area of Focus 1
International Strategy
Expected Output 2013-2014 2013-2014 Status Target Result
Implement Year 1 of International Strategy 11 objectives 10 objectives X Not Achieved* *Note: The new Director of Strategic Integration and Stakeholder Management started in the position in February 2014.
Highlights International Strategy
“The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalization in higher education” (National Association of Foreign Student Advisors, 2011). To this end, NorQuest College will continue the implementation of its 2013–2018 International Strategy and will deliver intercultural and international outcomes in the areas of teaching, research, and service. NorQuest plans to demonstrate its commitment by continuing to grow international student recruitment and related support areas, while pursuing international development and research projects, and enhancing related student learning opportunities.
Examples of objectives met in 2013–2014 include numbers of international students enrolled and reduction of processing times of international students.
Transfers to Post-Secondary Programs
Expected Output 2013-2014 2013-2014 Status Target Result
Achieve a 2% increase above baseline of internal and 24.79% 23.24% X Not Achieved alumni transfers to post-secondary programs
Highlights Internal Student Transfer
A major focus for the college, and academic advisors and recruiters in particular, is increasing the number of internal students or alumni who ladder from foundational to post-secondary programs or from one post-secondary program to another. In 2013–2014, 16 per cent of students in foundational programs laddered to post-secondary programs and 8 per cent of students in post- secondary programs laddered to other programs. The internal transfer rate has grown steadily over the past four years (from 17 per cent in 2010–2011 to 23 per cent in 2012–2013 to nearly 25 per cent in 2013–2014). A key learning from not achieving this output is the need to expand programming that provides internal laddering opportunities for NorQuest students. With the implementation of the student navigators to assist and advise students throughout their time at NorQuest, the goal is to increase the growth more rapidly.
annual report 2013–2014 19 Reporting Our Results: Area of Focus 2
2. Rationalize college programs on the basis of workforce relevance or economic impact/contribution
New Workforce-Relevant Programs
Expected Output 2013-2014 2013-2014 Status Target Result
Establish 7 new workforce-relevant programs 7 13 Achieved
Highlights Workforce Relevant Programs
In consultation with stakeholders and employers in its stewardship region, NorQuest College continued to develop and implement workforce-relevant programming and a portfolio of non-credit continuing education offerings to address the needs of employers, employees, and students. Twelve new non-credit contract and continuing education programs were delivered in 2013–2014, with a further 32 new non-credit programs identified or in the development process.
The college delivered one new credit program. Another nine credit program proposals are in development through the Academic Advancement Committee. Additionally, one program was approved for delivery in 2014–2015 and another four are pending final approval from Alberta Innovation and Advanced Education:
• Community Support Worker, approved in September 2013 for delivery in 2014–2015 • Accounting Technician Certificate (approved in July 2014) • Foundations for Learning (approved in August 2014) • Medical Device Reprocessing Technician (approved in October 2014) • Literacy and Essential Skills (approved in October 2014)
Workforce Relevant Programming Delivered in 2013–2014
New Non-Credit Programs:
1. Adobe Acrobat Training 2. Client Service Training 3. Corporate Social Responsibility and Sustainability 4. Customer Service 5. Intro to Computers 6. Microsoft Infopath Level 1 7. Lean Fundamentals 8. Minute Taking 9. Practical Nurse Clinical Prep Workshop 10. Project Management 11. Supervisor and Management Training 12. Youth Employment Skills Program
20 NORQUEST COLLEGE Reporting Our Results: Area of Focus 2
New Credit Programs:
1. Apprenticeship Prep (delivered)
literacy and Essential Skills
Launching in 2014–2015, Literacy and Essential Skills is NorQuest’s new model for foundational learning. It allows learners to better develop the knowledge, skills, and attitudes essential to career, professional, and personal development. The focus of this new model has changed from traditional grade levels to the development of essential skills needed for life, the workplace, or further academic study.
Achievement of Enrolment Targets (FLEs)
Expected Output 2013-2014 2013-2014 Status Target Result
Achieve approved enrolment targets 3629 FLEs 3626* FLEs X Not Achieved *Missed by 2.581 FLEs.
Highlights The college was very close to achieving enrolment targets, missing by 2.581 Full Load Equivalents (FLE). This was due to several factors including attrition, changes to grant funding availability and models for foundational and ESL students, Skills Investment Plan, and budget impacts. Going forward, changes to enrolment and waiting list processes will be implemented to better mitigate attrition at the start of terms. Government of Alberta funding is also key to achieving and exceeding FLE targets.
Strategic Enrolment Management
In 2013–2014, the college moved forward in developing a new broad Strategic Enrolment Management five-year framework. A new college-wide process for enrolment projections, monitoring, and mitigation was developed and implemented, covering current and new programs. The framework will be deepened in the coming years to align with the college's strategic plan.
annual report 2013–2014 21 Reporting Our Results: Area of Focus 2
Program Review
Expected Output 2013-2014 2013-2014 Status Target Result
Review the balance of programs for viability 6 program 16 program Achieved reviews reviews
Highlights the Academic Review Cycle
Now in its third year, the academic review process continues to be refined every year as part of the college’s program lifecycle management. The program review process follows a six-year cycle.
All credit programs underwent an academic review in 2013–2014:
• Academic Upgrading (Year 1) • Administrative Professional (Year 1) • Transitions to Employment (Year 1) • Youth in Transition (Year 1) • Health Care Aide (Year 2) • Hospital Unit Clerk (Year 2) • Mental Health Rehabilitation (Year 2) • Social Work (Year 2) • Therapeutic Recreation (Year 2) • ESL Intensive (Year 2) • Skills for Employment (Year 2) • Practical Nurse (Year 3) • Apprenticeship Prep (Year 3) • Day Home Provider (Year 3) • LINC (Year 3) • Physical Therapy Assistant diploma (Comprehensive Review)
In addition to an academic review, program costing for 2013–2014 was completed by December 31, 2013 for all programs. Program costing determines the direct and indirect cost per full-load-equivalent, as well as the revenue and expenses.
22 NORQUEST COLLEGE Reporting Our Results: Area of Focus 3
Allowing time for family and a higher education At 37 years of age with two young children and a husband in continuing care at the Drayton Valley Hospital and Care in her corner, Heather Meston decided to fulfill her dream Centre. She couldn’t be happier. of becoming a nurse. However, close ties to her community “Someone needs to take care of the elderly,” she says. “You of Drayton Valley, and an even stronger commitment to her don’t have to be a trauma nurse to be a good nurse.” family, meant that Heather did not want to leave home to attend college. Then she found NorQuest College’s hybrid Taking the course via the hybrid delivery mode allowed her to Practical Nurse program, delivered right out of the college’s study on her own time, with the luxury of on-site supports at Drayton Valley campus. the campus.
“NorQuest College gives us the chance to receive an “That really helped. I could still be at home and attend my live education by branching out to these smaller towns,” says the online classes or watch the recordings.” now 40-year-old. “I don’t think I would have gone back to school had I needed to go to Edmonton.” As a NorQuest College alumna, Meston is proud of her alma mater for the way it provides learning opportunities for all, NorQuest College offers an impressive range of educational especially for those looking into a career in health care. opportunities in rural communities, with five regional campuses in Drayton Valley, Whitecourt, Stony Plain, “Our scope of practice is huge now,” she says of the Wetaskiwin, and Westlock. nursing profession. “Every class that graduates has more opportunities and competencies than the one before them.” Meston, who holds a Health Care Aide certificate from NorQuest as well, now works as a licensed practical nurse
annual report 2013–2014 23 Reporting Our Results: Area of Focus 3
3. Build and leverage investor/partner relationships for the purpose of innovation
Increase Regional Stewardship relationships
Expected Output 2013-2014 2013-2014 Status Target Result
Achieve 5 documented Regional Stewardship 5 15* Achieved relationships with other learning providers *Eleven memorandums of understanding with Community Adult Learning Councils and four formalized contracts/ partnerships.
Highlights regional Stewardship
In an effort to strengthen NorQuest’s relationship with the Community Adult Learning Councils (CALCs), the college signed a memorandum of understanding (MOU) with each of the 15 CALCs located in NorQuest’s stewardship region. These MOUs help clarify roles and responsibilities for each party in meeting the needs of learners.
NorQuest has been working in close collaboration with the City of Leduc, STAR Catholic School District, and Leduc Economic Development in order to establish a Community Adult Learning Council, and establish the college’s first Community Adult Learning Hub.
In Whitecourt, NorQuest has been actively participating in a partnership between the CALC, the literacy association, and Living Waters Catholic School District to create a Community Adult Learning Hub in the new St. Joseph High School.
