Annual Report 2010 - 2011 Table of Contents

Message from the Board Chair...... 2 Accountability Statement...... 4 Institutional Context Vision...... 5 Aspiration...... 5 Mission...... 5 Mandate Statement...... 6 Board of Governors...... 7 Operation Overview 2010/11 Faculty and Staff Overview...... 8 Student Overview...... 8 Credit Profile...... 9 Outcomes Report on Institutional Priorities Budget and Facilities...... 10 Updating Plan...... 16 People...... 24 Message from the President...... 28 Financial Profile Statement of Management Responsibility...... 31 Management Discussion and Analysis...... 32 Auditor’s Report...... 34 Audited Consolidated Financial Statements...... 35

mtroyal.ca 1 Message from the Board Chair

Centennial Celebration

This past year marked Mount Royal University’s 100th birthday. Founded in 1910, Mount Royal opened its doors in 1911 and welcomed 179 students during that first academic year. Although we have grown significantly since those initial days, with more than 13,000 students in 2010/11, we remain dedicated to our core purpose, which has been consistent for more than a century: student success and satisfaction.

Mount Royal’s centennial celebrations were launched in Aug. 2010 with a ceremonial kickoff by Canadian Football Hall of Fame member and Cougars alumnus Larry Robinson at a Stampeders / Edmonton Eskimos football game. Several celebratory initiatives were launched throughout the year to honour Mount Royal’s history, including the creation of 27 Centennial Military Memorial bursaries to honour the 27 students, employees and alumni who gave their lives for our country in the First and Second World Wars and in United Nations military operations.

A range of events were presented in celebration of Mount Royal’s centennial, including the signature series Legacy of Ideas. It brought internationally recognized speakers to our community for provocative and challenging lectures, symposia and events. Presenters were chosen for their ideas and ranged from graffiti artists demonstrating new methods of sharing alternative ideas, to environmental leaders to business maverick Chris Anderson. A lecture by bestselling author Malcolm Gladwell, held at the EPCOR Centre’s Jack Singer Concert Hall, was sold out. As well, Mount Royal hosted a successful Centennial Symposium on the Scholarship of Teaching and Learning. Former Conservatory instructor John Abram composed an original piece called Century to celebrate Mount Royal’s centennial and it was performed for the first time at the June 2011 Convocation.

In April 2011, Mount Royal was granted its official Coat of Arms by Claire Boudreau, Chief Herald of . The Coat of Arms includes Mount Royal’s colours of blue and white, as well as the University’s motto: Quam bene non quantum. This motto was adopted by Mount Royal’s first principal, the Rev. Dr. George Kerby, in 1910. Translated from the Latin, it means “How well, not how much.” Mount Royal’s Coat of Arms has an interesting history. It incorporates elements from a badge created in 1912 for the newly-created Mount Royal College. The badge was commissioned by Vincent Massey, who went on to become Canada’s first native-born Governor General in 1952. Massey worked on the badge in collaboration with Alexander Scott Carter, who is considered one of Canada’s pre-eminent heraldic artists.

The June Convocation also introduced the Centennial Medal. Given to the class valedictorian at each Convocation, the Centennial Medal is awarded to the students graduating from a Mount Royal University degree program who simultaneously demonstrated academic excellence and leadership in campus and/or community activities. This award was created to commemorate a deep tradition of student academic achievement and leadership at Mount Royal in its 100-year history.

Highlights

Mount Royal made its first appearance in the Globe and Mail University Report. A sample of Mount Royal students reported that they get what they want and what they need at Mount Royal. Mount Royal scored in the “As” in the important categories, including overall satisfaction, quality of education, student–faculty interaction and campus atmosphere.

2 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Mount Royal announced the launch of its eighth degree — a four-year, direct entry Bachelor of Education — Elementary program — which began in Sept. 2011. In May 2011, ’s Minister of Advanced Education and Technology and the Minister of Health and Wellness announced the approval of Mount Royal’s Bachelor of Midwifery program, the only program of its kind in Alberta. This new degree program will prepare students to become primary health care providers to women in pregnancy and through childbirth. The program will develop capacity to better meet maternity care needs in Alberta by not only providing an effective solution for women’s health, but also delivering care to mothers in ways that honour their choices. The four-year degree program begins in Fall 2011.

The Certified Management Accountants (CMA) of Alberta announced that it has accredited Mount Royal’s Bachelor of Business Administration (BBA) — Accounting major. The CMA’s accreditation process recognizes universities that achieve standards of instruction in accounting. As a result of this accreditation, graduates from Mount Royal’s BBA (Accounting major) program will be exempt from writing the CMA National Entrance Exam and are eligible to enter directly into the CMA Strategic Leadership Program, provided they have a graduation date on or after May 2011, have completed the program with a minimum overall grade point average of B or 3.0, and have received a minimum of 60 per cent in each of the 16 prerequisite courses. Thus, the accreditation ensures an easier transition for our Accounting students into the next phase of their professional education or career.

Changing the Face of Education Campaign

In April 2011, Mount Royal publicly launched its Changing the Face of Education campaign, the largest fundraising campaign in its 100-year history. The campaign’s target is $250 million — $125 million from private donors and $125 million in public funding. The campaign will help advance Mount Royal by raising funds for three student-focused priorities:

»» Learning opportunities: student scholarships and bursaries »» Learning environment: establishing six Centres of Excellence »» Learning spaces: expanding student research facilities for Science and Health as well as building a new Conservatory and Concert Hall and a new Library and Learning Centre

New President

Following a rigorous international search that included input from faculty, student and staff representatives, the Board of Governors announced the appointment of David Docherty, PhD, as Mount Royal’s ninth President, commencing Aug. 1, 2011. Dr. Docherty comes to Mount Royal from Wilfrid Laurier University in Waterloo, ON, where he was the Senior Advisor on Multi-Campus Initiatives in the Office of the Vice-President: Academic and Provost. Previously he was Laurier’s Dean of the Faculty of Arts.

Dr. Docherty is an accomplished academic, author and administrator. He is a recognized expert on parliamentary democracy in Canada and was instrumental in developing new undergraduate and graduate programs at Laurier. With his demonstrated commitment to excellence in and out of the classroom, Dr. Docherty will lead the University into our second century and further Mount Royal’s aspiration to be Canada’s premier undergraduate university based on important measures of student success and satisfaction.

On behalf of the Board of Governors, I would like to take this opportunity to express our appreciation to all Mount Royal faculty and staff for their many contributions towards the success of the centennial celebrations, the Changing the Face of Education campaign, the engagement of our new president, and the many other initiatives and projects outlined in this report. I also thank them for their dedication in making Mount Royal University the finest undergraduate teaching university in Canada.

Richard Shaw, Q.C. Chair, Board of Governors

mtroyal.ca 3 Accountability Statement

Mount Royal University’s Annual Report for the year ended June 30, 2011 was prepared under the Board’s direction in accordance with the Government Accountability Act and ministerial guidelines established pursuant to the Government Accountability Act. All material economic, environmental or fiscal implications of which we are aware have been considered in the preparation of this report.

Richard Shaw, Q.C. Chair, Board of Governors

4 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Institutional Context

Vision Creating exceptional learning experiences for a world of possibilities. Aspiration Mount Royal aspires to be Canada’s finest instructionally-focused, scholarly-informed undergraduate university. Mission We are a learning community that focuses on instruction and is informed by scholarship. We are committed to individual learning, the principles of general education, the value of experiential learning and the achievement of program outcomes.

Diverse by design, Mount Royal welcomes, supports and celebrates all its communities. Recognizing that diversity strengthens us all, we work in an environment of respect and inclusion.

At Mount Royal University we deliver high-quality programs that are relevant to our students’ needs. Dynamic in our thinking, we adapt quickly to changing environments and are making Mount Royal the place of choice for students at all stages of their lives.

mtroyal.ca 5 Mandate Statement

Mount Royal University is a public, board-governed institution operating as a Baccalaureate and Applied Studies Institution under the authority of the Post-secondary Learning Act of Alberta. Mount Royal was named a university by an Order in Council on 2 September 2009 and is governed by the public colleges section of the Post-secondary Learning Act.

Mount Royal is a learning community that focuses on instruction informed by scholarship. Its mission is excellence in baccalaureate and applied degrees along with certificate and diploma programs. Mount Royal’s programs prepare students to be thoughtful and informed citizens by combining liberal and applied studies and by providing graduates with opportunities for individual fulfillment, further study and employment.

Mount Royal offers programs in arts and science, nursing and health, business, communications, community studies, design, education, performing arts, and aboriginal studies that lead to the following credentials and further studies:

»» Baccalaureate degrees and transfer programs to prepare learners for further study and employment. »» Applied degrees to prepare learners for employment. »» Certificate and diploma programs to prepare learners for employment and lead to further studies and credentials. »» Post-secondary entrance programs that facilitate learner access to further studies.

Mount Royal University plays a pivotal role in the Campus Alberta system. It is both a sending and a receiving institution for students transferring to and from other institutions. The University also develops collaborative degree partnerships with other Alberta institutions.

Mount Royal supports scholarly activity that contributes to instructional excellence and to the cultural, social, and economic well-being of the community locally, provincially, nationally and internationally.

Mount Royal students are supported by a range of services that contribute to academic, social and personal development. Student supports include library services, academic advising, learning skills development, cultural activities, career services, residence services, counseling, recreation and wellness programs. These services are designed to benefit students by increasing their opportunities for success.

Mount Royal’s primary service area includes Calgary and the surrounding region. Mount Royal also serves a wider learner population provincially, nationally and internationally through face-to-face and distance delivery and through partnerships with other post-secondary institutions. Mount Royal serves its communities by creating and communicating knowledge and by meeting the needs of the labour market in fields related to its program areas.

