— = Cole MUA SAMOA NOle\VUL Oot Amecs 0] RNtOe\yContents Page Introduction Definition of a University in Canada 5 Potential Student Demand 10 Highlights from Interviews 2 Potential Program Areas 2 Global Comparator Analysis 34 Costing Analysis a University Revenues ~ Canada, US and UK. 38 ‘Quality Assurance in Higher Education in Canada oa Strategie Options 70 Option Analysis 7s Noxt Steps a KhuIntroduction KPMG was engaged by the Government of Nunavut to conduct a feasibility study for the potential establishment of a university in Nunavut. KPMG proposed a phased approach beginning with an initial analysis of potential delivery options. This report presents the findings of this initial analysis. The activity for this phase was split nto three connected work streams: Desktop Research This included + Similar stendalone models being Data Analysis * Thi included analysis of + Demographic analysis of Nunavut rch ito population Input into the study. Stakeholders ‘operated around the globe. + Current and forecast high school inetuded + Alternatives models of delivery ‘echievernent rates Government of Nunevt ining including research into indigenous + Currant postsecondary levels an partments of Finances, ‘models of post-seconda Gurrent postsecondary levels and ‘Community and Government suocwon a sestinations + Current trends in International ‘Student recruitment + Curent trends in movement of students acoss Caneds + Current Labour market information regarding skills demand ‘Services, and Education, + Review of economic plans and + Nunavut Tunagevik {orecasts for Nunavut. Universities Canade = Potentia funding sources & Nunavut Arctic Col financing options + Canadian High Arctic Research * Potential Programming options Station Leveraging the findings ofthe three work streams, a summary of the options analysis has been prepared within this report based on a range of criteria which could influence the success of @ new universityKey Questions Inorder to determine the feasibility of a new univer ity there are a number of questions that need to be considered; + How is a university defined in Canada? + How many students will the university be able to recruit and from what locations? + What other factors need to be considered in terms of policy and organizations that already exist? + What programs and curriculum should the university offer? + Where else are universities operating in remote locations and serving low population levels? + What would it cost to build a university? + What will itcost to operate our definition of a university? + Who will pay the costs of operating the university? + How is quality assurance managed in Canadian univers ‘+ What options should we consider to meet our context? + What are the advantages and disadvantages of each of the options? ‘These questions all need to be considered against the overall strategies, polices, targets and resource position of the Government of Nunavut. This report has been produced with input from a number of departments within Government but in the absence of objectives or policies related to higher education.Definition of a Tieaninbanens een rene ee Ree AN ea recente essen eum oncce aiUniversities Canada criteria ‘There are a number of definitions of @ University. The Oxford dictionary defines this as: “an educational institution designed for instruction, examination, or both, of students in many branches of advanced learning, conferring degrees in various faculties, and often embodying collages and similar institutions.” ‘The definition has been operationalized across Canada by Universities Canada in the criteria required to become an Institutional member. It should be noted that itis optional to become @ member but that those institutions who are considering moving to university status such as Yukon College are planning on achieving these criteria: 1. Ithas the powers it purports to exercise pursuant to authority granted by the Crown or by Statute or by formal agreement with its affiliated or federated university, or the university of which itis @ constituent portion; 2.fthas governance and an administrative structure appropriate to @ university including: ‘Authority vested in academic staf for decisions affecting academic programs including admissions, content, graduation requirements/standards, and related policies and procedures through membership of an elected academic senate or other ‘appropriate elected body representative of academic staff ‘An independent board of governors, or appropriate equivalent, that: + is committed to public accountability and functions in an open and transparent manner + has control over the institution's finances, administration and appointments. + Includes appropriate representation from the institution's external stakeholders (including the general public) from ‘academic staff, from students and from alumni + and uses the institution's resources to advance its mission and goals A senior administration normally including a president and vice-presidents endlor other senior officers appropriate to the size Of the institution and the range ofits activities. 