In addition to these MOUs and partnerships, NorQuest College has been working with other post-secondary institutions to provide programming in the Edmonton stewardship region. Currently, NorQuest has contracted NAIT to deliver Fourth Class Power Engineering in Drayton Valley and Whitecourt, and has contracted Bow Valley College to deliver Early Learning and Child Care in Drayton Valley and Wetaskiwin.
Capital Campaign
Expected Output 2013-2014 2013-2014 Status Target Result
Generate $3 million in donations as part of $20 million $3,000,000 $5,571,040 Achieved Capital Campaign
Highlights Maximizing Opportunities – The NorQuest Campaign
This fundraising initiative is focused on developing external partnerships to generate $15 million toward the construction and equipping of the Centre for Learning, and an additional $5 million for programming, applied research, and student access funding.
24 NORQUEST COLLEGE Reporting Our Results: Area of Focus 3
A volunteer cabinet has been established and is led by Honorary Chair Reza Nasseri. The silent phase of the campaign began in March 2013 and achieved 33 per cent of the capital target by year-end 2013–2014. Other innovative campaign investments include the following:
• Cougar Drilling Solutions Lean Education Fund provides funding to build community awareness, knowledge, and understanding of Lean and Value Improvement methodologies.
• RBC Aboriginal Mentorship Program, sponsored by the RBC Foundation, provides Aboriginal mentors with a support system. Participants in the program assist new students, share and learn in their Aboriginal culture, and develop transferable skills such as leadership and community engagement.
• Servus Credit Union Women in Business Bursary provides funding to graduates of NorQuest College’s Day Home Provider Program to assist with the startup costs of a day home business.
Downtown Campus Development Project (includes Centre for Learning)
Expected Output 2013-2014 2013-2014 Status Target Result
Complete 3 milestones for the Centre for Learning 3 5 Achieved
Highlights Downtown Campus Development Project (including the Centre for Learning)
The college achieved five targeted milestones for the Downtown Campus Development Project for the year:
1. Laneway procurement finalized with the City of Edmonton 2. Substantial progress on laneway remediation 3. Substantial progress on utility relocation 4. Master plan and functional program reviewed and updated 5. Bridge financing obtained
In addition to the achieved milestones, the Design Development Report for the Centre for Learning was issued in March 2014 and work NorQuest College's new was started on the technical design. A presentation was made to the Edmonton Centre for Learning to be Design Committee, and in May 2014 a Development Permit application was completed in 2017. submitted for the Centre for Learning.
annual report 2013–2014 25 Downtown campus expansion—the shovels are in the ground NorQuest College officially began its downtown campus enhance NorQuest’s ability to provide Albertans with in- expansion on May 20, 2014 with the groundbreaking of the demand skills while at the same time strengthening Campus new Centre for Learning. Alberta.”
“This investment in NorQuest College is an investment in Along with Alberta Premier Hancock, members of the Alberta’s future,” said NorQuest College President and CEO college’s board of governors, NorQuest students and Dr. Jodi L. Abbott. “Today’s groundbreaking continues the employees, elected officials from all levels of government, transformation of our college as we provide workforce- and the general public attended the groundbreaking. relevant education for our students, and economic benefit The expansion will consolidate the college’s five Edmonton for our community and our province.” campuses into one downtown location and will complement When the Centre for Learning opens in 2017, the new the current main campus building, which will receive a consolidated campus will impact the lives of an additional retrofit and be renamed the South Learning Centre. It will 2,000 students each year, bringing enrolment close to 11,000 also complement The City of Edmonton’s Capital City students. Downtown Plan and augment the reputation of Edmonton’s downtown core. “We’re building Alberta by investing in people and creating innovative learning spaces that enable Albertans to get the When completed, the Centre for Learning will add to skills they need to succeed,” said Premier and Minister of campus life and enhance the NorQuest Learning Experience, Innovation and Advanced Education Dave Hancock. which defines the college’s commitment to education.
“NorQuest College is a leader in health-care education Pictured L to R: Student representative Eric Haynes; NorQuest College President and CEO Dr. Jodi L. Abbott; NorQuest board chair Lynn and academic upgrading. The new Centre for Learning will Faulder; and Premier of Alberta, the Honourable Dave Hancock.
26 NORQUEST COLLEGE Reporting Our Results: Area of Focus 3
Collaborative Opportunities
Expected Output 2013-2014 2013-2014 Status Target Result
Initiate 3 collaborative opportunities* 3 11 Achieved *e.g., Shared services, transfer agreements, etc.
Highlights The college successfully initiated a number of collaborative opportunities with other post-secondary institutions and community organizations throughout the year. The following is a sampling of these collaborations:
• Provided L-Pass from the Edmonton Public Library (EPL) to NorQuest students and employees. They now have seamless and full access to EPL membership with their NorQuest ID card.
• Formed partnership with Lakeland College for their Accounting Technician program.
• Formed partnership with Bow Valley College to share NorQuest’s Social Work curriculum and Bow Valley’s Early Learning and Child Care curriculum.
• Formed partnership with Literacy Alberta, Human Services, and Alberta Innovation and Advanced Education on the Literacy and Essential Skills Effective Practice Guides and Schematic Project.
• Responded to Alberta Innovation and Advanced Education targeted investment for enrolment expansion call: submitted six proposals in partnership with Lakeland College, Bow Valley College, Lethbridge College, and the Community Adult Learning Councils. Two of the six proposals were approved for funding.
• Executed two collaborative opportunities with MacEwan University: Facility and Services Agreement for rental of larger rooms, and a memorandum of understanding to explore shared services opportunities.
• NorQuest College entered into a project management service agreement with the University of Alberta on the Downtown Campus Development Project.
Research The 2013–2014 year was transformational for research at NorQuest College. In spring 2014, Institutional and Applied Research were amalgamated under the department of Academic Research and Development. A department manager and research staff were recruited. Various research projects and initiatives were undertaken, which have built a foundation for the growth of research college-wide in the future.
Tri-Council eligibility: In August 2013, the college received Social Science and Humanities Research Council eligibility. NorQuest will apply again to the National Science and Engineering Council once it offers diplomas in natural sciences and engineering.
annual report 2013–2014 27 Reporting Our Results: Area of Focus 3
Increased Research Opportunities for Students
Two projects were conducted to introduce second-year Social Work students to research and community engagement. The first project, conducted in collaboration with the Indo-Canadian Women’s Association, had students surveying young immigrant men about their attitudes on violence toward women. The second, conducted for Volunteer Alberta, involved assessing Volunteer Alberta’s paid internship programs. Students assisted with focus groups that comprised former interns and employers.
Increased Research Opportunities for Staff, Faculty, and the College as a Whole
NorQuest College participated in five external applied research projects and initiated four external approved research proposals. Applied research projects included the following:
• Implementing the Family Child Welfare Resource Guide project
• Obtaining funding for the Health Care Aide Workplace Training Delivery Model
• Developing a proposal for skills-based video training on the Care of the Orthopaedic Client for frontline workers in long-term care facilities
In total, nine research projects originating from NorQuest College were reviewed and approved by Red Deer College’s Research Ethics Board.
Due to the research work across the institution, course evaluation participation has jumped from 26 per cent to 86 per cent and now provides instructors, programs, and divisions with reliable data on students’ perceptions of course instruction.
Teaching and Research Continuing Care Centre
In an effort to help address the aging population in the province and increased need for supportive living beds, NorQuest College continues to collaborate with Alberta Health Services, the Capital Care Group, and the University of Alberta to establish the Teaching and Research Continuing Care Centre (TRCCC).
As a teaching and research facility, the TRCCC will provide an innovative approach to the delivery of care services while advancing academic health opportunities. The TRCCC will engage in the following:
• Examine the growing complexities of needs of the residents to be served.
• Explore service delivery models to meet residents’ changing needs.
• Provide teaching opportunities for faculty promoting best practices and patient- centred care.
• Encourage research that is relevant and practical to the needs of residents and staff.
• Design building environments that are functional, utilizing innovative technology—all in an effort to provide enhanced patient-centred care.
The TRCCC will also assist the Government of Alberta in meeting its vision and goals for Supportive Living and Continuing Care Centres. In addition, it will significantly enhance the Edmonton region’s health-care research and continuing care training capacity, and improve the overall health of the local community.
28 NORQUEST COLLEGE Reporting Our Results: Area of Focus 4
4. Build a college brand consistent with a focus on workforce development, advancement, and customer value
Applicant Study Survey
Expected Output 2013-2014 2013-2014 Status Target Result
Establish baseline on university and college applicant Establish Completed* Achieved study survey benchmark *Report completed October 2013 by Academic Group Inc.