Mount Royal University also serves its communities by providing contract training, professional development, international programming and, through its internationally recognized conservatory, music instruction particularly for younger people. Through these programs, Mount Royal enhances its commitment to continuous, lifelong learning and to global awareness in an interconnected world.

Approved by the Board of Governors, March 8, 2010 Approved by the Minister of Advanced Education and Technology, April 8, 2010

6 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Board of Governors as at June 30, 2011

Jennifer Diakiw Dawn Farrell Bruce MacKenzie Dave Marshall

Meghan Melnyk Elaine Mullen Alykhan Nanji Bryan Pinney

Ruth Ramsden-Wood Paul Rossmann Karl Smith Bruce Thorpe

Richard Shaw, Chair Marie Delorme, Vice-Chair

mtroyal.ca 7 Operation Overview 2010/11

Faculty and Staff Overview

2010/11 2009/10 2008/09 Professors, full-time, credit 401 387 334 Professors, part-time, credit 523 524 520 Instructors, Continuing Education 514 493 490 Professors, International Programs 60 53 60 Professors, Conservatory 264 283 294 Support staff (excluding casual) 777 740 722 Management 84 94 83 Total complement (non-duplicated) 2,466 2,419 2,345

In 2010/11, Mount Royal University welcomed 47 additional employees to the institution. There are now 1,653 faculty members (full-time, part-time and credit free), 777 support staff (excluding casuals) and 84 managers at Mount Royal, for a total of 2,466 employees, an increase of 1.9 per cent from 2009/10.

Student Overview

StudentStudent Head Head Count Count CourseCourse Registrations Registrations

14,01714,017 86,00086,000 2010/112010/11 2010/112010/11 23,96623,966 50,21150,211 CreditCredit 14,17514,175 Non-CreditNon-Credit 84,08584,085 2009/102009/10 TotalTotal 2009/102009/10 24,09224,092 49,84649,846 CreditCredit Non-CreditNon-Credit 13,27813,278 77,29977,299 2008/092008/09 2008/092008/09 25,04225,042 52,01252,012

Source: Institutional Analysis and Planning Source: Institutional Analysis and Planning The number of students enrolled in credit programs remains Credit course registrations increased by 1,915, or 2.3 per cent constant, which aligns with Mount Royals enrolment plan. From over 2009/10. This increase is consistent with the University’s 2009/10 to 2010/11, thereStudentStudent were 158 Profile fewerProfile credit students on expectations, givenCreditCredit that 2008/09 Enrolment Enrolment was the first Trend Trend year all the campus, a 1.1 per cent decrease. baccalaureate programs were offered. 62.8%62.8% 8,7278,727 FemaleFemale 62.5%62.5% 2010/112010/11 62.8%62.8% 14,01714,017 FromFrom 79.9%79.9% 8,4778,477 79.9%79.9% 2009/102009/10 14,17514,175 CalgaryCalgary 80.1%80.1% 2010/112010/11 7,8477,847 44.2%44.2% 2008/092008/09 DirectDirect from from 42.7%42.7% 13,27813,278 highhigh school school 2009/102009/10 44.4%44.4% 7,8787,878 FullFull Load Load 2007/082007/08 NewNew to to 27.5%27.5% 2008/092008/09 12,60612,606 EquivalentEquivalent 31.9%31.9% MountMount Royal Royal 33.4%33.4% 7,4977,497 2006/072006/07 StudentsStudents 2.4%2.4% 11,99211,992 8 Int’lInt’lMOUNT Visa Visa 2.5%ROY2.5% AL UNIVERSITY ANNUAL REPORT 2010/2011 StudentsStudents 2.6%2.6% * Methodology* Methodology for for calculating calculating FLE FLE was was changed changed in in2008/09. 2008/09. FLE FLE for for 2010/11 2010/11 is ispreliminar preliminary, y,subject subject to toMinistry Ministry verification. verification.

DemandDemand for for Credit Credit Programs Programs CreditCredit Program Program Types Types 1,1741,174 57.2%57.2% AppliedApplied 1,7581,758 Four-yearFour-year 46.2%46.2% DegreeDegree 1,8781,878 DegreeDegree 33.4%33.4% 10,23110,231 Four-yearFour-year 9.5%9.5% DegreeDegree 8,7348,734 15.0%15.0% 7,6217,621 AppliedApplied Degree Degree 19.5%19.5% 2,0112,011 2010/112010/11 15.2%15.2% 2010/112010/11 UniversityUniversity 1,7701,770 OpenOpen 17.1%17.1% TransferTransfer 1,5781,578 StudiesStudies 19.0%19.0% 2,2502,250 2009/102009/10 2.5%2.5% 2009/102009/10 DiplomaDiploma 3,5903,590 CertificateCertificate 2.7%2.7% 3,1993,199 2008/092008/09 2.9%2.9% 2008/092008/09 1,4121,412 8.9%8.9% CertificateCertificate 1,4381,438 DiplomaDiploma 12.8%12.8% 1,3171,317 13.9%13.9% 6,4296,429 6.7%6.7% OpenOpen 6,7196,719 UniversityUniversity 6.4%6.4% StudiesStudies 5,9685,968 TransferTransfer 11.2%11.2% StudentStudent HeadHead CountCount CourseCourse RegistrationsRegistrations

14,01714,017 86,00086,000 2010/112010/11 2010/112010/11 StudentStudent Head Head23,96623,966 Count Count CourseCourse Registrations Registrations50,21150,211 CreditCredit 14,01714,017 86,00086,000 2010/112010/11 14,17514,175 Non-CreditNon-Credit 2010/112010/11 84,08584,085 2009/102009/10 23,96623,966 TotalTotal 2009/102009/10 50,21150,211 24,09224,092 49,84649,846 CreditCredit CreditCredit Non-CreditNon-Credit 14,17514,175 Non-CreditNon-Credit 84,08584,085 2009/102009/10 13,27813,278 TotalTotal 2009/102009/10 77,29977,299 2008/092008/09 24,09224,092 2008/092008/09 49,84649,846 Credit 25,04225,042 52,01252,012 Credit Non-CreditNon-Credit 13,27813,278 77,29977,299 2008/092008/09 2008/092008/09 25,04225,042 Credit Profile 52,01252,012

StudentStudent ProfileProfile CreditCredit EnrolmentEnrolment TrendTrend 62.8%62.8% 8,7278,727 FemaleFemale 62.5%62.5% 2010/112010/11 Student Profile62.8%62.8% 14,01714,017 FromFrom Student Profile 79.9%79.9% CreditCredit Enrolment Enrolment8,4778,477 Trend Trend 79.9%79.9% 2009/102009/10 14,17514,175 CalgaryCalgary 62.8%62.8% 80.1%80.1% 8,7278,727 FemaleFemale 62.5%62.5% 2010/112010/11 2010/112010/11 7,8477,847 44.2%44.2% 62.8%62.8% 2008/092008/09 14,01714,017 DirectDirect from from 42.7%42.7% 13,27813,278 highhigh school school 79.9% 2009/102009/10 8,4778,477 FromFrom 44.4%44.4% 79.9% 2009/102009/10 7,8787,878 FullFull Load Load 79.9%79.9% 2007/082007/08 14,17514,175 CalgaryNewCalgaryNew to to 27.5%27.5% 80.1%80.1% 2008/092008/09 12,60612,606 EquivalentEquivalent 31.9%31.9% 2010/11 MountMount Royal Royal 2010/11 7,8477,847 Direct from 33.4%33.4%44.2%44.2% 2008/092008/09 7,4977,497 StudentsStudents Direct from 42.7%42.7% 2006/072006/07 13,27813,278 highhighInt’l Int’lschool school Visa Visa 2.4%2.4% 44.4% 2009/102009/10 11,99211,992 2.5%2.5% 44.4% 7,8787,878 FullFull Load Load StudentsStudents 2.6%2.6% 2007/082007/08 NewNew to to 27.5%27.5% 2008/092008/09 * *Methodology Methodology for for calculating calculating FLE FLE was was changed changed in in 2008/09. 2008/09. FLE FLE for for 2010/11 2010/11 is is preliminar12,606 preliminar12,606y,y, subject subject to to Ministry MinistryEquivalentEquivalent verification. verification. Mount Royal 31.9%31.9% Mount Royal 33.4%33.4% 7,4977,497 Students Source: Institutional Analysis and Planning 2006/072006/07 Source: Institutional Analysis and Planning Students 2.4%2.4% 11,99211,992 Int’lInt’l Visa Visa 2.5% Students 2.5% MountStudents Royal University2.6%2.6% continues to be an institution of choice Enrolment* Methodology* Methodology forremained for calculating calculating FLE FLE wasconstant was changed changed in 2008/09.in while 2008/09. FLE FLE forFull for 2010/11 2010/11 Load is preliminaris preliminar Equivalenty, subjecty, subject to Ministryto Ministrynumbers verification. verification. for students new to university, as well as those with prior increased by 3.0 per cent from 2009/10. post-secondaryDemandDemand experience. forfor CreditCredit ProgramsPrograms CreditCredit ProgramProgram TypesTypes 1,1741,174 57.2%57.2% AppliedApplied 1,7581,758 Four-yearFour-year 46.2%46.2% DegreeDegree 1,8781,878 DegreeDegree 33.4%33.4% 10,23110,231 Four-yearFour-year 9.5%9.5% DegreeDegreeDemandDemand for for Credit Credit Programs Programs8,7348,734 CreditCredit Program Program15.0%15.0% Types Types 7,6217,621 AppliedApplied Degree Degree 19.5%19.5% Applied 1,1741,174 Four-year 57.2%57.2% UniversityUniversityApplied 1,7581,7582,0112,011 2010/112010/11 Four-yearOpenOpen 15.2%15.2% 46.2%46.2% 2010/112010/11 Degree 1,7701,7701,878 Degree 17.1%17.1% 33.4% TransferDegreeTransfer 1,5781,8781,578 DegreeStudiesStudies 19.0%19.0% 33.4% 10,231 9.5% 2,2502,250 10,231 2009/102009/10 Four-yearFour-year 9.5% 2009/102009/10 DegreeDegree 8,7348,734 2.5%2.5% 15.0%15.0% DiplomaDiploma 3,5903,590 7,6217,621 AppliedAppliedCertificateCertificate Degree Degree 2.7%2.7% 19.5%19.5% 3,1993,199 2008/092008/09 2.9%2.9% 2008/092008/09 University 2,0112,011 2010/112010/11 Open 15.2%15.2% 2010/112010/11 University 1,4121,7701,4121,770 Open 8.9%8.9% 17.1%17.1% CertificateCertificateTransferTransfer 1,4381,5781,4381,578 DiplomaStudiesDiplomaStudies 12.8%12.8%19.0%19.0% 1,3171,317 2009/10 13.9%13.9% 2009/10 2,2502,250 2009/10 2.5%2.5% 2009/10 DiplomaOpenOpen 3,5903,590 6,4296,429 UniversityCertificateUniversity 2.7%2.7%6.7%6.7% Diploma 3,199 6,7196,719 Certificate 2.9%6.4%6.4% StudiesStudies 3,199 5,9685,968 2008/092008/09 TransferTransfer 2.9% 11.2%11.2% 2008/092008/09 1,4121,412 8.9%8.9% CertificateCertificate 1,4381,438 DiplomaDiploma 12.8%12.8% 1,3171,317 13.9%13.9% Open 6,4296,429 University 6.7%6.7% Open 6,7196,719 University 6.4%6.4% StudiesStudies 5,9685,968 TransferTransfer 11.2%11.2%