3. thas an approved, clearly articulated and widely known and accepted mission statement and academic goals that are ‘appropriate to a university and that demonstrate its commitment to: teaching and other forms of dissemination of knowledge; research, scholarship, academic inquiry and the advancement of knowledge; service o the community.Universities Canacla criteria 4. Ithas as its core teaching mission the provision of education of university standard with the majority of its programs at that level. 5. ILoffers a full program or programs of undergraduate and/or graduate studies that animate its mission and goals, and that lead to a university degree or degrees conferred by itself or, if federated or affiliated with, or a constituent of a university, by the parent institution. Indicators will includ + Highly qualified academic staff holding the PhD or other appropriate terminal degree, and relevant professional experience where appropriate + Undergraduate programs taught by sonior academic staff + Aquality assurance policy that results in cyclical or continuous assessment ofall ofits academic programs and support services, and which includes the participation by those directly involved in delivery ofthe program or service, @s well as by ‘other institutional colleagues and external experts and stakeholders + Provision for the periodic evaluation of the performance of academic staff including a student assessment component + Access to library and other learning resources appropriate to the institution's mission, goals and programs + The periodical monitoring of graduate outcomes, and established and transparent processes for dissemi information inside and outside the institution. + Academie counselling and other student services appropriate to its programs + Financial resources to meet its mission statement and goals ting this 6 ts undergraduate degree programs are characterized by breadth and depth in the traditional areas ofthe liberal arts end/or sciences, and first degrees of a professional nature - such as medicine, law, teacher education, engineering —have a significant liberal arts andlor sciences component. 7. Ithas a proven record of scholarship, academic inquiry and research, expects its academic staff to be engaged in externally peer reviewed research and to publish in externally disseminated sources, and provides appropriate time and institutional support for them to do so. Indicators ofthis commitment will include policies and programs pertaining to the creation of knowledge, the development of curriculum and the execution of research projects. 8. Its approach to the protection of academic freedom respects the spirit of the Universities Canada Statement on Academic Freedom which was approved by the membership on October 25, 2011 and as may be amended by the membership from time totime,Universities Canada criteria 9.1f itis a freestanding institution, neither in a formal relationship of affiliation or federation nor a constituent portion of a ‘member university, it has in the academic year in which it makes application for membership, and has had in the two preceding years, an enrolment of atleast 500 FTE. For further certainty, institutions that are not freestanding institutions are not required to have en enrolment of at least 500 FTE 10. Ifit is @ constituent of an Institutional Member, its application for membership is supported by its parent institution. 11. Itoperates on a not-for-profit basis. 12, It satisfies the Board, after receiving a report by a visiting committee appointed by the Board, that itis providing education of university standard and meets the criteria for membership in the Association. {An institution that does not mest all of the criteria for membership may not re-apply for a period of three (3) years.summary ‘We believe that itis appropriate to adopt the criteria for the purposes of our report, as we believe that establishing # new University in Nunavut without conforming to these criteria will challenge the perceived legitimacy of the institution, in comparison to other universities in Canada. In order to attract and retain students, the new institution will need to reassure ‘them that the quality of their learning experience adheres to expected standards. twill also be important that the qualifications are recognized as being equivalent to those offered in Universities across Canada to enable transition of students who progress to qualifications that may not be offered in the new university. The qualifications ‘would also need to be regarded equally by potential employers of those who graduate. ‘We have discussed with Universities Canada the potential for them to relax some