Highlights applicant Survey Study
NorQuest College worked with Academica Group to survey college applicants to the 2013–2014 academic year. The study surveys prospective students to gain insights into the post-secondary education decision-making process, including specific measurement of these factors: NorQuest applicant demographics; key decision factors; usage patterns of marketing, recruitment, and media information sources; and brand perception. A key finding of the study showed that NorQuest is the first choice post-secondary institution of 82 per cent of our college applicants. The study results were presented to staff and faculty in the fall, and a workshop was held with leadership to identify opportunities and action items based on the survey results. The study will be conducted biennially to chart progress and changes to results, and used to inform activities and inputs in institutional plans.
Complete Implementation of Brand
NorQuest largely completed the final phase of the college’s brand implementation in 2013–2014, including installation of signage throughout the college’s campuses. Delays in securing permits and approvals from the City of Edmonton have postponed installation of the final two items. The final installations will be completed in fall 2014.
Implement Staff Portal
NorQuest College successfully launched a new employee portal in 2013–2014 following a consultative planning and development process. The employee portal is a key tool in supporting the college’s transformative change, employee engagement, and process and service delivery improvement. The portal improves employee access to and use of the tools and information needed to perform their jobs. It creates greater collaboration opportunities among employees, strengthening the college’s ability to provide value to students.
annual report 2013–2014 29 Reporting Our Results: Area of Focus 4
Aboriginal Learner Strategy
Expected Output 2013-2014 2013-2014 Status Target Result
Implement Year 1 of Aboriginal Learner Strategy 10 objectives 7* objectives X Not Achieved *Seven out of 10 objectives were met (70%). Note: New Director of Strategic Integration and Stakeholder Relations started position in February 2014.
Highlights aboriginal Learner Strategy
The Government of Alberta recognizes there is an inverse relationship between unemployment and educational attainment, and stated their goal is to increase the total Aboriginal labour force to 98,800 by 2016. NorQuest College has committed to this goal through its Aboriginal Learner Strategy (2013). The strategy focuses on the development of collaborative relationships or partnerships with communities and organizations that provide programs to Aboriginal People who wish to achieve educational and career goals.
The strategy aligns the college as a learning provider that will work in tandem within Alberta’s existing labour market, industry, and government in the development of programs and services designed to support Aboriginal learners. Such supports include the recently launched RBC Aboriginal Mentorship program, which provides a peer mentorship system to establish a sense of belonging for First Nations, Inuit, Resident Elder and student and Métis students. NorQuest College Resident Elder In addition, the Alberta Aboriginal Construction Career Centres Tony Arcand takes time to speak (AACCC)—a collaborative project between NorQuest College, Bow Valley with student Roxanne Stonechild. College, the Government of Alberta, and the private sector—will launch In addition to Elder Tony Arcand’s officially in early 2015. The Edmonton centre is designed within an services, the college offers Indigenous framework and will provide support and career services to Aboriginal educational counselling Aboriginal workers entering Alberta’s construction labour market. to help students with issues such as identifying Aboriginal funding Additional highlights of objectives include: options, career planning, and • Aboriginal student course completion rate of 82 per cent** educational guidance.
• 59 per cent of NorQuest College's workforce completed some form of Aboriginal awareness training
** Based on 24 credit learners (excluding English as a Second Language and Language Instruction for Newcomers to Canada) self-identified certificate and diploma data from spring 2013 and winter 2014.
30 NORQUEST COLLEGE Reporting Our Results: Area of Focus 4
College-Wide Learning Outcomes
Expected Output 2013-2014 2013-2014 Status Target Result
Integrate 1 College-Wide Learning Outcome 1 1* Achieved
*The focus in 2013–2014 was community citizenship. Several activities and initiatives were undertaken across the college in support of this outcome.
Highlights Community Citizenship
College-Wide Learning Outcomes reflect the essential abilities, skills, and attitudes that NorQuest College promotes in its programs and culture. Students, faculty, and staff have opportunities to progress in these areas. These outcomes enrich the learning experience, and benefit the workplace and community.
This year, NorQuest focused on community citizenship. The college is part of the broader community, and is enriched by interactions inside the college and beyond, in the communities it serves. Under this outcome, learners developed personal and social responsibility in a number of ways, including the following:
• Recognizing how a community includes multiple groups—from the individual and family to local, urban, provincial, national, and global communities
• Engaging with the wider community in the exchange of knowledge and ideas
The first community citizenship event was the mayoral candidate forum held at the downtown campus. The college also launched a community of practice for faculty interested in increasing curricula activities related to community citizenship and engagement.
Develop Intercultural Capacity in Students, Faculty, and Staff
Building on the 2012–2013 College-Wide Learning Outcome of inclusive culture, the college continued to focus on developing intercultural competence in students, faculty, and staff. Since 2012, 294 faculty and staff across the college have participated in intercultural training. Based on the inclusion engagement scale to date, 131 people have reached “exemplary” intercultural competence and 161 have realized “satisfactory” intercultural competence.
In 2013–2014, the college established the baseline rate of student satisfaction with their level of inclusion at NorQuest. This baseline guides the college in the development of student inclusion initiatives. The Student Satisfaction Survey showed overall combined levels of satisfaction at 86 per cent. In addition, 83 per cent of respondents felt welcome and included, and 89 per cent rated NorQuest College as a safe place.
annual report 2013–2014 31 Reporting Our Results: Area of Focus 5
5. Align staffing and human resource strategies with the strategic plan, comprehensive institutional plan, and six areas of focus
Employee Engagement
Expected Output 2013-2014 2013-2014 Status Target Result
Achieve a 3% increase in the employee engagement 29% 48% Achieved score
Highlights employee Engagement is Increasing
This past spring, 77 per cent of permanent and term employees completed the Aon Hewitt Employee Survey on engagement. Overall results show that 48 per cent of employees are engaged, representing a substantial 22 per cent improvement from 2012 engagement scores. In spite of the layoff of employees and a tentative environment due to budget cuts, NorQuest made a significant increase in engagement.
Employee feedback is extremely valuable and demonstrates that the college has made positive strides in improving engagement thanks to the many initiatives completed over the past year. Highlights of the initiatives are listed below.
Employee Engagement Plan
Expected Output 2013-2014 2013-2014 Status Target Result
Demonstrate action (75% completed) on 75% 75.2% Achieved engagement plan
Highlights engagement Plan
The college engagement plan included many activities touching every corner of the institution. To kick off the new academic year, the president’s office held a year-in-review employee event where faculty and staff celebrated their successes with colleagues. Also in the fall, the college launched two initiatives to help foster two-way communication: the new employee portal called the Q, and a new performance management process to promote clearer communication about expectations and performance.
The college continued to focus on updating policies and procedures, as well as process improvement initiatives. A new Work Assignment Policy was developed and implemented to support the equitable and transparent assignment of faculty work.
32 NORQUEST COLLEGE Reporting Our Results: Area of Focus 5
To foster an inclusive culture, over 200 faculty and staff participated in intercultural training.
A second employee event called College-Wide Learning Day was held in spring 2014. This was an opportunity for staff to come together to learn about and celebrate employee accomplishments.
Each faculty and many divisions also developed engagement plans for their respective areas.
Employee engagement remains a college priority and many other activities are underway or in the planning stages.
Performance Management
Expected Output 2013-2014 2013-2014 Status Target Result
Utilize new performance management system for 75% 82% Achieved 75% of management, excluded, and professional employees
Highlights new Performance Management Process Benefits Employees
To offer clearer communications about performance and expectations, the college piloted a new performance management process and online tool called Halogen to employees in management, excluded, and professional positions.
The new process facilitates ongoing dialogue between employees and supervisors, better assesses performance by using consistent processes across the college, links employee goals to the college’s strategic goals, identifies opportunities for employee development such as training and supports, and addresses concerns relating to performance management and employee engagement.
In year two, the college will extend the pilot to representative groups from faculty and the AUPE.
Implement a Faculty and Staff Education and Professional Development Plan
NorQuest developed a draft Institutional Learning Plan that defined the growth, training, and development needs of leaders, faculty, and staff. The college provided training and support internally and through professional development and graduate studies funding, building on the NorQuest commitment to foster employee engagement, individual achievement, and personal growth.
Faculty Work
Faculty and staff worked together to produce a work assignment policy that supports faculty members with the time and resources they need to be successful in delivering high-quality programming, and to align faculty roles and responsibilities. Faculty have three key roles and responsibilities: teaching, service (institutional and/or professional), and scholarship.
annual report 2013–2014 33 NorQuest College helps students at any stage of learning to complete or further their studies in order to enter the workforce.