Source: Institutional Analysis and Planning Source: Institutional Analysis and Planning The University receives more applications than it can Enrolment in four-year programs has been increasing. Including accommodate. In particular, demand for baccalaureate programs University Transfer programs, 73.4 per cent of enrolment is in has increased significantly. Mount Royal received 3.4 applications degree credential programs. for every available spot in 2010/11.

mtroyal.ca 9 Outcomes Report on Institutional Priorities

PRIORITY: for 2010/11 and 2011/12 will remain between 8,000 to 8,150 full-load equivalents (FLEs) given the current granting levels and budget and facilities allowing students admitted into the degree programs, prior to the target reductions, to complete their degrees. In recognition sustainable budget of the revised grant available, adjustments were made to Mount Royal University continued to monitor its fiscal situation the first-year enrolment intake in 2010/11. Without additional closely during 2010/11 to ensure the approved financial plan was sustainable funding enrolment will decrease to 7,400 FLE. achieved. The University regularly updates the annual financial forecast to assess and report on any material changes from the 2. The initial budget projected a shortfall. As a result, the budget approved budget. units throughout the institution were asked to increase revenues and/or reduce expenses over the two-year period by Since the 2009/10 fiscal year, it was recognized that there would be approximately 3.5 per cent to address the projected shortfall. significant financial challenges in 2010/11 and beyond. Planning for This objective was accomplished after budget managers this began in the fall of 2009 by running different financial scenarios carefully scrutinized all budget line items and variance reports. for 2010/11 and assessing their implications. This enabled the Reductions were made in salary costs through the elimination University to start preparing early for the provincial budget of vacant positions. Reductions were also made to non-salary constraints announced in Feb. 2010. costs including photocopying, printing, marketing and contracts for maintenance and services. Finally, positive adjustments In developing the 2010/11 and 2011/12 operating budgets, the were made to revenues in a number of areas. In addition to University also considered the external financial factors. As meeting the budget savings objective, a positive outcome is a result of the provincial budget announcement in Feb. 2010, that the University was able to achieve this target without any the entire post-secondary education sector was faced with position layoffs. significant financial challenges. Mount Royal made a decision early in the budget process to develop a two-year budget 3. During the four fiscal years prior to 2010/11 when Mount Royal plan. The primary focus continues to be the implementation received six per cent operating grant increases, the University of the approved degrees and maintenance of other programs made a decision to use a portion of the grant for one-time rather and services, while responding to institutional priorities and than ongoing expenditures. This decision recognized that the strategies. The grants anticipated to fund the enrolment six per cent grant increases would not continue indefinitely and growth planned for years 3 and 4 of the University’s degree that the University should be planning for future sustainability. implementation plan were not provided in the provincial budget. This resulted in a total of $5 million by the end of 2009/10 that As a first step, the University created a revised enrolment plan was not allocated to permanent operating initiatives, which to align with the new grant funding levels. Next, the budget then was available to help mitigate the financial challenge the assumptions were aligned to meet the grant funding levels University was facing over the next two budget years. The full announced for the 2010/11 and 2011/12 fiscal years. $5 million was utilized in the final approved budget to offset committed base cost increases. The University developed a balanced budget for 2010/11 and 2011/12 based on the following key strategies and assumptions: The result of this planning and budgeting process was a two-year balanced budget that allows the University to have a 1. A new institutional enrolment plan was developed, after sustainable fiscal situation and the financial stability to continue consultation with the Ministry of Advanced Education and to provide high-quality post-secondary educational programs for Technology, to match the grant funding levels. Overall enrolment our students.

10 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Over the course of 2010/11, the University completed a comprehensive review of the underlying assumptions moving into the 2011/12 budget, the second year of the two-year approved budget, to address new developments, resource and program updates and validate the sustainability of the plan originally set for 2011/12. This review resulted in only modest changes to the plan for 2011/12, and the budget remains balanced, allowing Mount Royal to continue meeting programmatic and service delivery needs.

Library AND Learning Centre

The new Library and Learning Centre is Mount Royal University’s number one capital priority. A detailed proposal was submitted to the Ministry of Advanced Education and Technology on June 10, 2010.

The new building would be located on the east side of the campus, across from the East A building. This facility will provide 21,598 gross and 14,969 net assignable square metres of space and be built with flexibility in mind to respond to evolving needs and changing resources. The new space will serve a student population up to 12,000 full-load equivalent (FLE). Spaces directly supporting student learning will increase significantly: »» space per FLE will increase from 0.45 net square metres to The design of this stand-alone building meets the gold standard 0.75 net square metres; set by Leadership in Energy and Environmental Design (LEED) »» the number of student stations will increase from 570 to 1,496; and as a sustainable and environmentally friendly building. It also supports Mount Royal’s commitment to providing a superior »» the number of group-use rooms will increase from three to 34. learning environment for undergraduate students and offering the best possible teaching. Critical to the project is integration Library holdings will increase from 203,824 volumes to 396,824 of the following: volumes (including Archives). Once the new Library and Learning Centre is approved, Mount Royal will initiate planning and a »» a Library and Learning Centre; funding request for the repurposing of the space occupied by the »» Student Learning Services and Accessibility Services; existing Library. »» START (Student Technicians and Resource Tutors), a peer technology help and tutoring program; Existing Library Facilities and Use » the Faculty of Teaching and Learning, comprising the Institute » In an effort to address ongoing needs while the University for Scholarship of Teaching and Learning, the Academic awaits funding for a new Library and Learning Centre, the Development Centre, the Department of General Education and Library embarked on a remodelling/renovation project in 2010/11. the Department of Education and Schooling; and This project reworked existing Library space to create clearly »» Information Technology Services. delineated study zones to accommodate both silent individual and

mtroyal.ca 11 group study needs. The initiative added 43 carrel and cafe seats, and, perhaps most surprisingly at a time when many academic including three eight-seat study booths in lieu of group study libraries are experiencing across-the-board reduction in circulation rooms, bringing our total available student seating to 588. One of physical items, Mount Royal’s Library experienced a six per cent classroom space was also renovated to create a much needed increase in borrowing of its collection by faculty, with faculty loans silent study lab for students. Infrastructure was also expanded to reaching a five-year high after steady annual increases. Loans to accommodate electronic and physical collection growth through students reflect a reverse pattern and continue to trend downward the reconfiguration and addition of shelving for print collections, with a decrease of five per cent as a result of the increasing the expansion of wireless hubs, and the addition of approximately number and convenience of electronic resources. 90 electrical outlets. Renovations were completed in the fall of 2010 and students have been extremely positive about these Conservatory interim space improvements. In Oct. 2009, the Board of Governors approved a business plan to Usage data for the Library continues to demonstrate and echo build a new Conservatory and The Bella Concert Hall on the Lincoln student comments regarding the pressing need for a new facility. In Park campus. 2010/11, the Library received almost 800,000 visits, with peak period weekly visits of between 25,000 and 29,500 users, a significant The mission of the Mount Royal Conservatory is to nurture the figure given the University’s FLE count of approximately 8,700. This artistic potential within each learner by providing a learning figure makes the Library, not surprisingly, the most used resource environment in which students of all ages and levels of on campus. In-person and chat reference services remain busy development can pursue their individual goals. The Conservatory