of their criteria particularly point 9 around 500 FTE equivalent students and thay have indicated that due to the need for consistency with their other members that this would ‘not be possible. This will be critical to the success of any proposed new university. Definition: A ulltime equivalent (FTE) measure attempts to standardize a student's actual course load against the normal course load. Calculating the full-imerpart-time status requires information on the time periods for actual and normal course loads. Calculating the full-timepart-time status requires information on the time periods for actual and normal course loads. Contes For the reduction of head-count data to FTEs, where data and norms on individual participation are available, course load is. ‘measured as the product ofthe fraction of the normal course load fora full-time student and the fraction of the ‘school/academic year. [FTE = (actual course load/normal course load) * (actual duration of study during reference period/normal duration of study during reference period). When actual course load information is not available, a full-time student is considered equal to one FTE kbKPMG Potential Studen Jemand CNC ON Cc ee Re aR Ue aa eco ROL Ue Canada, itis essential to identify what demand could be for a possible University.Key factors that affect student demand In order to determine potential demand for a new University there are a number of factors that need to be considered which allows us to model the number of students. These are: + Change in demography ~is the population likely to grow significantly to generate more learners. + How many of the population currently graduate from high school and how this might be increased to create greater volume of possible learners. + Whats the current participation rate in Higher Education by those who currently graduate High School and can this be increased s0 a greater proportion go on to attond University + What isthe potential demand for students from across Canada and other countries who might want to study at the new University. + What isthe potential demand for adult learners to return to study or who may be supported to study by their employer to obtain a degr Note : We have found it difficult to obtain relable data across a number of these issues and are still awaiting data from ‘Nunavut Artie College on the current number of students enrolled in degree programs. We have therefore modelled our projections based on the best available data.Demogrephic Trencls "Nunavut Population Projection 60,000 $$ 0,000 + 10000 0.00 ——________ 20,000 10,000 | ag3 RR 2018 2016 2018 2020 2002 2028 2028 2028 The total population of Nunavut is expected to continue to grow reaching 48,042 people in 2035 ~ up from 37,098 in 2018, 2.00% 1.50% 1.00% 0.50% ‘Nunavut Population Growth (%) ‘Nunavut Population Age 15-24 0.00% bemrereeery mo 0 bree Sreasesgees 2eesssesegs RESRRR RR RRERRRRRRREE Population growth is estimated to Over the last 8 years, the population increase at an average rate of 1.30% increase in 15-24 year olds has averaged ‘over the next 20 years. 1.17%. Assuming that this age group increases at the same rate as the overall population over the next 20 years, the ‘otal population of 15-24 year olds ‘would increase from 6,554 in 2014 to 8,648 in 2035, ieee ea eee Cek Cente cee nga Gen eee a jing at a lower rate than the overall population, indicating only marginal growth in this key demi DiirsmerrieneEducation & Enrcliment ‘Secondary School + There were 194 secondary schoo! graduates across the territory in 2015, 96% of whom were Inuit ‘The 2015 net graduation rate is 30.4%, a decrease from 31.5 % in 2014; Despite this small drop, a continued positive growth in both the number of graduates and in the overall graduation rate is expected. + Nunavut’s graduation rate has increased at roughly 2.6% annually since 2001 + Public schoo! attendance rates have decreased steadily, from 74.5% in 2001/02 to 71.1% in 2013/14, +The attendance rates for grades 9-12 have averaged, 61.1% since 2001, and average 65.9% in 2013/14, + We are not currently aware of any targets set by the Government of Nunavut to improve this key measure. 