34 NORQUEST COLLEGE NorQuest Programs 2013–2014
Diploma Preparation for Employment Business Administration or Further Education (brokered from Grande Prairie Regional College) Mental Health Rehabilitation Adult Upgrading (Certificate also offered) Academic Upgrading Grades 7 to 12 Pharmacy Technician Youth in Transition Physical Therapy Assistant Practical Nurse Employment Preparation Social Work Apprenticeship Prep Therapeutic Recreation Day Home Provider (Certificate also offered) Skills for Employment Certificate Transitions to Employment Administrative Professional English Language Training Health Care Aide English as a Second Language (ESL) Intensive Hospital Unit Clerk Language Instruction for Newcomers to Canada (LINC) Mental Health Rehabilitation (Diploma also offered) Continuing Education Programs Therapeutic Recreation Corporate Social Responsibility and Sustainability (Diploma also offered) Customer Service Post-Basic Certificate English in the Workplace Advanced Education in Orthopaedics for LPNs Intercultural Communication Practitioner Certificate Home Inspection Certificate Lean Six Sigma Black Belt Lean Six Sigma Yellow Belt Lean Six Sigma Green Belt Medical Device Reprocessing Technician Pharmacy Technician Bridging Project Assistant Strategic Social Media for Organizations Supervisory Development Taxi Ambassador Program
NorQuest College also offers a wide range of university transfer, professional development, contract training, and workforce- relevant continuing education courses.
annual report 2013–2014 35 Management Discussion and Analysis
The following discussion and analysis of the financial statements should be reviewed in conjunction with the audited financial statements and accompanying notes to the financial statements. The financial statements represent the financial position and results of operations for NorQuest College for the year ended June 30, 2014. The college’s consolidated financial statements for 2013–2014 have been prepared in accordance with Canadian Public Sector Accounting Standards (PSAS without PS 4200 series of standards) as issued by the Public Sector Accounting Board.
Statement of Financial Position Total Assets Total Assets have increased by $31.7 million over the prior year to a total of $107.4 million. This was driven mainly by an increase of $38 million in portfolio investments, and partially offset by a decrease of $6.1 million in cash and cash equivalents. The increase in portfolio investments was largely the result of the unspent portion of the $34 million grant funds received from the Government of Alberta for the Downtown Campus Development Project – North Learning Centre, and other cash being invested.
Total Liabilities Total Liabilities have increased by $30.8 million over the prior year to a total of $73.3 million. This was largely attributed to increases in deferred revenue of $29.8 million, employee future benefit liabilities of $0.5 million, and accounts payable of $0.6 million. The increase in deferred revenue was the result of the increase in deferred grant revenue related to the Downtown Campus Development Project grant (mentioned above) exceeding the revenue recognized against unspent capital contributions. Over the fiscal year the college collected $34 million for the Downtown Campus Development grant, completed the one-time Health Workforce Action Plan grant (which was applied to the Health Care Aide Program), and collected the Rural Alberta Development Fund grant.
Net Assets Net Assets have increased by $0.9 million from $33.2 million in 2012–2013 to $34.1 million in 2013–2014. The increase is primarily the result of an increase to the accumulated operating surplus of $0.8 million and contributions to endowments of $0.1 million. The college has increased its internally restricted net assets and accumulated surplus from operations by $1.9 million, and decreased investment in capital assets by $1.1 million. These changes represent the challenges experienced by the post-secondary education sector, which affect the college’s ability to significantly restrict its net assets and invest in capital assets.
36 NORQUEST COLLEGE Management Discussion and Analysis
Statement of Operations For the year ended June 30, 2014, the college reported a $0.8 million excess of revenue over expenses compared to a $0.8 million excess in 2012–2013.
Revenues Total revenue decreased by $3.8 million (4.7 per cent) compared to the prior year: $79.8 million in 2012–2013 compared to $76.0 million in 2013–2014.
The college’s largest source of revenue is provincial and federal government grants. These government grant revenues represented 73 per cent ($55.3 million) of total revenue in fiscal 2013–2014 compared to 71 per cent ($57.1 million) in 2012–2013. The provincial government made a 7.3 per cent decrease to their base Campus Alberta Grant for 2013–2014.
The student tuition and related fees revenue decreased by $0.4 million from $15.4 million in 2012–2013 to $15.0 million in 2013–2014. The decrease is a reflection of reduced Alberta Immigration and Employment funding for Skills Investment Programs, affecting enrolment in foundational and preparatory programs.
Total Revenues 2014
65% Government of Alberta Grants
19.5% Student Tuition and Fees
5% Sales of Services and Products
8% Federal and Other Government Grants
2% Donations and Other Grants R2014evenues 0.5% Investment Income
annual report 2013–2014 37 Management Discussion and Analysis
Expenses Total expenditures decreased by $3.8 million (4.8 per cent) compared to the prior year: $79.0 million in 2012–2013 compared to $75.2 million in 2013–2014.
The college’s expense by function decreases were in these areas: academic support ($2.1 million, 12.5 per cent); facility operations and maintenance ($1.4 million, 16.4 per cent); ancillary services ($0.9 million, 34.5 per cent); and institutional support ($0.7 million, 4.4 per cent). These decreases were partially offset by increases in computing and data communication (0.8 million, 16.4 per cent) and student support ($0.5 million, 7.8 per cent).
The college’s largest decrease in expense by object was in leases, and in maintenance and repairs, which decreased $1.3 million, from $4.8 million to $3.5 million. This decrease was largely due to the discontinuation of a building lease in 2013–2014. A decrease of $1.1 million (from $11.1 million to $10 million) resulted in material, services, and supplies due to a decline in contract and consulting fees. Cost of goods sold also decreased $0.8 million (from $2.1 million to $1.3 million) due to a decline in student bus passes as a result of the implementation of an alternative type of student pass. Labour expenses decreased by $0.8 million (from $53.6 million to $52.8 million) in 2013–2014 as a result of position abolishments that occurred late in 2012–2013 due to funding deceases for 2013–2014. These expenditure decreases were partially offset by increases in spending of $0.2 million in amortization and utilities.
The above decreases in lease, maintenance and repair, contracting and consulting fees, costs of goods sold, and compensation largely attribute to the decreases in the expense by function categories above.
Total Expenses by Object 2014
70% Salaries and Benefits
13% Materials, Supplies, and Services
8% Amortization of Tangible Capital Assets
4.5% Leases, Maintenance, and Repairs E2014xpenses 2% Cost of Goods Sold
2% Utilities
0.5% Scholarships and Bursaries
Total Expenses by Function 2014
31% Instruction
19% Academic Support
19.5% Institutional Support
9.5% Facility Operations and Maintenance
E2014xpenses 10% Student Support 8% Computing and Data Communication
2.5% Ancillary Services
0.5% Sponsored Research
38 NORQUEST COLLEGE Consolidated Financial Statements
Independent Auditor's Report 40
Consolidated Statement of Financial Position 41
Consolidated Statement of Operations 42
Consolidated Statement of Cashflow 43
Notes to the Consolidated Financial Statements 44
annual report 2013–2014 39 Independent Auditor’s Report
To the Board of Governors of NorQuest College
Report on the Consolidated Financial Statements
I have audited the accompanying consolidated financial statements of NorQuest College, which comprise the consolidated statement of financial position as at June 30, 2014, and the consolidated statements of operations and cash flows for the year then ended, and a summary of significant accounting policies and other explanatory information.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of these consolidated financial statements in accordance with Canadian public sector accounting standards, and for such internal control as management determines is necessary to enable the preparation of consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditor’s Responsibility
My responsibility is to express an opinion on these consolidated financial statements based on my audit. I conducted my audit in accordance with Canadian generally accepted auditing standards. Those standards require that I comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the consolidated financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the consolidated financial statements.
I believe that the audit evidence I have obtained is sufficient and appropriate to provide a basis for my audit opinion.
Opinion
In my opinion, the consolidated financial statements present fairly, in all material respects, the financial position of NorQuest College as at June 30, 2014, and the results of its operations, its remeasurement gains and losses, and its cash flows for the year then ended in accordance with Canadian public sector accounting standards.