12 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 can help develop the great artists of tomorrow by providing unique, faculty offices. The third floor, with its 49 offices, is home to the world-class educational and professional training opportunities. Department of Sociology and Anthropology and the Department of In April, the ground was broken for this new building, certified as Chemical and Biological Sciences. a LEED Gold facility for its sustainability. With this building, the Conservatory will be able to meet its teaching and performance What truly sets the building apart are the new lab spaces. needs, and in particular: Mount Royal Geology, Biology, Chemistry and Anthropology/ Archaeology students will have access to state-of-the-art »» accommodate an additional 4,800 people seeking performing equipment upon which they can learn cutting-edge techniques arts instruction; largely unavailable in other undergraduate settings. With these »» expand community programs to meet current and future new labs, our second-, third- and fourth-year students will have demand; access to teaching instrumentation that is normally found only in »» collaborate with other Mount Royal departments and faculties high-end research facilities. The experience gained from the use such as the Faculty of Continuing Education and Extension; of this equipment in a learning environment, as well as during undergraduate research projects, will provide our students with »» grow outreach programs and expand technology use to reach unique opportunities to translate theory to practice. Students people in distant communities; will not only gain insight into how a given piece of equipment »» give local performing arts and community groups access to a can work to assist in solving problems, but also recognize professional performance venue; its limitations. In addition, through their exposure to this »» create a hub of performing arts education and performance in cutting-edge equipment, our graduates will be extremely well southwest Calgary; and prepared for movement into a science-based career or further educational endeavors. »» strengthen the Conservatory’s position as a performing arts education leader. In addition to providing expanded lab facilities and new office space, the B-wing extension allows for the reconsolidation of The Conservatory will be built adjacent to the Roderick departments that had become scattered across the institution. Mah Centre for Continuous Learning to allow for synergistic In particular, the Department of Mathematics, Physics and operations between the Conservatory and Continuing Education. Engineering is now housed, as a unit, on the first floor of The University estimates that the Conservatory and The Bella the old B-wing. The Department of Chemical and Biological Concert Hall will be constructed and ready for full occupancy in Sciences is similarly reconstituted within the new extension, spring 2014. and the Departments of Humanities and Psychology have been reconstituted in East A in office space formerly occupied by the Science and Technology WING Expansion Department of Sociology and Anthropology.

May 8, 2011 marked a new high point for Arts and Science Roderick Mah Centre for education at Mount Royal as faculty and staff began to occupy Continuous Learning Expansion the newly constructed B-wing extension. Throughout the 2010/11 academic year, management and staff Originally conceived as a two-storey science wing, the concept of the Faculty of Continuing Education and Extension watched plan was expanded to include a third floor with additional office as the three-storey, environmentally friendly expansion of the and laboratory space. Further modification to this plan saw all Roderick Mah Centre for Continuous Learning (RMCCL) took laboratory space housed on either the main or second levels with shape. The expansion houses several large multi-use classrooms offices located on the second and third floors. The new extension, (including a dedicated floral room) and meeting rooms on the as completed, contains two geology labs with associated prep first floor; classrooms, offices and meeting rooms for the Centre labs and storage space, a tissue culture lab, a cell biology lab and for Complementary Health Education on the second floor, as well a biology study centre on the main floor. The second floor houses as a Practicum Centre; and Faculty administrative offices and a physical chemistry lab, an archaeology lab with preparative meeting rooms on the third floor. area and a dedicated research lab to be shared between the Departments of Sociology and Anthropology and Earth Sciences. This expansion also has the benefit of uniting most of the Faculty In addition there is a microscope lab and image processing under one roof for the first time in more than a decade. Corporate centre, study areas for Sociology and Anthropology students and Training and Events and Conference Services were already for Chemistry students, a small, bookable meeting room, and 19 located in the RMCCL, but the Centre for Complementary Health

mtroyal.ca 13 Education and Funeral Service Education programs have now and sophisticated audio-visual capture equipment configured to moved their offices from the Holy Cross campus to join the rest of simulate realistic clinical or home care encounters. Each patient the Faculty in its new state-of-the-art LEED facility. The Transitional care room has its own Control Room behind one-way glass where Vocational Program, however, remains in its central location in faculties operate the mannequin. Additionally, four Debrief Rooms order to best serve the needs of TVP learners and families. provide spaces for students to observe the live scenario unfolding in the patient care rooms, then participate in a facilitated debriefing Simulation Learning Centre (SLC) to discuss the learning that occurred.

The School of Nursing celebrated the opening of the newly The SLC supports 1,200 Bachelor of Nursing students, post-basic renovated Simulation Learning Centre (SLC) on April 7, 2011. students in Advanced Specialty Health Studies, and students in The SLC is a teaching/learning space where realistic practice Mount Royal’s new Bachelor of Midwifery degree program. Since environments are created for nursing and other health care opening, 570 students have participated in simulated clinical students. By practicing in this type of setting, students learn in a scenarios in the new suites. Feedback from the students has been safe and intentional manner about the necessary knowledge, skills highly positive with comments such as: and attributes of the registered practitioner. »» “This experience was great even though I was nervous. It really simulated realistic events because you aren’t always The SLC measures 10,880 square feet and is comprised of two types comfortable in the hospital.” of learning areas. Each of the six Clinical Teaching Environments represent “eight-bed ward” practice areas and enable students to »» “It helps students deal with unexpected situations in regards to learn the multiple and complex hands on skill sets necessary for taking care of the patient and to build up critical thinking skills.” nursing practice. The newly opened Simulation Suites contain four »» “Great experience — positive learning. Valuable for improving patient care rooms, each housing a computer-operated mannequin skills and supporting students.”

The SLC provides a new opportunity for the School of Nursing to support its community. Representatives from the provincial government, Alberta Health Services and other local health care agencies are enthusiastic about the potential of this space. The School also identified opportunities to support international entities during a tour by an academic delegation from Chile. The SLC and nursing students were featured on a local breakfast television show and filming has occurred for an upcoming episode of a new television production supported by School of Nursing alumnus Paul Brandt. Opportunities for research in simulation pedagogy and inter-professional practice are areas for further collaboration.

Other Facilities

A number of improvements were made to the student residence buildings to enhance the living arrangements for students. A key upgrade was the expansion of Mount Royal’s wireless Internet network, enabling students living in residence to use communication devices more conveniently.

The University worked closely with the South West Arena Society (SWAS) to complete a $17 million expansion of the Flames Community Arenas. It added a third rink and dressing room facilities for male and female hockey teams. The Flames Community Arenas, managed by SWAS, is home to the Cougar Athletics hockey teams.

14 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Changing the Face of Education Campaign Shortly after the campaign launch, Mount Royal announced the donation of $20 million — the largest single donation in Mount Royal has made significant strides this past year toward Mount Royal history — in support of the construction of a its revised $125 million (from private donors) Changing the Face new Conservatory and The Bella Concert Hall. The corporate of Education campaign goal. In the 2010/11 fiscal year, $51 million community has embraced Mount Royal’s transition to an in campaign pledges were added and $11 million in donations undergraduate university, with new donors and increased were realized. donations in support of key academic initiatives. In addition to enhancing student learning opportunities through milestone The campaign supports Mount Royal’s commitment to student donations to scholarships and bursaries, corporate Calgary has success and satisfaction by focusing on three areas critical to already pledged donations to four Centres of Excellence: fulfilling this commitment: »» Teaching and Learning »» enhancing student learning opportunities through scholarships »» Sustainability and the Environment and bursaries; »» Innovation and Entrepreneurship »» enriching the learning environment with thematic Centres of Excellence; and, »» Aboriginal Student Success

»» expanding learning spaces needed for an exceptional At the time of this report, corporate donors and individual undergraduate experience. philanthropists have pledged or donated in excess of $80 million to Mount Royal’s Changing the Face of Education campaign. On April 11, 2011, Mount Royal publicly launched the campaign. This was an official declaration to the Calgary community of the campaign goal, as well as an announcement of institutional priorities and the resulting funding opportunities. It was also an occasion to publicly recognize leadership gift donors and appeal to the broader community for their support in achieving the campaign’s goals, which will enhance and expand university-level infrastructure at Mount Royal.

mtroyal.ca 15 PRIORITY: Throughout Mount Royal’s 10 decades of service, it remains responsive to the community it serves. As Calgary and Southern updating PLANs Alberta grow and develop, the institution has responded by broadening its program base and increasing enrolment. In academic Plan addition, Mount Royal, through its Faculty of Continuing Education Mount Royal is in the process of developing a new Academic Plan. and Extension, offers personal and professional development The current Academic Plan was designed to make Mount Royal a programs for Mount Royal graduates and the business community. university, and the new Academic Plan will address the question: To address Alberta’s growing diversity, Mount Royal’s Languages what kind of university do we want to be? If Mount Royal is to be Institute has increased its English as a Second Language courses Canada’s leading undergraduate university on important measures and now offers language and cultural training to companies related to student success and satisfaction, then the University conducting business internationally. The Languages Institute must decide what that means, what steps need to be taken to also offers English as a Second Language training for a variety of reach that goal, and how to measure and assess the success of professionals wishing to practice in Canada. As well, Mount Royal’s these initiatives. Mount Royal hopes to have the new Academic Conservatory plays an essential role in the arts communities in Plan in place early in 2012. Calgary and surrounding areas by offering courses in music and speech arts for all ages. Comprehensive Institutional Plan Collaborations with Other In response to a request by Alberta Advanced Education and Post-Secondary Institutions Technology, Mount Royal submitted a three-year Comprehensive Institutional Plan for 2011/12 through 2013/14. The plan is a three- Mount Royal has always provided a number of academic year planning document and includes the following sections: programs in collaboration with other institutions. The University is Institutional Context, Environmental Scan, Goals and Priorities, collaborating with other institutions in southern Alberta relating Financial and Budget Information, and Resource Implications. to degree programs. These initiatives are consistent with Campus Alberta’s interest in greater collaboration within the system. Program Expansion, Contraction and Renewal Mount Royal has signed Memorandums of Understanding with Mount Royal’s Comprehensive Institutional Plan reflects the revised Bow Valley College, and Grande Prairie enrolment plan necessitated by fiscal restraint with grant funding Regional College, with the goal of facilitating collaboration for held at 2009 levels. Students admitted under the original enrolment degree completion. As well, a special collaborative initiative with plan are supported by a one-time funding grant to complete the Medicine Hat College to enable students to complete the Mount third and fourth years of their program. In 2010/11, these students Royal Bachelor of Business Administration program in Medicine Hat (referred to as “flow though students”) enrolled in the third and is currently under review by the Campus Alberta Quality Council. fourth years of the Bachelor of Nursing (implemented in 2007) and Transfer credit arrangements for other program courses have been in the third year of five degree programs implemented in 2008. made through the Alberta Council on Admissions and Transfer for the In 2010, students were admitted to all degree programs under the Bachelor of Communication Studies. Mount Royal has also spoken revised (reduced) enrolment plan and the Bachelor of Computer with the , the and Royal Information Systems, implemented in 2009, added the second year Roads University about accepting applications from Mount Royal of the program. degree graduates to graduate programs at these institutions.