1990 ay cn minant in participation in Higher EduEcucation & Enrolment Nunavut Arctic College +The average fulltime enrollment equivalent for the past six academic years is 1,282 students, Enrollment at Nunavut Arctie College + This includes students covering the whole range of their programming from adult basic education ‘to degree programs. +The number of graduates in the 2014 academic. ‘year decreased by 30% from the previous year to 222. +The reason for the decline in 2016 is due to partial zoo 7011120122016 ‘year data, + From the data provided we believe that an average of 68 students per year have been Number of graduates from Nunavut Arctic College studying degree programs. oso +300 1280 200 80 2010 201 aoe ora aoe Poon enters uence ences This tential proxy for the university market and also an indicator of growing demands as they develop students to progress to university studiia Historical Canadian Undergraduate Enrollment ‘900000 = Undergraduate Students 1990 1985 1990 1995, 2000 2005 20108 Full Time eePart Time Source: Statistics Canada data and AUC estimates Wireege eae aeaae- iy Messer) : Cae Peers acum ene ger ecaeucne nies es of 18-24 year eee nee Ian Um eee cae aan ene econ teses tae ier nein negs tt eet ertCelculeting notential demand Itis important to understand the size of demand of learners for the new university in order to datermine feasibly. Ths is also important given the Universities Canada criteria of 500 FTE. We have made @ number of assumptions in order to model scenarios on how the proposed university could meet this criteria, ‘The figures used in the following models have been derived as follows: + Nunavut Aretic College numbers: The average full ime equivilant students studying degrees at NAC over the last 5 years is (68. Dividing this number by 4 years of study gives us an estimate of the number of FTE in each year of study (17), + Financial support (FANS): We have been given overall numbers of financial support given to residents ofthe territory for studies. This doos not identify individual students but its possible to identify the number of students that are studying degrees and diplomas outside of NAC. We have averaged this across 4 years of study. + Adult learner numbers: Given that there are an average of 17 FTEs at NAC and 23 FTEs studying outside the territory, we believe that 18 adult learners starting in 2017 isa reasonable assumption. We have not received data from NAC on the actual number of adult learners and its not possible to determine this in more detal with the available date.Celculating potential demand Other Assumptions: + From the research into comparative universities across the globe itis reasonable to assume that the proposed university ‘would be attractive to students across Canada and internationally. The actual number of students that could be attracted will ‘depend on the curriculum and teaching offered as well as the cost of tution and residence ete. We have assumed a ‘maximum in take per year of 75 FTE in these categories as we beliove that taking this figure any higher than this would place great pressure on infrastructure and would also lead to the proposed university serving more students from outside Nunavut than thse init. + We have assumed that the 75 FTE could be achieved from the start of year 1 operations for our model. This however would presenta significant challenge for a new university to achieve, + We have worked on the assumption that this would all start from day one whereas in reality this wll be much more phased. For example, we will not get 75 internetionaV/out-oF teritory students from day 1. More detailed modelling would be required when a preferred option(s) is determined. + There are a range of annual attrition rates for Universities from 90% for established institutions such as University of Toronto with others showing rates below 68%. To recognize the new status ofthe proposed university we have applied 80% to our modelling,eae ot Tee oe eae ner a teat orn Sturfent Numher - Nunavut Only eer ‘The model below shows the potential number of FTE's by 2027 assuming enrolment increases at the rate of population Inerease of 1.3%, and no change in high school achievement and university participation rate over the next 10 years. We hay ‘assumed student drop out of 20% per year. ‘2017 2018 2019 2020 2021 2022 2023 2026 2025 2026 2027 Average FTE at AC 7°17 17 18 1 18 we 19 19 19 19 Students studying outside NU (based on FANS data) 23 23 28 24 26 «25 25 25 26 26 26 ‘Adult Learners 18 18 18 19 19 19 19 2 2 2 2 ‘Total number of students starting each year 5859 60 60 61 62 63 63 64 65 66 (2017 2018 2019 2020 2071 2022 2025 2028 2025 2026 2027 Year 1students 68 59 60 60 61 62 69 69 64 65 65 Year 2 students 46 47 48 48 49 49 50 SI SI 52 Year 3 students 37 38 38 39 39 40 40 41 at Year 4 students 30 30 90 31 1 a2 32 33 Ie 175 177 180 182 184 187 189 192 With no change in high school achievement and university part Peso ay a ek nearStudent Enrolment Mociel: Nunavut Students Only 250 200 192 180 A 100 hs 2702010000] NRC mts 028— 2027 meYese students MMYeor 2 students MMYasr’ students MMYeor4stucents =emeTots! + Based on current population trends, high school achievement, university participation rates, the university would have 68 FTEs in ther first year of operation + After 4 years of operation, the university would reach 175 FTEs, and would grow by 2-3 FTEs per year thereafter.Student Number - Inclucing Cut-of Territory Students ‘The model below shows the potential number of FTE's by 2027 assuming enrollment increases at the rate of population increase of 1.3%, and