[Original signed by Merwan N. Saher, FCA]
Merwan N. Saher, fca Auditor General October 27, 2014 Edmonton, Alberta
40 NORQUEST COLLEGE NorQuest College Consolidated Statements of Financial Position as at June 30 (thousands of dollars)
2014 2013
Assets Cash and cash equivalents (note 3) $ 28,780 $ 34,919 Portfolio investments (note 4) 43,000 5,000 Accounts receivable (note 6) 3,311 2,536 Inventories and prepaid expenses 830 1,066 Tangible capital assets (note 7) 31,513 32,204 $ 107,434 $ $75,725
Liabilities Accounts payable and accrued liabilities $ 9,540 $ $8,883 Employee future benefit liabilities (note 8) 1,390 895 Lease inducement (note 9) 82 215 Deferred revenue (note 10) 62,332 32,571 $ 73,344 $ 42,564 Net Assets Endowments (note 11) 4,348 4,241 Accumulated operating surplus (note 12) 29,742 28,920 $ 34,090 $ 33,161
$ 107,434 $ 75,725
Contingent liabilities and contractual obligations (notes 13 and 14)
[Original signed by [Original signed by Approved by the Board of Governors: Lynn Faulder, ICD.D ] Dr. Jodi L. Abbott, ICD.D] Lynn Faulder, icd.d Dr. Jodi L. Abbott, icd.d Chair, Board of Governors President and CEO
The accompanying notes are part of these Consolidated Financial Statements.
annual report 2013–2014 41 NorQuest College Consolidated Statement of Operations
Year ended June 30 (thousands of dollars) Budget 2014 Actual 2014 Actual 2013 (note 20) Revenue Government of Alberta grants (note 17) $ 48,715 $ 49,288 $ 52,348 Federal and other government grants 5,243 6,015 4,712 Sales of services and products 4,593 3,692 4,743 Student tuition and fees 14,103 14,967 15,362 Donations and other grants 703 1,580 2,392 Investment income (note 15) 300 498 256 73,657 76,040 79,813 Expenses (note 16) Instruction 23,039 23,235 23,319 Academic support 13,906 14,418 16,471 Student support 7,178 7,557 7,008 Computing and data communication 4,407 6,006 5,162 Facility operations and maintenance 11,625 7,187 8,600 Institutional support 11,994 14,735 15,421 Ancillary services 2,515 1,772 2,705 Sponsored research 423 308 344 75,087 75,218 79,030 Change in accumulated operating surplus (deficit) (1,430) 822 783 Accumulated operating surplus at beginning of year 28,920 28,920 28,137 accumulated operating surplus at end of year (note 12) $ 27,490 $ 29,742 $ 28,920
The accompanying notes are part of these Consolidated Financial Statements.
42 NORQUEST COLLEGE NorQuest College Consolidated Statement Of Cash Flows
Year ended June 30 (thousands of dollars)
2014 2013
Operating Transactions Operating surplus $ 822 $ 783 Add (deduct) non-cash items: Amortization of tangible capital assets 4,814 4,437 Loss on disposal of tangible capital assets 1,262 1,505 Expended capital recognized as revenue (3,332) (3,185) Change in employee future benefit liabilities 495 (609) Change in lease inducement (133) (152)
(Increase) decrease in accounts receivable (775) 658 Decrease (increase) in inventories and prepaid expenses 236 (67) Increase in accounts payable and accrued liabilities 657 2,462 Increase in deferred revenue 33,093 321 Cash provided by operating transactions 37,139 6,153
Capital Transactions Acquisition of tangible capital assets (5,385) (2,254) Cash applied to capital transactions (5,385) (2,254)
Investing Transactions Purchases of investments (43,000) (5,000) Proceeds on sale of portfolio investments 5,000 5,000 Cash applied to capital transactions (38,000) -
Financing Transactions Endowment contributions 107 295 Cash provided by financing transactions 107 295
(Decrease) increase in cash and cash equivalents (6,139) 4,194
Cash and cash equivalents at beginning of year 34,919 30,725
Cash and cash equivalents at end of year (note 3) $ 28,780 $ 34,919
The accompanying notes are part of these Consolidated Financial Statements.
annual report 2013–2014 43 NorQuest College Notes to the Consolidated Financial Statements
Year ended June 30, 2014 (thousands of dollars)
1. Authority and Purpose The Board of Governors of NorQuest College is a corporation which manages and operates NorQuest College (“the college”) under the Post-secondary Learning Act (Alberta). All members of the Board of Governors are appointed by either the Lieutenant Governor in Council or the Minister of Innovation and Advanced Education, with the exception of the President, who is an ex officio member. Under the Post-secondary Learning Act, Campus Alberta Sector Regulation, the college is a comprehensive community institution offering diploma and certificate programs as well as a wide range of foundational and preparatory programs. The college is a registered charity, and under section 149 of the Income Tax Act (Canada), is exempt from the payment of income tax.
2. Summary of Significant Accounting Policies and Reporting Practices (a) General – Public Sector Accounting Standards (PSAS) and Use of Estimates These consolidated financial statements have been prepared in accordance with Canadian PSAS. The measurement of certain assets and liabilities is contingent upon future events; therefore, the preparation of these consolidated financial statements requires the use of estimates, which may vary from actual results. The college's management uses judgment to determine such estimates. Employee future benefit liabilities, amortization of tangible capital assets, and the revenue recognition for expended capital are the most significant items based on estimates. In management’s opinion, the resulting estimates are within reasonable limits of materiality and are in accordance with the significant accounting policies summarized below. These significant accounting policies are presented to assist the reader in evaluating these consolidated financial statements and, together with the following notes, should be considered an integral part of the consolidated financial statements.
(b) Net Debt Model Presentation Canadian public sector accounting standards require a net debt presentation for the statement of financial position in the summary financial statements of governments. Net debt presentation reports the difference between financial assets and financial liabilities as net debt, or net financial assets as an indicator of future revenues required to pay for past transactions and events. The College operates within the government reporting entity and does not finance all its expenditures by independently raising revenues. Accordingly, these consolidated financial statements do not report a net debt indicator.
(c) Valuation of Financial Assets and Liabilities The college's financial assets and liabilities are generally measured as follows:
Financial Statement Component Measurement Cash and cash equivalents Cost Portfolio investments Fair value Accounts receivable Amortized cost Accounts payable and accrued liabilities Amortized cost
Unrealized gains and losses from changes in the fair value of unrestricted financial instruments are recognized in the Consolidated Statement of Remeasurement Gains and Losses. Upon settlement, the cumulative gain or loss is reclassified from the Consolidated Statement of Remeasurement Gains and Losses and recognized in the Consolidated Statement of Operations.
44 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
Unrealized gains and losses from changes in the fair value of restricted financial instruments are recognized as a liability under deferred revenue.
The portfolio investments currently owned by the college are in fixed return term deposits and do not involve foreign currency transactions. As a result, no remeasurement gains or losses were experienced by the college and a Consolidated Statement of Remeasurment Gains and Losses has not been prepared.
All financial assets are tested annually for impairment. When financial assets are impaired, impairment losses are recorded in the Consolidated Statement of Operations. A write-down of a portfolio investment to reflect a loss in value is not reversed for a subsequent increase in value.
For financial instruments measured using amortized cost, the effective interest rate method is used to determine interest revenue or expense. Transaction costs are a component of cost for financial instruments measured using cost or amortized cost. Transaction costs are expensed for financial instruments measured at fair value. Investment management fees are expensed as incurred. The purchase and sale of cash and cash equivalents and portfolio investments are accounted for using trade-date accounting.
The college does not use foreign currency forward contracts or any other type of derivative financial instruments for trading or speculative purposes.
Management evaluates contractual obligations for the existence of embedded derivatives and elects to either designate the entire contract for fair value measurement or separately measure the value of the derivative component when characteristics of the derivative are not closely related to the economic characteristics and risks of the contract itself. Contracts to buy or sell non-financial items for the college's normal purchase, sale or usage requirements are not recognized as financial assets or financial liabilities. The college does not have any embedded derivatives.
(d) Revenue Recognition All revenues are reported on the accrual basis of accounting. Cash received for which goods or services have not been provided by year end is recorded as deferred revenue. i) Government grants, non-government grants, and donations Government transfers are referred to as government grants.
Restricted grants and donations are recognized as deferred revenue if the terms for the use, or the terms along with the college's actions and communications as to the use, create a liability. These grants and donations are recognized as revenue when the terms are met. If the grants and donations are used to acquire or construct tangible capital assets, revenue will be recognized over the useful life of the tangible capital assets.
Government grants without terms for the use of the grant are recognized as revenue when the college is eligible to receive the funds. Unrestricted non-government grants and donations are recognized as revenue in the year received or in the year the funds are committed to the college if the amount can be reasonably estimated and collection is reasonably assured.
In-kind donations of services, materials and tangible capital assets are recorded at fair value when a fair value can be reasonably determined. In circumstances where fair value cannot be reasonably determined, they are then recorded at nominal value. Transfer of tangible capital assets from related parties is recorded at the carry value. Volunteers as well as college staff contribute a significant amount of time each year to assist the college in carrying out its mission. The value of their services is not recognized in the consolidated financial statements because fair value cannot be reasonably determined.
annual report 2013–2014 45 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars) ii) Grants and donations related to land Grants and donations for the purchase of land are recognized as deferred revenue when received, and recognized as revenue when the land is purchased. The college recognizes in-kind contributions of land as revenue at the fair value of the land when a fair value can be reasonably determined. When the college cannot determine the fair value, it records such in-kind contributions at nominal value. iii) Endowments Donations that must be maintained in perpetuity are recognized as a direct increase in endowment net assets when received or receivable. Investment income and unrealized gains and losses attributable to restricted portfolio investments are recognized as deferred revenue. iv) Investment income Investment income includes interest income. Unrealized gains and losses on portfolio investments from unrestricted grants and donations are recognized in the Consolidated Statement of Remeasurement Gains and Losses until settlement. Once realized, these gains or losses are recognized in the Consolidated Statement of Operations.