Mount Royal, working with Alberta Advanced Education and Research and Scholarship Technology, received approval from the Ministry to implement the Bachelor of Education — Elementary program in 2011 through Research and scholarship activity continued to increase reallocation of institution funding. The Ministry also approved the momentum during 2010/11. The Internal Research Grants Fund four-year Bachelor of Midwifery program for implementation in competition held in January 2011 saw 29 faculty research 2011 and provided grant funding for this program. The proposal projects funded from across Mount Royal for the coming year. to add Environmental Science as a fifth major in the Bachelor of In addition, the new Faculty Conference Travel Fund enabled 14 Science through an internal reallocation of funding is currently faculty members to present their research at conferences across under review by the Campus Alberta Quality Council. the world. In 2010/11, work began on implementing policies and procedures for using animals for research and teaching purposes

16 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 and a Responsible Conduct of Research Committee was formed. environment because it builds on existing strengths and Mount Royal faculty continued to successfully attract external reinforces the institutional emphasis on students and teaching.” research funds, notably our first Natural Sciences and Engineering In fall 2008, the Institute for Scholarship of Teaching and Learning Research Council Discovery Grant and a Social Sciences and (ISoTL) was approved by Mount Royal’s General Faculties Council Humanities Research Council of Canada Insight Development Grant. and the first Director of the Institute, Richard Gale, PhD, was hired in Jan. 2010. In 2010/11, there was a further increase in the involvement of Mount Royal students in research and scholarship activities. This Under Dr. Gale’s leadership, the following activities were was reflected in the formation of an Undergraduate Research undertaken in 2010/11: Committee in fall 2010. This committee is currently organizing »» A third cohort was enrolled in the Mount Royal Teaching- Mount Royal’s first university-wide Student Research Days event, Learning Scholars program, which supports faculty in the which will take place in March 2012. Mount Royal students design and implementation of a SoTL project. This brings the continued to present their research at regional, national and number of Mount Royal faculty undertaking SoTL research international conferences and our reputation continues to grow in within the ISoTL to 35. this aspect of research and scholarship. »» For the first time, Teaching-Learning Scholars from other Scholarship of Teaching and Learning (SoTL) post-secondary institutions enrolled in the Scholars’ initiative, with three faculty members from Royal Roads University Mount Royal’s Task Force on Faculty Roles and Responsibilities, participating alongside Mount Royal faculty. Going forward, created in 2007, noted that the “scholarship of teaching and the Institute will expand the Scholars Program with faculty learning (SoTL) has a particular value in a student-centered from other Western Canadian universities and colleges.

mtroyal.ca 17 »» The first annual Centennial Symposium on Scholarship of A pledge for a $1 million gift to support the work of the ISoTL Teaching and Learning was held in Banff in Nov. 2010, attracting over the next five years has been secured by the Mount Royal 120 delegates from across Canada, the United States and Europe. University Foundation. »» The second annual Canadian SoTL Leadership Forum was held in Calgary in May 2011 and focused on links between the Assessment assessment of student learning and scholarship of teaching and To study Mount Royal is to study change. The paradox is that our learning. The Forum was a success with more than 70 delegates assessments must be responsive to change while maintaining from across Canada attending. consistent and reliable measures of people, their opinions, »» The first “Engaging Departments” project was launched in the activities and experiences — a challenging set of requirements. Department of General Education, a cross-departmental SoTL inquiry focused on the development of critical reading skills in Continued practice of assessment is essential to measure the General Education foundation courses. Four faculty members progress and success of our academic mission. Assessment is a teaching in General Education are engaged in the project. never-ending story in the most positive sense, with the ultimate »» Two writing residencies (August and May) were offered to goal not being measurement for measurement’s sake, but for the participants in the Teaching-Learning Scholars programs to sake of improvement. And improvement is always possible. support the preparation of manuscripts for publication in peer- reviewed journals. As an undergraduate university, the experience of students in baccalaureate programs of study is of particular interest in our »» A monthly “Scholarship in Progress” series was sponsored in assessment studies. From the day a new baccalaureate degree which faculty who are engaged in teaching-learning research is approved, a monitoring process is triggered. So far, we have had an opportunity to present and receive feedback about been looking more closely at the early years of these programs. investigations in progress. In doing so, we have worked at both building comparative data »» Mount Royal Teaching-Learning Scholars presented their SoTL and at developing analytical reporting models that will allow us to work at numerous international conferences during 2010/11, measure performance over time. As the baccalaureate programs including the International Society for Scholarship of Teaching progress toward their fourth year of delivery, this kind of tracking and Learning, the Society for Teaching and Learning in Higher will be used to enrich institutional (and program) accountability. Education, the Canadian Society for Studies in Education, the SoTL Commons, and the Centennial Symposium on Scholarship Three annual assessment projects are of interest in this regard: the of Teaching and Learning. National Survey of Student Engagement, the Canadian University Survey Consortium Survey and Mount Royal’s Assessment Seminar.

18 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Assessing student engagement: National Survey »» The per cent of students who strongly agree with all items of Student Engagement (NSSE) related to student-faculty relationships has increased over time. »» With the exception of university-based social activities and Students with high engagement levels are more likely to persist parking facilities, Mount Royal students were more likely to in their educational goals and to achieve academic success. This be satisfied with general facilities and services in 2010 than survey, administered throughout North America by the University students at other Canadian institutions. of Indiana, is designed to collect information from a representative sample of first- and fourth-year students. 2011 CUSC Survey of All Undergraduate Students

Mount Royal took part in NSSE for the third consecutive In 2011, students from all years of baccalaureate study were year in 2011. The NSSE survey was reissued to the first-year sampled and a report is targeted for release in fall 2011. baccalaureate cohort along with a somewhat smaller cohort of eligible fourth-year students. Preliminary analysis of Mount Royal’s Canadian University Report (The Globe and Mail) first-year student data produced higher mean benchmark scores than other participating Canadian universities. The information may The survey has university students across Canada score their be used to indicate where improvements to student engagement satisfaction with their chosen institution on several variables. could be made at the institutional and faculty levels. More in-depth Their ratings are the basis for letter grades which appear in the analysis of the first- and fourth-year data will begin during the Fall Canadian University Report, published annually by The Globe and 2011 semester. Mail in late October.2

Assessing Student Satisfaction: Canadian University As noted in this excerpt from the Report, Mount Royal had “A” Survey Consortium (CUSC) Survey ratings on most items in 2011:

CUSC surveys are issued to three different student populations: Mention should be made of two of Canada’s newest universities, first-year, all undergraduates, and graduating students, on a Mount Royal and Grant MacEwan, who make their debut in the three-year cycle. Each survey measures student satisfaction and survey with a splash. Both of the former colleges from Alberta collects additional (self-reported) data about their finances, living score in the “A’s” on the important categories – including overall conditions, career decisions and use of campus support services. satisfaction, quality of education, student-faculty interaction and campus atmosphere. That’s an amazing performance. 2010 CUSC Survey of First-Year Students Alex Usher, President of Higher Education Strategy Associates, 2011 Canadian University Report /The Globe and Mail, As a university, Mount Royal has become part of the overall October 29, 2010. aggregated CUSC university data pool. The first-year student survey was issued again in 2010 to a representative first-year Mount Royal Assessment Seminar baccalaureate cohort. Launched in fall 2009, the Mount Royal Assessment Seminar is an As outlined in the report Canadian University Consortium 2010/ ongoing assessment project in which rich qualitative data about Comparative Mount Royal Summary, prepared by Mount Royal’s various aspects of the undergraduate experience is gathered from Office of Institutional Analysis and Planning, satisfaction findings Mount Royal students, by Mount Royal students, through structured, from our first-year undergraduate population include the following one-on-one interviews. Led by the Faculty of Teaching and Learning, points of interest: the project has successfully gathered in-depth qualitative data »» In 2010, most first-year students attended Mount Royal as from more than 2,500 undergraduate students. In 2009/10, the their first choice (86 per cent), which is a 7 per cent increase focus of the Assessment Seminar was the early undergraduate from 2007. experience (broadly defined) of students enrolled in Mount Royal’s recently launched baccalaureate programs. In 2010/11, the focus »» Mount Royal first-year students are increasingly satisfied with of the Assessment Seminar’s work shifted to third-year students, their decision to attend Mount Royal, and with the concern specifically, to their experience of learning and factors bearing on the 1 shown by the University for students as individuals. quality and effectiveness of their learning experience at Mount Royal. »» From 2009 to 2010, Mount Royal experienced a 13 per cent Close to 60 third-year students were interviewed in March 2010, and increase in students who said their university experience findings and recommendations are expected by February 2012. exceeded their expectations.