no change in high school achievement and university participation rate over the next 10 years. We hat ‘assumed student drop out of 20% per year- ‘BOT 2018 2019 2020 2021 DOB 2025 202A 2OPE 2OD6 2027 ‘Average FTE at NAC. 7 7 «7 18 18 18 18 19 19 19 18 ‘Students studying outside NU (based on FANS data) 23 23 24 24 24 25 25-25-26 28 26 Adult Learners 18 18 18 19 19 19 19 2 2 2 2 International /Rest of Canada Students 7% 75 75 75 75 78 75 75 75 75 75 ‘Total number of students starting each year 433134 135195196 137 198 138 139 140 141 ‘2017 2018 2019 2020 2021 2022 2073 2024 2025 2026 2027 Year t students 133 134 135 135 196 197 198 138 139 140 141 Year2 students 108 107 108 108 109 109 110 111 111 112, Year 3 students 8 86 96 87 87 88 88 89 89 Year 4 students 68 68 69 69 70 70 70 71 ‘Total___183_240_327_397_399 401 404 406 408 411_413_ Pears Toc nen nent temencr ke reach only 413 by 2027 even with the addition of 75 students commencing studies per year from out ional i ci Mc ssStudent Enrolment Macel:Incuting Out-of-Territory Sturents ana 207 ote 018 ma 2006 Year students MNMYenr2 students MMNYear’} students MIMYearéstudants =Total Based on current population trends, high school achievement, university participation rates, and the influx of 75 internationa/out-of-teritory students, the university would have 133 FTES in their first year of operation + After 4 years of operat the university would reach 397 FTEs, and would grow by 2 FTEs per year thereafter. Deseo)Student Numbers Under current population growth, high school graduation rates, and university participation scenarios, university enrollment will ‘grow very slowly over the years. However, it would be possible to increase student numbers by improving both high schoo! ‘graduation rates, and university participation rates. High schoo! graduation trends in other territories: ‘Yukon: The six-year competition rate (percentage of students who complete high school over six years starting in Grade 8) was {65.5% in 2013-14, down from 72.2% in 2012-13 and 70.7% in 2011-12. But the general trend in recent years seems to show ‘graduation rates improving - The number of students staying in school after six years is climbing - 13.67% in 2013 compared to 9.8% in 2012 and 5.71% in 2011 NWT: High school enrollment rates have dropped at an average of 1.5% over the last 5 years. The graduation rate in 2013-14 was {86.6% up from 63.3% in 2012-13, and 58% in 2011-12 Yukon Northwest Teritories Nunavat Year wot Graduation Year fot Graduation ol Gradustion Graduates Rate Graduates Rate Graduates Fate zor 336 07% 212 55% 2012 20 40% 2013 281 nm 2013 ar 63.3% 2013 28 mam 2ore 208 05.5% 2014 463 64.6% 2018 208 20% Coneda ‘Average High School Graduation Rate 5% ‘Average Post Secondary Education Participation Rate 42% ‘Average Post Secondary Education Participation Rat for First Nations 23%, al. AcaiLeeLee re IRCA Tey iS Werner RN Maat eee Raa Ry options appraisal of the proposed university. These questions were designed to EMO eC ese riee AUR One ee RUC miccstot Ket + Potential demand for university education from students + Possible curriculum that could be provided Seni ee aha Ween ety Meet Muted ciateHighlights from interviews We ate very grateful for those who provided some commentary and have captured the key points below: + There are significant pressures to improve government services across the territory with access to affordable housing, improving K-12 education, reducing suicide rates and drug dependency that were regarded as competing for funding with a proposed university. + There would be significant pressure on infrastructure ~ (e.g. the airport, etc if the university was to have significant numbers of students flying in to study and that government should focus funding on meeting the needs of the people in the territory. + That a university is required to protect and expand the history and culture of the territory and thatthe university should be “nation” building and could help to raise aspirations. + That any proposed university would have to address the need for cultural studies 2s well as broad needs from the labour market, + That a number of students who currently leave the territory to study in other universities in Canada struggle to adjust to life in other areas and often return without completing their program. + There is $5m ($1m per annum) offered from Agnico to support the development of a university. Their board has currently ‘approved this on the basis that this would be for an autonomous university. + There is some belief that funding willbe identified should a university be built from donors and other sources. + That it will be difficult to build @ quality university with sustainable class sizes focused on meeting the needs of the territory + There is potential for greater alignment across government departments, the college, CHAR and other organizations that wil ‘maximize the investments that have already been made by both the territory and federal governmentsHOUSING ‘The Government of Nunavut currently dedicates 12% ofits total capital budget to new public housing and related supports, and does not have sufficient funding to address Nunavut's 3,000 unit housing shortage without federal investment, Nunavut's population growth alone in requires the construction of an estimated 80 new housing units per year. Core housing need in Nunavut®: 38.3% ‘Average core housing need across Conada*: 12.5% Overcrowding rate in Nunavut: 20% Overorowding rate in Canada: 6% Overerowding in public housing in Nunavut: 38% 4 of public housing units in the Territory: 5,153 units {¥of Nunavummiut living in public housing: 19,138 (52% of total population) Income of public housing tenants: 80% are ator below $22,880!year income # of households on the public housing waitlist: 2,913 households Housing availability represents a key constraint, with an indicative cost of housing of $500,000 per Pete eee eRe eee ent reece ere a etResearch ‘The number of research license requests filed under the ‘Nunavut Scientists Act has remained steady in the past decade and averages 130 applications per year. ‘The bulk of the applications are in the physical and natural sciences but the number of requests in the social sciences ‘and health research fields are increasing. Canadian High Arctic Research Station (CHAR) Creating a world class research station - partnering nationally and internationally (scope currently excludes social science research) Recruiting to move up to a complement of 40 staff - but has ‘capacity for 80 people, with transient accommodation for up 10 50 researchers. Have been able to attract PRO researchers by providing budget and offering more responsibility than an individual may receive elsewhere Offered to loan space andlor host the entity that could become “University” research capability In the territory - holp to create an “intellectual Hub"Paes Potential Prog ce) At this stage of the analysis itis only possible to highlight the potential program areas that would be most relevant to the proposed University. These are largely De Meme RUC rar anaemic possible areas to address the history and culture of the territory, It has not yet been possible to quantify what the latter of these areas would be and the potential CaneEmployment Total Labour Force: 1 Accomodation and Food Services Employed: 12,00 Cie nae? Nunavut Employment by Sector Publ Finance See Mining, Quarrying Administration and Oil & Gas 24% } Extraction 21% ™ __Construction Health Care_ a 18% 7% ae Administrative & Support Educational and Waste Management — — Services - 10% Mhutacturing Transportation & Warehousing 2% 1% Urilities _yinotesale TradeRetail Trade 5% 5% / ann ieee eae) coe GasEmpleyment Trend Forecast ‘The table below provides a 15 year employment forecast trend. The forecasts assume current proportion of employment for the top 5 employment sectors, and based on average employed Labour growth of 1.3%. Forecasted Employment Public ‘Adminitration Construction Retail and wholes trade Educational Services. Healtheare 2015 (current) 3.096. 3,136 1838 1,960 1.280 1,307 1.280 1,307 208 os 3.77 1.986 1308 1308 oa 3.218 20 vga 13a 3,260 2038 1358 58 3.308 2.068 1376 1976 2016 2017 2018 2019 2020 2021 3,386 2091 11304 1.304 2022 2023 2028 2025 2026 2027 3.389 218 vane vane 968 3433 2.168 1430 1,001 3.478 2am vaso aa nore 3523 2202 1468 1.028 3569 3615 2250 1.506 1.088 2028 2029 2030 3.862 1528 1528 1,068 ano 2an0 1546 2,349 1566 1568 11096 erryPotential Program Areas Combined public administration, mining, quarrying and oll and gas extraction, and construction account for 60% of employment. Growth in key employment sectors represent an opportunity for university level education. ‘The below outlines a number of likely candidate programs, based on an assessment of Labour market needs. emg Healthcare fete) ies) oject Management tat} Peete) B 5Potential Program Areas ‘Any of the various institutional options described in the options section entail choosing program areas on which to focus ‘suppor for building new or expanding existing infrastructures and agreements. This should include collaborative possibilities with partners in the south, but as well, both Yukon and Aurora Colleges. Because the Nunavut Arctic College will necessarily hhave a significant (and possibly significantly modified) role to play in any of the options, that choice should reflect future consultation withthe faculty and administration ofthe college. Nevertheless, a number of likely candidate programs, based on {an assessment of Labour market needs, can be outlined, as examples or assumptions. These include: sven that government isa significant employer in the area, introducing this degree makes alot of ‘sense. It could build from the existing Municipal Administration