Investment income from restricted grants and donations is recognized as deferred revenue when the terms for use create a liability, and is recognized as investment income when the terms of the grant or donation are met.
(e) Inventories Inventories held for resale are valued at the lower of cost and expected net realizable value and are determined using the weighted average method.
(f) Tangible Capital Assets Tangible capital assets are recorded at cost, which includes amounts that are directly related to the acquisition, design, construction, development, improvement, or betterment of the asset. Cost includes overhead directly attributable to construction and development of the asset, as well as interest costs that are directly attributable to the acquisition or construction of the asset.
Work in progress, which includes facilities and improvement projects and development of information systems, is not amortized until after the project is complete and the asset is in service.
The cost, less residual value, of the tangible capital assets, excluding land, is amortized on a straight-line basis over the estimated useful lives as follows:
Buildings and site improvements 10 - 40 years Leasehold improvements Term of lease Furniture, equipment, and vehicle 10 years Computer hardware and software 3 years Learning resources 5-10 years
Tangible capital assets are written down when conditions indicate they no longer contribute to the college’s ability to provide services, or when the value of future economic benefits associated with the tangible capital assets is less than their net book value. The net write-downs are accounted for as expense in the Consolidated Statement of Operations.
Intangible assets, works of arts, historical treasures and collections are expensed when acquired and not recognized as tangible capital assets.
46 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
(g) Employee Future Benefits i) Pension The college participates with other employers in the Public Service Pension Plan (PSPP), the Management Employee Pension Plan (MEPP), and the Supplementary Retirement Plan (SRP). These pension plans are multi-employer defined benefit pension plans that provide pensions for the college's participating employees based on years of service and earnings.
The college does not have sufficient plan information on the PSPP, MEPP, and SRP to follow the standards for defined benefit accounting, and therefore follows the standards for defined contribution accounting. Accordingly, pension expense recorded for the PSPP, MEPP, and SRP is comprised of employer contributions to the plan that are required for its employees during the year; these are calculated based on actuarially pre-determined amounts that are expected to provide the plan’s future benefits. ii) Long term disability and short term illness The cost of providing non-vesting and non-accumulating employee future benefits for compensated absences under the college’s long term disability and short term illness plans is charged to expense in full when the event occurs which obligates the college to provide the benefits. The cost of these benefits is determined using a market interest rate and management’s best estimate of the retirement ages of employees, expected benefit costs, and the period of employee disability for short term illness and long term disability for permanent employees. Actuarial evaluation is used to determine the benefits for long term disability for term employees.
(h) Basis of Consolidation The consolidated financial statements use the line-by-line consolidation method to record the accounts of the NorQuest College Foundation, which operates under the Alberta Companies Act to raise funds for projects, programs, and services that improve opportunities for NorQuest College learners' success. The Foundation is a registered charity and has been granted tax exempt status under the Income Tax Act.
(i) Funds and Reserves Certain amounts, as approved by the board of governors, are set aside in accumulated operating surplus for future operating and capital purposes. Transfers to and from funds and reserves are an adjustment to the respective fund when approved.
(j) Expense by Function The college uses the following categories of functions on its Consolidated Statement of Operations:
Instruction Expenses related to support all activities that are part of the college's credit and non-credit programming and those non- sponsored research and scholarly activities.
Academic support Expenses related to the services, administrative, and management activities that directly support academic functions, course and curriculum development activities, and academic personnel development.
Student support Expenses related to admissions and registry functions and activities that support the student body or provide services to individual students or student groups. These include student services administration, social and cultural activities, counselling services and career guidance, financial aid administration, and scholarship awards.
annual report 2013–2014 47 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
Computing and data communication Expenses related to resources, activities, and services that provide and support computing, networking, data communications, and other information technology functions.
Facility operations and maintenance Expenses related to the maintenance and renewal of facilities that house the teaching, research, and administrative activities within the college. These include utilities, facilities administration, building maintenance, custodial services, landscaping and groundskeeping, as well as major repairs and renovations.
Institutional support Expenses related to executive management, public relations, alumni relations, fundraising and development, corporate insurance premiums, general administrative services, and other college-wide administrative services.
Ancillary services Expenses related to operations ancillary to the normal institutional functions of instruction and research such as bookstores, printing and parking services, and amortization expenses related directly or attributable to such operations.
Sponsored research Expenses related to all sponsored research activities specifically funded by restricted grants and donations from external organizations and undertaken within the college.
(k) Future Accounting Changes Liability for Contaminated Sites In June 2010 the Public Sector Accounting Board issued this accounting standard effective for fiscal years starting on or after April 1, 2014. Contaminated sites are a result of contamination being introduced into air, soil, water, or sediment of a chemical, organic, or radioactive material, or live organism that exceeds an environment standard. The college would recognize a liability related to the remediation of such contaminated sites subject to certain recognition criteria. Management does not expect the implementation of this standard to have a significant impact on the financial statements in the next fiscal year.
3. Cash and Cash Equivalents Cash equivalents include short term investments with a maturity less than three months from the date of acquisition.
2014 2013 Cash $ $28,780 $ 19,919 Term deposits - 15,000 $ $28,780 $ 34,919
48 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
4. Portfolio Investments The composition, fair value and annual market yields on investments are as follows: 2014 2013 Investments at Fair Value: Other - Term deposits $ 43.000 $ 5,000 $ 43,000 $ 5,000
As at June 30, 2014, the average effective yields and the terms to maturity are as follows: Term deposits: 1.49% (2013 – 1.38%); term to maturity ranges from approximately 4 months to 18 months. The investments in 2014 and 2013 are all Level 1 investments (i.e., quoted prices in active markets for identical assets or liabilities).
5. Financial Risk Management The college is exposed to a variety of financial risks, including market risks (price risk, currency risk, and interest rate risk), credit risk, and liquidity risk. To manage these risks, the college's investments are guided by established investment policies that outline risk and return objectives. The long term objective of the college’s investment policies is to achieve a long term real rate of return in excess of fees and expenses and maintain the real value of the fund.
The college may be exposed to the following types of risk:
Market risk The college is exposed to low market risk—the risk that the value of a financial instrument will fluctuate as a result of changes in market prices, whether those changes are caused by factors specific to the individual security, its issuer, or general market factors affecting all securities. In 2013 and 2014, the college invested in term deposits with fixed interest income.
Foreign currency risk The college is not exposed to foreign exchange risk as it does not have investments that are denominated in foreign currencies. The college does not use foreign currency forward contracts or any other type of derivative financial instruments for trading or speculative purposes. The college's exposure to foreign exchange risk is very low due to minimal business activities conducted in a foreign currency.
Credit risk The college is exposed to low credit risk on investments arising from the potential failure of a counterparty, debtor or issuer to honor its contractual obligations. To manage this risk the college has established an investment policy with required minimum credit quality standards and issuer limits. The credit risk from accounts receivable is low as the majority of balances are due from government agencies.
The credit risk on investments held are as follows:
Credit Rating 2014 2013 AA 100.0% 100.0%
annual report 2013–2014 49 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
Liquidity risk The college maintains and monitors adequate working capital to ensure that funds are available to meet current and forecasted financial requirements in the most cost effective manner.
Interest rate risk Interest rate risk is the risk to the college’s earnings that arise from the fluctuations in interest rates and the degree of volatility of these rates. This risk is managed by investment policies that limit the term to maturity of certain fixed income securities that the college holds. In 2013 and 2014, the college was not exposed to interest rate risk as the college does not have financial instruments with floating interest rates.