1 Italics indicate verbatim phrasing of the question or scale item. 2 For the full database of results go to globecampus.ca/ mtroyal.ca 19 Academic Program review Approximately 190 distinct classes delivered essential research and information literacy skills to more than 20,000 students. The Program review is a sequence of evaluative activities to Library also worked with the General Education program to pilot an support and strengthen Mount Royal’s programs. The reviews integrated approach to information and research instruction within are conducted for two reasons: accountability and improvement. Mount Royal’s General Education offerings. Review and refinement In recent years, services delivered to students have also of this pilot will continue in 2011/12. Assessment of the impact embarked on a systematic schedule of review to ensure the and value of research and information skill instruction is ongoing currency and relevance of their delivery within a university and will continue to be considered in light of the University’s environment. Such reviews are undertaken to support the practice academic planning priorities, institutional learning outcomes, and of quality assurance. assessments of student success. Continued and expanded support for undergraduate research and scholarly-informed teaching will Two levels of assessment are involved. First, a self study is be important foci to ensure student success. conducted by a team of appointed internal reviewers. Second, an external assessment or peer review is completed by a team of The Library continued to expand its collection in support of senior selected experts from an appropriate academic or professional year courses and new degree offerings, adding more than 21 field. As an outcome of these assessments, recommendations electronic product collections and more than 9,000 physical items for future delivery are detailed in an advancement plan, which to the collection. Although the Library’s overall budget was reduced is carried out over the subsequent five to eight years before the in 2010/11, a strategic decision was made to preserve acquisitions program or service is again reviewed. funding and this decision, along with a $200,000 increase to the base acquisitions budget for 2010/11, brought the Library’s ongoing These evaluative efforts call for support from many parts of the acquisitions budget to $1.7 million. The Library also received institution, particularly in the exercise of objectivity through one-time funding to support collection development for degree assessment and analysis. During the past academic year, programs. This substantial investment has been critical in ensuring assessment expertise and analytical support from the Office of the Library’s collections are keeping pace with the academic Institutional Analysis and Planning were instrumental in conducting needs of students and faculty, and with the delivery of quality reviews of the Theatre Arts and Music Performance Diplomas. undergraduate degree programs.

University Library Also, participation in the Canadian Research Knowledge Network (CRKN) expanded cost-effective access to electronic resources and The Mount Royal University Library continued to expand and positively impacted both the teaching and scholarship capacity of enhance its support of academic success and exceptional learning Mount Royal faculty and students. Active membership in the Council for students, as well as its support of quality teaching informed of Prairie and Pacific University Libraries (COPPUL) consortium and by scholarship. Working with a newly completed strategic plan, ongoing participation in The Alberta Library have also significantly the Library focused its efforts on enhancing student learning extended shared services and resources, improving reciprocal spaces, advancing integration of the Library’s flagship instructional borrowing and interlibrary loan services for the Mount Royal program for research and information literacy skills, and ensuring community and for regional and provincial library patrons. a university-level collection to support degree programs, student learning and the University’s goal of becoming the premier The Library has an exceptional team that works together with undergraduate institution in Canada based on important measures a shared vision of people, information inspiring learning, and of student success and satisfaction. The Library’s strategic plan exploration. The engaged, committed, expert faculty and staff also addressed the University’s goal to be an employer of choice, truly embody what it is to be student-centered and provide the focusing on improving communication and staff engagement as best scholarly-informed teaching and learning opportunities to well as enhancing training and professional development to meet Mount Royal students. However, there is still much work to be new and evolving service needs. done to define success as a “new” university. Fundamental to this success is the ability to connect with students, and the ability Supporting Teaching, Learning, Scholarship to offer a safe learning environment that fosters exploration and and Student Success supports learning. Participation in scholarship as well as innovative teaching is essential to delivering quality programs and working The Library’s instructional program continued to grow in 2010/11, with engaged faculty and staff. The Library sees the benefits of the reaching students in introductory as well as senior level courses. University’s Face to Face brand every day.

20 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 Student Services Plan join the ranks of Canadian Interuniversity Sport (CIS), which is the national governing body of university sport in Canada. This is The Student Services Planning Committee is making progress on important because membership in CIS will enable Mount Royal the development of Mount Royal’s first Student Services Plan. student-athletes to stay in Calgary and compete at the national After wide community consultation, the committee has developed university level. six principles to guide the development of the plan: »» student centred »» accessible »» accountable »» collaborative »» community oriented and »» learning focused.

The committee also identified four strategic issues that need to be addressed to help students succeed: »» communication and awareness »» community and student engagement »» student space »» effectiveness of student services.

The next step is to consult with the Mount Royal community on these strategic issues and develop strategies to address these issues to enhance Mount Royal’s reputation as the premier undergraduate institution in Canada based on important measures of student success and satisfaction. Mount Royal hopes to have the Student Services Plan in place in early 2012.

Cougar Athletics

Cougar Athletics was awarded probationary membership in the Canada West University Athletic Association (CWUAA). Mount Royal will have a non- playing status in 2011/12 and a probationary membership with playing status beginning in 2012/13. This paves the way for the Cougars athletic teams to

mtroyal.ca 21 Enrolment Management Royal to remain competitive with other institutions and to offer relevant information to students on the status of their applications, Enrolment Services supports Mount Royal’s vision of being a particularly through the Mount Royal web portal. leading undergraduate institution through strategic enrolment management decisions. These decisions inform student Student funding recruitment and retention practices that, in turn, guide the development of student-centred services and policies. Mount Royal believes that a student’s financial situation should not be a barrier to student access and retention. The online student One of the most significant challenges Mount Royal faced in awards application ensures students can easily apply for Mount 2010/11 was balancing interest in — and high demand for — its Royal scholarships and bursaries. An Undergraduate Assistant programs with limitations imposed on program growth as a result Work Study Program matches students in financial need with of provincial grant funding. To achieve a sustainable enrolment faculty working on research projects. Also, workshops on financial mix where institutional enrolment is maintained at funded levels aid are offered for current and prospective students. and where the majority of Mount Royal students are taking undergraduate degrees in foundational disciplines or professional In 2010/11, Mount Royal students received $35,873,160 in the form of programs, revised targets were established for every credit federal and provincial loans, grants and bursaries. Approximately program. As planned, total student headcount decreased nominally 4,700 full-time and part-time students received financial assistance. by 1.1 per cent in 2010/11. Total course registrations, on the other Both Mount Royal and the Students’ Association provided hand, increased by 2.28 per cent by virtue of students enrolling in emergency financial assistance for students in difficulty. more classes per term than in previous years. Student funding summary The University continues to experience high demand for its programs, with an average of 3.4 applications received for each Type of Assistance ($) available seat. In 2010/11, there was a 17.1 per cent increase Federal loan funding 14,121,710 in application pressure for four-year degree programs over the previous year and 73.4 per cent of all credit enrolment was in Federal grants 3,869,350 university-level programming. Provincial loan funding 15,515,556 Alberta provincial grants 444,420 Student Recruitment Out-of-province grants 397,144 Student recruitment and admissions practices continued to be Grants for persons with disabilities 613,335 modified in 2010/11 to ensure that Mount Royal delivers on its Skills development grants 830,000 mandate to provide an enhanced educational experience to Part-time loan and grant funding 81,645 students through small class sizes, face-to-face learning and quality teaching. Enrolment Services and the Office of University Total $35,873,160 Advancement developed annual recruitment and marketing materials reflecting these values, including a Viewbook, brochures, Iniskim Centre fact sheets and web content for all Mount Royal programs and degrees. In addition, on-campus recruitment events such as Open 2010/11 brought significant changes, challenges and opportunities House, University Information Evening and Guidance Counsellor to the Iniskim Centre. The Centre’s accomplishments include Updates were aligned with the interests and needs of prospective the integration of General Education foundation classes into students while promoting the University’s identity and supporting its the Aboriginal Education Program. The Iniskim Centre was also Face to Face brand. instrumental in establishing the Indigenous Studies Curriculum Review Committee. The Committee developed and submitted two Improvements in timely and effective communications with those introductory level Indigenous Studies courses. As a result, Mount interested in learning more about Mount Royal were facilitated Royal is offering its first Indigenous Studies classes in the Fall through the extensive use of EzRecruit, a customer relationship 2011 semester. management tool designed to enhance contacts with prospective students and applicants. Admissions policies and processes Mount Royal set a target of seven per cent for Aboriginal student continued to be reviewed and amended in 2010/11, allowing Mount enrolment, up three per cent from the current four per cent

22 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 admission rates. This is a landmark decision and the challenge of achieving that target for Aboriginal student enrolments will be met. The following provides information on Aboriginal enrolments for the 2010/11 academic year:

Demographic Fall 2010 Winter 2011 Metis 144 149 Status 206 217 Non-Status 65 83 Inuit 17 13 Total Enrolments 432 462

Academic Standing Fall 2010 Winter 2011 New Students* 151 133 Below 2.0 GPA 73 54 Honour Roll 29 39

Good Standing (includes honour roll) 208 275

*New students do not have a GPA The Aboriginal Student Housing program operated to its full capacity of the 28 single units and four family units. A new Mount Royal Student needs are identified and addressed as staff work housing brochure is being developed for marketing and recruitment closely with those students who are at high risk of not purposes as well as to provide information on the housing program. succeeding in their studies (below a 2.0 GPA). Additionally, the Housing application process was standardized and simplified to make it easier for those applying for student Perhaps most significant was a graduation ceremony honoring accommodations. 19 of our Aboriginal Education Program (AEP) graduates. Work continues in integrating AEP into the University’s student Administrative and StUDENT SERVICES Support information systems. Dr. Fred Shore from the completed a review of the program in Jan. 2011. Mount Royal wants to ensure that it offers the most appropriate The report provides a framework from which to work towards services and programs for students. As a result, the Student Affairs and expanding and improving the Aboriginal Education Program in Campus Life division undertook quality assurance reviews of Career meeting the needs of Aboriginal communities and students. Services and of Health Services & Optimal Therapies. These reviews consist of three parts: a self-study, a peer review and an advancement The following chart provides a comparative view of enrolments plan that outlines the future direction for the program/service including for the Aboriginal Education Program: improvements that will be made over the next five years.