program to widen the opportunities for graduates. The local presence of government offices means there would be ample opportunities, to establish experiential or co-op learning programs with governments at both the federal and territorial levels. In addition, the college appears to have an agreement with the University of Alaska {or the delivery of an MPA distance-learning program via satelite and over the internet. Thus this undergraduate program would provide a pool of students from which the graduate program could potentially recruit definitely @ program area of interest to students in the south, and one of the most popular majors in universities. This could have strong resonance with the law program previously delivered in ‘cooperation with the University of Victoria, or the proposed one with University of Ottawa,Potential Program Areas ‘an existing B. Se. Nursing arrangement in is place with Dalhousie. Aurora College also offers 3 Bachelor of Science in nursing in partnership with the U of S. Is there room to think about professional programs for other types of health professionals, e.g. health advocates, nurse practitioners, physiotherapists? the existing diploma program could be built or extended into @ commerce or business degree, by the college or in collaboration with a partner. currently the college offers @ two-year diploma program: the social service worker program. It ‘might be desirable to collaborate with Yukon College, as they have a bachelor of social work program, in which they offer all ofthe courses and the degree is awarded by University of Regina, students currently have to leave the territory to obtain an actual degree in this subject. Are there sufficient courses to mount a credential in this area? What are the gaps? This should be a degree that the college could seek authority to grant. There is elso significant interest in offering instruction ‘and certification in local cultura arts, crafts, and techniques. Such programs would need to have ‘appropriately rigorous entrance and exit requirements (a good example of s successful effort along ‘these lines would be the Duodii programs at Norway's Sami University College) there is strong demand for training in the oversight and administration of projects ranging from construction to government to social services and healthcare.Potential Program Arees the existing diploma program in environmental technology is a natural, given the location. There is a strong link with existing research facilities and the opportunity for extending this given the planned expansion of the research facilities. The possibility of creating a degree program should be explored. Meanwhile, program in mining or resource extraction might also be well-aligned with the territorial economy, but the specialized instruction and technical resources and equipment necessary to deliver such programs are quite costly, and demand for degree-level graduates is still relatively lows; ths is probably @ program area best left toa later phase of the post-secondary plan. this is an important area for the territory, in terms of the training of teachers at all levels, but also principals, early childhood educators, and educational assistants. There isan existing early childhood program, and the Nunavut Teacher Education program offered in conjunction with U of Rogina. Has there been exploration of collaboration? Petia) there will always be a need for qualified accountants and business managers. Ths is true for existing companies and organizations, as well as the development and establishment of new businesses and ventures. Strategically it might be possible to develop 2+2 programs with a Lniversity partner, or offer a degree locally, withthe possibility of specialization in the upper years in areas like accounting, finance, or entrepreneurship. ren there appears to be a need to have trained personnel in the areas of facilities management. The. potential is there for the credential to be a combination of business administration with added specialization in facilites and operations. * Indicates current / planned program area offered by NACnrc leniite Analysis Meta SUC en ee Wee aR eek kes Universities that served sparse populations and remote areas in order to Cece euteiches hm aa este oR enGlohal Comparator Analysis ‘The below seven comparator institutions were identified based on similarity to a potential Nunavut university including: remote location, regional economic development and cultural demands, development of strong, relevant curricula, and potential for research collaborations and international activities. isimatusarfk/Uuniversity of Greenland + A.close mode of interest to Nunavut, with strategic objectives for regionally, culturally re + Membership of the University ofthe Artic Circle enables an expanded research agenda ‘ctle University of Norway, Tromso +A large, well established institution