The maturity and average effective market yield of interest bearing investments are as follows: Average effective < 1 year 1 - 5 years market yield Cash and cash equivalent 100% - 1.20% Portfolio investments, term deposits 28% 72% 1.49
6. Accounts Receivable 2014 2013
Accounts receivable 3,419 $ 2,718 Other receivable 26 18 Less allowance for doubtful accounts (134) (200) $ 3,311 $ 2,536
50 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
7. Tangible Capital Assets
2014 Land Buildings & Site Leasehold Furniture, Computer Learning Total Improvements Improvements Equipment & Hardware & Resources Vehicle Software
Cost (a) Beginning of year $ 5,171 $ 27,017 $ 3,916 $ 7,691 $ 15,451 $ 1,346 $ 60,592 Acquisitions - 3,414 - 462 1,392 117 5,385 Disposals, including write- downs - (34) - (2,430) (1,017) (90) (3,571) 5,171 30,397 3,916 5,723 15,826 1,373 62,406
Accumulated Amortization Beginning of year - 9,026 2,923 3,777 12,067 595 28,388 Amortization expense - 860 682 588 2,532 152 4,814 Effects on disposals, including write-downs - - - (1,210) (1,016) (83) (2,309) - 9,886 3,605 3,155 13,583 664 30,893 Net book value at June 30, 2014 $ 5,171 $ 20,511 $ 311 $ 2,568 $ 2,243 $ 709 $ 31,513
2013 Land Buildings & Site Leasehold Furniture, Computer Learning Total Improvements Improvements Equipment & Hardware & Resources Vehicle Software
Cost (a) Beginning of year $ 5,171 $ 27,718 $ 3,924 $ 7,237 $ 15,380 $ 1,414 $ 60,844 Acquisitions - 660 - 642 862 90 2,254 Disposals, including write- downs - (1,361) (8) (188) (791) (158) (2,506) 5,171 27,017 3,916 7,691 15,451 1,346 60,592
Accumulated Amortization Beginning of year - 8,142 2,240 3,195 10,757 618 24,952 Amortization Expense - 884 683 690 2,045 135 4,437 Effects on disposals, including write-downs - - - (108) (735) (158) (1,001) - 9,026 2,923 3,777 12,067 595 28,388 Net book value at June 30, 2013 $ 5,171 $ 17,991 $ 993 $ 3,914 $ 3,384 $ 751 $ 32,204
(a) Historic cost includes work-in-progress as at June 30, 2014 totalling $7,610 (2013 – $4,657) comprised of building $7,295 (2013 – $4,207), site improvements $88 (2013 – $241) and development of information system $227 (2013 – $209), which is not amortized as the assets are not in service.
annual report 2013–2014 51 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30. 2014 (thousands of dollars)
8. Employee Future Benefit Liabilities
Employee future benefit liabilities are comprised of the following: 2014 2013 Benefit liability for employees on long term disability $ 1,271 $ 828 Long term disability liability for term employees 83 52 Liability for short term illness 36 15 $ 1,390 $ 895
A. Defined Benefit Accounted for on a Defined Benefit Basis
(i) Long Term Disability (LTD) The college provides long term disability defined benefits to its permanent and term employees. The LTD plan provides pension and non-pension benefits after employment, but before the employee's normal retirement date. Salary costs are covered by an insurance plan and the benefits are provided by the college for permanent employees on long term disability. LTD liability for term employees was actuarial valuated as at June 30, 2014. The college had 12 employees on long term disability as at June 30, 2014 (2013: 7 employees).
(ii) Liability for Short Term Illness The college provides short term illness defined benefits to its permanent and term employees. Liability for short term illness is recognized when an event occurs that obligates the college to provide such benefits for a maximum of 80 days.
B. Defined Benefit Accounted for on a Defined Contribution Basis
Multi-Employer Pension Plans
(i) Public Service Pension Plan (PSPP) The Public Service Pension Plan (PSPP) is a multi-employer contributory defined benefit pension plan for all permanent and term employees excluding management positions and is accounted for on a defined contribution basis. The pension expense recorded in these consolidated financial statements is $4,041 (2013 – $3,731).
An actuarial valuation of the PSPP was carried out as at December 31, 2012, and was then extrapolated to December 31, 2013. At December 31, 2013, the PSPP reported an actuarial deficit of $1,254,678 (2012 – $1,645,141 deficit). For the year ended December 31, 2013, PSPP reported employer contributions of $315,830 (2012 – $257,350) and employee contributions of $317,954 (2012 – $259,487). For the 2013 calendar year, the college’s employer contributions were $4,007 (2012 calendar year – $3,385). The PSPP’s deficit is being discharged through additional contributions from both employees and employers until 2026. Other than the requirement to make additional contributions, the college does not bear any risk related to the PSPP deficit.
(ii) Management Employee Pension Plan (MEPP) The Management Employee Pension Plan (MEPP) is a multi-employer contributory defined benefit pension plan for management positions and is accounted for on a defined contribution basis. The pension expense recorded in these consolidated financial statements is $1,353 (2013 – $1,157).
An actuarial valuation of the MEPP was carried out as at December 31, 2012 and was then extrapolated to December 31, 2013. At December 31, 2013, the MEPP reported an actuarial surplus of $50,457 (2012 – $303,423 deficit). For the year ended
52 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
December 31, 2013, MEPP reported employer contributions of $109,101 (2012 – $104,685 ) and employee contributions of $65,392 (2012 – $63,397). For the 2013 calendar year, the college’s employer contributions were $1,205 (2012 calendar year – $1,151).
(iii) Supplementary Retirement Plan (SRP) Supplementary Retirement Plan (SRP) provides additional pension benefits to managers of designated employers who participate in the Management Employee Pension Plan (MEPP) and whose annual salary exceeds the maximum pensionable salary limit under the Income Tax Act. As the college does not have sufficient information to follow the accounting standards for defined benefit plans, it is accounted for on a defined contribution basis. The pension expense recorded in these consolidated financial statements is $132 (2013 – $66).
An actuarial valuation of the SRP was carried out as at December 31, 2012 and was then extrapolated to December 31, 2013. At December 31, 2013, the SRP reported an actuarial deficit of $12,384 (2012 – $51,870 deficit). For the year ended December 31, 2013, SRP reported employer contributions of $3,339 (2012 – $3,174) and employee contributions of $3,330 (2012 – $3,174). For the 2013 calendar year, the college’s employer contributions were $147 (2012 calendar year – nil). The college participated in the SRP effective from January 1, 2013.
9. Lease Inducement Lease inducement is measured at amortized cost and is comprised of the following:
2014 2013 Lease inducement $ 82 $ 215
The college received a lease inducement under agreements for leased premises. The inducement has been deferred and is being applied as a reduction of lease expense over the term of the lease (March 01, 2007 to June 30, 2015) on a straight-line basis as follows:
2015 82 Total unamortized deferred lease inducement $ 82
annual report 2013–2014 53 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
10. Deferred Revenue Deferred revenues are set aside for specific purposes as required either by legislation, regulation, or agreement:
2014
Restricted Deferred Unspent capital Spent capital Tuition and Contribution contributions contributions Other fees Total
Balance, beginning of year $ 6,386 $ 4,471 $ 20,265 $ 1,449 $ 32,571 Grants, tuition, donations received 8,542 34,013 - 14,901 57,456 Restricted Investment income – realized (note 15) 42 61 - - 103 Unearned capital acquisition transfers (283) (3,490) 3,773 - - Recognized as revenue (9,165) (339) (3,332) (14,967) (27,803) Transfer from endowment (note 11) 5 - - - 5 Other 98 (98) - - - Balance, end of year $ 5,625 $ 34,618 $ 20,706 $ 1,383 $ 62,332
2013
Restricted Deferred Unspent capital Spent capital Tuition and Contribution contributions contributions Other fees Total
Balance, beginning of year $ 5,967 $ 5,112 $ 22,917 $ 1,439 $ 35,435 Grants, tuition, donations received 9,114 132 - 15,372 24,618 Restricted Investment income – realized 148 13 - - 161 (note 15) Unearned capital acquisition transfers (292) (241) 533 - - Recognized as revenue (8,434) (515) (3,185) (15,362) (27,496) Transfer from endowment (note 11) (19) - - - (19) Other (98) (30) - - (128) Balance, end of year $ 6,386 $ 4,471 $ 20,265 $ 1,449 $ 32,571
54 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
11. Endowments Endowments consist of externally restricted donations received by the college and internal allocations by the NorQuest College Board of Governors, the principal of which is required to be maintained intact in perpetuity.
Investment income earned on endowments must be used in accordance with the various purposes established by the donors or the board of governors. Benefactors as well as college policy stipulate that the economic value of the endowments must be protected by limiting the amount of income that may be expended and reinvesting unexpended income.
Under the Post-secondary Learning Act, the college has the authority to alter the terms and conditions of endowments to enable: • income earned by the endowment to be withheld from distribution to avoid fluctuations in the amounts distributed and generally to regulate the distribution of income earned by the endowment. • encroachment on the capital of the endowment to avoid fluctuations in the amounts distributed and generally to regulate the distribution of income earned by the endowment if, in the opinion of the board of governors, the encroachment benefits the college and does not impair the long-term value of the fund.
In any year, if the investment income earned on endowments is insufficient to fund the spending allocation, the college has the option to defer the spending allocation, fund the spending allocation from the college's operating funds, or fund the spending allocation through encroachment of endowment principle. If endowment principle is used, the amount is expected to be recovered by future investment income.