Fall Winter Fall Winter Also, a Student Learning Services (SLS) Advisory Committee was 2009 2010 2010 2011 formed to invite recommendations about SLS services, to discuss Applied 201 132 253 125 new and ongoing initiatives, and to connect SLS services to the Accepted 94 75 117 82 needs and activities of different areas across campus.

New Students 47 10 47 17 Another successful Career Fair was held on campus with 88 Continuing Students 13 42 17 59 exhibitors and more than 2,500 students in attendance. Furthermore, Total Enrolled 60 52 64 76 Recreation continues to enhance its assessment plans to evaluate and inform the development of its programs and services.

mtroyal.ca 23 PRIORITY: »» Collaboration with Security Services, Student Affairs and Campus Life, Residence Services, the Office of Student people Conduct, and the Concerning Behaviour on Campus Team to design and deliver a six-hour workshop called Working employer of choice with High Conflict People for 24 staff, with the objectives of managing calls, addressing conflicts before they escalate, and As a university where teaching and learning is fundamental, enhancing communication between departments. Mount Royal encourages the professional development of »» Continuing to offer the Project Management Overview, and in its staff. The Learning and Development Program, which is collaboration with Continuing Education’s Corporate Training, offered by the Department of Human Resources, provides and the design and delivery of the course Managing Projects in an facilitates workplace learning for Mount Royal employees. Operational Environment — Stakeholder Management. This Mount Royal staff, management and faculty actively participated course is an overview of how project management methodology in workplace learning and worked diligently to enhance their is applied in an environment where project management is not strategic leadership, conflict resolution management, and the primary function of the organization. project management skills. Other highlights of the Learning and Development Program for 2010/11 include: »» The delivery of Coaching Foundations, a peer coaching program designed specifically for Mount Royal, to 15 participants. More than 130 Mount Royal employees have completed the 36-hour »» The delivery of 71 courses/workshops to 1,243 participants. coaching program since its inception in 2000. Graduates Each course, workshop and program was developed to align influence their workplace communities in their practice of with Mount Royal’s strategic initiatives. advanced coaching and communication. Two past graduates »» Collaboration with faculties, departments and HR consultants are training to co-deliver the program and are adapting their for development and delivery of programs to improve work learning to further their own development and facilitation in process and work environment. their work with students.

24 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 »» The delivery of the two-day retirement workshop Planning for Personal Freedom (for employees preparing for retirement) as well as two LAPP workshops. This selection of retirement programming meets the needs of new Mount Royal employees who seek to understand their retirement planning investment, and of those who are within 10 years of retirement and who seek to make a successful transition.

Last year, the Board of Governors approved the Universal Access Policy. Universal Access is an approach to the design of all products, processes, procedures, systems, structure and environments. The goal is to make these as usable as possible by as many individuals as possible, regardless of age, ability or situation. This year, the Universal Access Committee endorsed Recruit and Retain Faculty and Staff the Universal Access Implementation Framework, which outlines the tactics for implementing the goals outlined in the Universal The Support Staff and Exempt Transition Task Force was created to Access Policy. The Framework will be presented to the University support the institutional priorities of managing growth and change, Management Group in 2011/12 for consultation. and of positioning Mount Royal University as an employer of choice for all employees within the post-secondary community. The Task The availability of good child care facilities is of paramount Force’s specific objectives were to identify the impact the transition concern to Mount Royal students, faculty, and staff who are to university status had on support and exempt staff, to explore parents. Mount Royal’s Child Care Centre introduced a “Before and options, and to provide recommendations to mitigate such impacts. After School” Program in collaboration with St. James School. This program is in addition to the Child Care and Pre-School programs One of the main recommendations from the Support Staff and on campus. Exempt Transition Task Force was to create a team to oversee the implementation of the recommendations and develop an action The University continues to encourage students to make Mount plan. As a result, the Support and Exempt Transition Implementation Royal a more sustainable environment through its support for the Committee was formed in March 2011 with representation from various Sustainability Committee, which initiates sustainability projects on constituents at Mount Royal including the Mount Royal Support Staff campus. Examples of projects include the purchase of additional Association, management, faculty, exempt and Human Resources. The recycling bins and the work of the Community Garden where Committee is currently working through the recommendations and will students, staff, faculty and neighbours planted a vegetable garden. develop a plan to implement those recommendations. The purpose of the garden was to grow more than just vegetables; its purpose was about building communities, improving the health Another recommendation from the Task Force was for Human of community members and reconnecting with the environment. Resources to develop a training program for managers and Residence Services also contributed to a more sustainable supervisors. As a result, a Performance Development workshop environment by revamping its recycling program and recycling for managers and supervisors was developed and delivered in fall approximately 11.5 metric tonnes of waste. 2010. Workshops continue to be offered on an ongoing basis.

mtroyal.ca 25 Celebrating our achievements Degree launches

Mount Royal reached a number of institutional milestones during Mount Royal has a tradition of developing programs that respond the 2010/11 academic year, and the University supported each with to community needs, and our two newest degrees follow suit. The a fitting celebration. Bachelor of Education — Elementary was launched on Feb. 18, 2011 and the Bachelor of Midwifery on May 3, 2011. Both were Mount Royal University’s centennial celebrations the culmination of years of planning, collaboration and concerted effort by dedicated Mount Royal faculty, administration and The 16-month centennial celebration has been the pinnacle staff, Alberta Advanced Education and Technology, and valued of Mount Royal’s long and meaningful history as a premier community supporters. undergraduate institution and a member of the community. While our official 100th birthday took place on Dec. 16, 2010, many Cougar Athletics unique opportunities for the community to celebrate the party of the century were presented between Sept. 2010 and Nov. 2011. Cougar Athletics unveiled the Athletics Wall of Fame to celebrate Highlights during the 2010/11 academic year include: notable coaches, athletes and supporters of Mount Royal’s athletics program. Also, Mount Royal’s women’s volleyball team »» Legacy of Ideas, Sept. 2010 – Oct. 2011: the capstone event brought home the gold medal from the Canadian Collegiate Athletic of the centennial, this five-part series featured big ideas and Association (CCAA) championships, and in the Alberta Colleges internationally recognized speakers and artists. Athletic Conference (ACAC), the men’s hockey and the men’s and »» 100 tree planting, Sept. 2010: more than 300 students, faculty, women’s golf programs won gold. staff and alumni planted 100 trees on our campus. The 101st tree was planted in Sept. 2011, starting the tradition of a new tree being planted each year in honour of every incoming class. »» Wild Rose “Royal 100” centennial beer: Calgary’s own Wild Rose Brewery created a limited edition Mount Royal beer, called Royal 100, and named by two Mount Royal alumni. »» 100th birthday party, Dec. 16, 2010: This celebration of our official birthday featured a ceremony, a proclamation from Calgary Mayor Naheed Nenshi, and family-friendly outdoor activities including skating on the pond, street hockey and ice sculpture. »» Book launch, May 30, 2011: Catch the Gleam: Mount Royal, From College to University, 1910 – 2009 is the first comprehensive history of Mount Royal. Donald Baker, historian and former president of Mount Royal College, undertook nearly 10 years of original research for the book, which traces Mount Royal’s development from a Methodist private college in 1910 to an undergraduate university in 2009.

Changing the Face of Education — a Centennial Campaign

On April 11, 2011, Mount Royal University celebrated the public phase of its Centennial fundraising campaign in grand style. At this elegant gathering, members of our internal Mount Royal community joined major donors and supporters in applauding the campaign’s phenomenal progress and prospects. April 26, 2011 saw the official groundbreaking for the new Conservatory and The Bella Concert Hall, with a special tribute to the Taylor family in recognition of a major donation to the project.

26 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011

Message from the President

As I write my last President’s Message, I want to take this opportunity to thank everyone at Mount Royal University for your tremendous work. Without your dedication and commitment to the students, Mount Royal would not be the exceptional university that it is.

Mount Royal has embarked on an ambitious plan to become Canada’s premier undergraduate university. With a focus on teaching and learning and services that support a positive experience for students, Mount Royal is well on its way to achieving its goals.

The 2010/11 fiscal year, Mount Royal’s centennial year, has been an outstanding year of achievement for the University. Mount Royal launched its eighth baccalaureate degree (Education) and received approval to offer a ninth (Midwifery). A few highlights from the year include the first Teaching and Learning Scholars Residency, which enabled Mount Royal’s teaching and learning scholars to take the results of a year’s research and turn it into successful student learning and teaching. Mount Royal hosted the first Under Western Skies: Climate, Culture and Change in Western North America conference. The conference brought together academics, artists and activists from across the globe to debate and examine the interaction between humans and the natural environment in the context of western North America.

Enhancing the university experience for our students is a priority for Mount Royal. A major highlight in this area occurred when Mount Royal University’s Cougar Athletics was accepted as a probationary member of Canada West Universities Athletic Association (CWUAA), one of the four conferences in Canadian Interuniversity Sport (CIS). Cougars teams will begin competing against teams in CWUAA in the 2012/13 season.

Mount Royal’s core purpose is student success and satisfaction. This was demonstrated throughout the year with our students being recognized on many fronts. For example, Mount Royal journalism students at the Calgary Journal set the pace for excellence when they won the international Pacemaker Award for overall excellence in the world of student journalism for 2010/11. Mount Royal was one of three Canadian schools to make the cut from a field of 22 finalists in the category of four-year university non-daily newspaper, which is largely dominated by U.S. schools. The Pacemakers are often referred to as the Pulitzer Prize of student journalism.

A second-year Mount Royal Psychology student was the only undergraduate student in Canada to receive an American Psychological Society summer research fellowship. The APS awards the summer undergraduate research fellowship to a first-, second- or third-year undergraduate student and his or her research advisors annually. The goal of the award is to encourage students to pursue careers as research scientists. The student also presented the results of her research at the 22nd Annual Canadian Spring Conference on Behaviour and Brain.

Ten students from the Bissett School of Business put Mount Royal on the international stage when they presented papers at five juried conferences across Canada, the United States and Europe. One student’s paper was nominated for the best paper award at the 56th Annual Conference of the International Council for Small Business, held in Stockholm in June. Having an undergraduate student nominated brings credibility to Mount Royal and the type of institution that we are.

28 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 These are only a few of the many examples of the academic successes of our students. The fact that so many of our students are presenting at conferences of this calibre demonstrates the kinds of results that can be achieved when faculty involve students in scholarship and research, and reaffirms our stance that undergraduate students can present papers at prestigious conferences. The experience they gain in doing so is invaluable.

As I leave the University and hand the reigns to David Docherty, Mount Royal’s ninth President, I am confident that Mount Royal will realize its aspirations. With a strong leadership team at the helm, a dedicated team of faculty, managers and staff, and outstanding students, I know Mount Royal University will continue to achieve great things.

Dave Marshall, PhD President

mtroyal.ca 29

Financial Profile

STATEMENT OF MANAGEMENT RESPONSIBILITY

Mount Royal University’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. The University has prepared the consolidated financial statements in accordance with Canadian generally accepted accounting principles. The consolidated financial statements present fairly the financial position of the University as at June 30, 2011 and the results of its operations and cash flows for the year then ended.

In fulfilling its responsibilities and recognizing the limits inherent in all systems, the University has developed and maintains a system of internal control to produce reliable information to meet reporting requirements. The systems are designed to provide reasonable assurance that University transactions are properly authorized, assets are safeguarded from loss and that the accounting records are a reliable basis for the preparation of the consolidated financial statements.

The Annual Report has been developed under the oversight of Mount Royal’s Audit and Finance Committee, and was approved on Dec. 12, 2011 by the Board of Governors of Mount Royal University and is prepared in accordance with the Government Accountability Act and Post-secondary Learning Act.

The Auditor General of the Province of Alberta, Mount Royal’s external auditor appointed under the Auditor General Act, performs an annual independent audit of the consolidated financial statements in accordance with Canadian generally accepted account principles.

David Docherty, PhD Duane Anderson, CMA President Acting Vice-President, Administrative Services Mount Royal University Mount Royal University

mtroyal.ca 31 Management Discussion Mount Royal’s long-term deferred contributions and deferred capital contributions amounted to $10.7 million and $14.6 million and Analysis respectively for the year ended June 30, 2011. Deferred contributions increased by $8.9 million for the year ended This Management Discussion and Analysis (MD&A) should be read June 30, 2011 due to an increase in program-related grants, in conjunction with the Mount Royal University annual audited but was offset by a decrease of $4.7 million in deferred capital Consolidated Financial Statements for the year ended June 30, 2011 contributions from 2009/10 to 2010/11. These numbers reflect all and accompanying notes. The MD&A and audited Consolidated funding and/or contributions received from external parties that Financial Statements are reviewed and approved by the Board of remain unexpended at June 30, 2011. The category differs from Governors of Mount Royal University. The University’s consolidated deferred revenues in that they are funds the University received financial statements have been prepared in accordance with from an external party that are restricted for a specific purpose. Canadian Generally Accepted Accounting Principles and are Some examples of what is included in this category are unspent expressed in Canadian dollars. Infrastructure Maintenance Program (IMP) grant funding, unspent Conditional Funds from Alberta Advanced Education SUMMARY OF OPERATIONS AND CHANGES and Technology (for example, ACCESS/EPE one-time funds), unspent donated unendowed funds, and unspent interest earned Statement of Financial Position on endowment funds. The University’s assets and liabilities and net assets amount to $387.8 million for the year ended June 30, 2011, as compared to The University’s unrestricted net assets (inclusive of unrealized $355.6 million for the year ended June 30, 2010. gains on investments) increased by 82.8 per cent, from $3.5 million in 2009/10 to $6.4 million in 2010/11. The largest contributor to the Key highlights are: change in unrestricted net assets was the change in the unrealized The cash and investments held by the University at June 30, 2011 gains on investments as at June 30, 2011. had a market value of $138.0 million, inclusive of an unrealized gain Statement of Operations of $11.6 million, a decrease from $138.3 million in 2010 (as identified in Notes 3, 4 and 5). Cash and investments have conditions placed For the year ended June 30, 2011 the University reported a $93,000 on them that are directly related to certain liabilities owed by excess of revenue over expense, as compared to a $1.6 million the University. As identified in Note 5, $92.9 million of cash and excess of revenue over expense for the year ended June 30, 2010. investments are held for long-term purposes. Key revenue highlights are: The Net Book Value (cost less accumulated amortization) of the »» The University’s largest source of revenue is government grants, which capital assets owned by the University amounts to $229.9 million are 47.9 per cent ($100.5 million) of total revenue and which saw an in 2010/11, as compared to $201.6 million in 2009/10. Capital assets increase of 2.9 per cent from the previous year’s level ($97.6 million). include buildings, land, construction in progress, site and leasehold This modest increase, netting to $2.9 million, was the result of one- improvements and furnishings and equipment owned by the time adjustments to operating grants in lieu of base operating grant University. The total Net Book Value has increased because the increases for 2010/11 and 2011/12. University is in the midst of its new building expansion, which will add to the institutional asset base. »» Credit tuition and related fees revenue increased by $2.5 million (3.9 per cent) from $64.8 million in 2009/10 to $67.3 million. The increase The purchase/acquisition of these capital assets is funded from in this revenue category is due to enrolment growth in the University’s three potential sources: new degree programs and a 1.5 per cent increase in tuition fees, as 1. external funding from government or other external sources permitted under the Government of Alberta Tuition Policy. (for example, donations); »» Sales, rentals and services revenue remained virtually unchanged, 2. borrowed funds; or from $28.9 million in 2009/10 to $29.0 million in 2010/11 since the 3. use of unrestricted funds from University operations – business activities of ancillary operations (such as residences, the internal sources. BookStore, and parking) and continuing education contract training and conferencing activities remained consistent year over year.

32 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 »» Donations and contributions revenue offset expenditures related Future Financial Outlook to scholarships, bursaries and program support that is funded from Mount Royal is concerned about the sustainability of operations donations and/or endowments. There was a reduction in revenues beyond the 2011/12 fiscal year if reinvestment does not occur. related to donations and contributions, $241,000 in 2010/11 compared With indications of zero per cent provincial operating grant to $1.0 million in 2009/10. This reduction is the result of the carry increases, and the requirement not to increase tuition beyond forward effect of the investment losses incurred in 2009/10 on the the consumer price index, it will be difficult for Mount Royal available income and donations to fund scholarships and bursaries. to maintain a balanced budget. Sixty-seven per cent of the Accordingly, expenses relating to scholarships and bursaries were also University’s operating budget is salary and benefits, the cost of reduced year over year to match available resources. which will continue to increase, and without an increase in grant support of approximately 4 per cent, Mount Royal will need to Key expenses highlights are: identify creative opportunities to decrease expenses without »» Total expenditures increased by 2.8 per cent or $5.7 million, from negatively impacting programs and services. $204.0 million to $209.7 million. The University’s largest expense increase is in the area of salaries and benefits, which increased The budget process for the 2012/13 fiscal year is underway from $137.0 million in 2009/10 to $141.0 million in 2010/11, or 2.9 and the goal is to identify sustainable solutions, including new per cent. The increase in salary and benefit costs is attributed revenue streams and operating efficiencies. The University to annual salary grid increments and increased benefit costs. is committed to sustaining its operating position to create »» Maintenance and repairs expenditures decreased by exceptional learning experiences for our students, and will $1.8 million, from $5.1 million in 2009/10 to $3.3 million in 2010/11, continue to work with government to develop and implement reflecting the primary focus on new construction activity on long-term strategies that will address the financial challenges three major capital projects completed in the summer of 2011, facing the post-secondary system. rather than maintenance projects which was the focus in previous years.

mtroyal.ca 33 34 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 35 36 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 37 38 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 39 40 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 41 42 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 43 44 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 45 46 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 47 48 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 49 50 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 mtroyal.ca 51 52 MOUNT ROYAL UNIVERSITY ANNUAL REPORT 2010/2011 4825 Mount Royal Gate S.W. Calgary, AB, Canada T3E 6K6 mtroyal.ca