The composition of endowments is as follows: 2014 2013
Balance, beginning of year $ 4,241 $ 3,946 Endowment contributions 112 276 Transfer (to) from deferred revenue (note 10) (5) 19 Balance, end of year $ 4,348 $ 4,241
Cumulative contributions $ 4,348 $ 4,241 $ 4,348 $ 4,241
annual report 2013–2014 55 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
12. Accumulated Operating Surplus The composition of accumulated operating surplus is as follows: Total Accumulated Investment in Internally accumulated surplus from tangible capital restricted operating operations assets surplus surplus
Balance as at June 30, 2012 $ 10,132 $ 12,975 $ 5,030 $ 28,137 Operating surplus 783 - - 783 Amortization of internally funded tangible capital assets 2,299 (2,299) - -
Net book value of tangible capital assets disposals 458 (458) - - Internally funded acquisition of tangible capital assets (1,721) 1,721 - - Expenses funded from internally restricted surplus 1,677 - (1,677) - Net board appropriation to internally restricted surplus (2,561) - 2,561 - Balance as at June 30, 2013 11,067 11,939 5,914 28,920
Operating surplus 822 - - 822 Amortization of internally funded tangible capital assets 2,711 (2,711) - - Net book value of tangible capital assets disposals 33 (33) - - Internally funded acquisition of tangible capital assets (1,612) 1,612 - - Expenses funded from internally restricted surplus (2,350) - 2,350 - Net board appropriation to internally restricted surplus 1,550 - (1,550) - Balance as at June 30, 2014 $ 12,221 $ 10,807 $ 6,714 $ 29,742
Investment in tangible capital assets represents the amount of the college's accumulated operating surplus that has been invested in the college's tangible capital assets. Internally restricted surplus represents the amount set aside by the NorQuest College Board of Governors for specific purposes. Those amounts are not available for other purposes without the approval of the board and do not have interest allocated to them. Internally restricted surplus with significant balances include: Appropriations from Balance at accumulated Disbursements Balance at end of beginning of year operating surplus during the year the year 2014 Downtown Campus Development $ 1,149 $ - $ - $ 1,149 Physical Assets 181 100 (227) 54 Information and Technology 311 2,050 (956) 1,405 Organizational Development 477 200 (4) 673 Educational Resources 1,396 - (290) 1,106 Health Careers Expansion 20 - - 20 Business Development 2,298 - (73) 2,225 Scholarships 12 - - 12 Regional Stewardship 70 - - 70 Total $ 5,914 $ 2,350 $ (1,550) $ 6,714
56 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
13. Contingent Liabilities (a) The college has identified potential asset retirement obligations related to the existence of asbestos in a number of its facilities. Although not a current health hazard, upon renovation or demolition of these facilities, the college may be required to take appropriate remediation procedures to remove the asbestos. As the college has no legal obligation to remove the asbestos in these facilities as long as the asbestos is contained and does not pose a public health risk, the fair value of the obligation cannot be reasonably estimated due to the indeterminate timing and scope of the removal. As such, there is no liability until the asbestos is disturbed. The asset retirement obligations for these assets will be recorded in the period in which there is certainty that the capital project will proceed and there is sufficient information to estimate fair value of the obligation.
(b) The development of the Downtown Campus Development Project requires the remediation of existing contaminated college owned land prior to construction of the new Centre for Learning. The contingent liability regarding the remediation recognized in these consolidated financial statements is $344 (2013 – nil).
14. Contractual Obligations The college has contractual obligations which are commitments that will become liabilities in the future when the terms of the contracts or agreements are met.
The estimated aggregate amounts payable for the unexpired terms of these contractual obligations are as follows:
Information Service Systems and Long-term Capital Contracts Technology Leases Projects Total 2015 $ 2,904 $ 831 $ 742 $ 1,308 $ 5,785 2016 2,518 592 447 6 $ 3,563 2017 347 401 201 6 $ 955 2018 79 100 14 - $ 193 2019 and thereafter - 100 - - $ 100 $ 5,848 $ 2,024 $ 1,404 $ 1,320 $ 10,596
annual report 2013–2014 57 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
15. Investment Income
2014 2013 Restricted funds Investment earnings on cash, cash equivalents, and portfolio investments held for endowments and other restricted purposes $ 103 $ 161 Transfer to deferred revenue (note 10) (103) (161) Add deferred revenue recognized as investment income 74 81 Restricted funds recognized as investment income 74 81
Unrestricted funds Investment earnings on unrestricted cash, cash equivalents, and portfolio investments 424 175 Unrestricted funds recognized as investment income 424 175
Total investment income 498 256
16. Expense by Object The following is a summary of expense by object:
2014 2013 Budget Actual Actual Salaries and benefits $ 52,494 $ 52,782 $ 53,580 Materials, supplies and services 10,492 10,057 11,134 Utilities 1,150 1,263 1,220 Leases, maintenance and repairs 3,896 3,485 4,778 Cost of goods sold 1,957 1,289 2,039 Scholarships and bursaries 380 266 337 Amortization of tangible capital assets (net of loss on disposal) 4,718 6,076 5,942 $ 75,087 $ 75,218 $ 79,030
58 NORQUEST COLLEGE NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
17. Government of Alberta Transactions and Balances The college operates under the authority and statutes of the Province of Alberta. Transactions and balances between the college and the Government of Alberta (GOA) are measured at the exchange amount and summarized below:
2014 2013
Grants from Government of Alberta Innovation and Advanced Education: Operating $ 42,618 $ 41,672 Capital 34,377 765 Other 1,753 $ 6,294 Total Innovation and Advanced Education $ 78,748 $ 48,731
Other GOA departments and agencies: Alberta Health 529 60 Alberta Human Services 346 560 Other 6 222 Total other GOA departments and agencies $ 881 $ 842
Total contribution received 79,629 49,573 Restricted expended capital recognized as revenue 1,609 2,781 Change in deferred revenue (31,950) (6) $ 49,288 $ 52,348
Accounts receivable Other GOA departments and agencies $ 204 $ 322 Other post-secondary institutions 16 79 $ 220 $ 401
Accounts payable Other GOA departments and agencies 415 5 Other Post-secondary Institutions - 2 $ 415 $ 7 18. Funds Held on Behalf of Others The college holds the following funds on behalf of others over which the board has no power of appropriation. Accordingly, these funds are not included in the consolidated financial statements. 2014 2013 Deferred Salary Leave Plan $ 92 $ 110 NorQuest College Students’ Association - 90 Faculty Association 12 15 NorQuest Committee for the Arts 10 10 NorQuest College Staff Social Fund - Spirit Planners - 1 Canadian Association of Continuing Care - 26 Post-Secondary Providers of Services to Students with Disabilities 7 3 $ 121 $ 255
annual report 2013–2014 59 NorQuest College Notes to the Consolidated Financial Statements Year ended June 30, 2014 (thousands of dollars)
19. Salary and Employee Benefits Under the authority of the Fiscal Management Act, the President of Treasury Board and Minister of Finance require the disclosure of certain salary and employee benefits information.
2014 2013 Base salary(2) Other cash Other non- benefits(3)(4) cash benefits (5)(6) Total Total
Governance(1) Chair of the Board of Governors $ - $ 5 $ - $ 5 $ 5 Members of the Board of Governors - 33 - 33 30 Executive President & Chief Executive Officer 279 90 83 452 374 Vice-Presidents (VP): VP Teaching & Learning & Chief Academic Officer 182 26 56 264 270 VP College Services & Chief Financial Officer (7) 182 27 52 261 280
VP Transformation & Chief Advancement Officer 182 27 52 261 268
(1) The chair and members of the NorQuest College Board of Governors receive no salary for participation on the board. (2) Base salary includes pensionable base pay. (3) Other cash benefit for Governance represents administrative honorarium for the chair and members of the Board of Governors. (4) Other cash benefit for executive include earnings such as estimated variable compensation for the president and vice presidents, vacation payouts, pay-in-lieu of notice, separation allowance, acting pay and professional development. (5) Other non-cash benefits for exective include the employer’s share of all employee benefits and contributions or payments made on behalf of employees including pension, supplementary retirement plan, basic life insurance, employee and family assistance program, extended health care, dental plan, accidental death, dismemberment, long-term disability plans, professional memberships, and tuition fees. (6) The Supplementary Retirement Plan (SRP) was implemented effective January 1, 2013. Under the terms of the supplementary retirement plan (SRP), executive officers may receive supplemental payments. SRP is described in note 8. (7) The value reported for the Vice President College Services and Chief Financial Officer in 2013 included amounts paid to two incumbents. The position was vacant from January 2013 to May 2013.
20. Budget Figures Budgeted figures have been provided for comparison purposes and have been derived from the college’s Comprehensive Institutional Plan as approved by the Board of Governors.
21. Approval of Consolidated Financial Statements The consolidated financial statements were approved by the Board of Governors of NorQuest College.
60 NORQUEST COLLEGE
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