with campus-besed delivery + Extensive international collaborations underpin research agenda [The University of Lapland | x Consortium model with «remit for locaUtegional relevance anda line-up of collaborations _ “The National Research Tomsk State University, Siberia, Russia + _Campus-based location sarving very remote locations, now developing distance learning capabilities. State engagement. ‘The University ofthe South Pacific + Unique challenges of delivery in multiple, remote locations which include challenges to offer broad but relevant curriculum and study levels “The University of Southern Queensland + An innovative distance learning provider, with an excellent staff ecrultment programme University ofthe Highlands and Islands (Scotland) + Aolatvely new University established withthe specific intention to contribute tothe development ofthe region.llisimatusarfik/Uuniversity of Greenland Element ‘Sommary Physical campus located in Nauk capital of Greenland Location nd + Aretatvely new institution, estabishod In 1888-1867 Dopulstions serves = ‘Aa theonty Univer in Greening, cover wide geographical area, Population 57,000, Mision and Vision Delivery methodologies ‘curriculum tevantto fn to cuturamistorc populations). ‘Stat numbers 115 (60 academic staf), 60 students + The Strategic Plan indicates thatthe Univesity delivers “research and education activ languages, and health and socal conditions”. + Tlated othe sou of location, the Statagic Pan states that he ability to conibutet the regional development goals Ona ofthe msn by which isimotutarti wil beable to realize this objective ato gather the university ine song, single cezmpus era" + _Thestrategie plan alsin some deta ebout the university's contribution tthe betterment and development of Greenland socey. focused on arctic euros, + One physiea eampusin the capital Member of the University ofthe Artic + Most courses are taught in Da * Inperton omcampusaavery Sh. few in Greenlandic and classes by exchange lecturers often in English + Instutes of Learning, Nursing & Heath Science: Socal Slane; Eonamies& Journalism: Cuturo, Language & History {Dalverergion spectitelavant curculm in Greenland culture and history, Greenland plea atm, Groenlanale literature and meta; Heath sclenca inthe Arte Cimato and society + Delivering st undergraduate and master levels Ressaren collaborations through membership of the Univers ofthe arctic + Unite rosoarch projects, buta speci strategie priority ‘Research delvered primal n collaboration focsssing on rogional development needsigoas + 0students Promotes Iteration students and offers semester study visting students, and participates in Erasmus (European ‘exchenge. Focuty and Sat + No specif information provided about promoting working or researching at the Universiy iui + Relevance to iterests of Hunevut an institution located In the capital ety with collaborative and growth goals, witha ‘spect objective of serving the needs ofthe local communitiesThe University of Highland and Islands (UHI) Scotland ‘Summary Location ana populations served Mission and Vision ‘Structure! mode! and collaborations Delivery methodologies ‘and to courant + 448,000 tot! population across 15:00 square miles. 50% are under 44 Local detiveryseugh mulplcolages 13) an teching corres, but with sigaliant use of online delivery methods. Central Ut Ranagement ang Administration based in inverness, + Anintoorted Universiy providing further and higher education.” To havea tansformational impact onthe prospects of our Feglon, ts economy, ts people and ts communes. Corporate documents avalebein Gaoic and English + 13Cotlogos and Rosoarch Contes. 70 lca learning cartes. Colleges retain their own names alongside the UMI bran. (Online delivery real to is made, Greation oft sense of community among students scr wide eras clay an Tstue UMl ae addecsing + Connections: 13 Local Collages -low international profile. Research partsership wth Universy of Aberdeen ases profile by pro. + tnperson snd online (al courses use vital elassroom techaalogy' + Prosdogre creates, UG, PGT and profesional qualifeations offered. Apart from Quantity Surveying al programme fered on bs. ot are ena ch specialisms include Land Resources, Marine, Environmental and Technolog. Programmes include Tourism and Hosp, Ara eogineing anda athe manegarart arcatur, ercwooogy, tans soon go ine, populations + Resoarenspecalieme inclode Goolisangvge and Culture, Nordic Staias Programmes In nd about Gaelic ae svalbie, ‘slongsde Scotsh history end eure. + Eatabished and developing research presence 69° “world leading” or internationally excellent’. Four broad themes esearch prorented Marne nd Environmental Sioncs Culture, Heritage, Language and Mistry: Health Landscape, Economy Sr Secity.PGR programmes offered tough eolaberaton with Univers of AborGogn (Rosoarcn students av Associate Students of UAberdeen | + 7990 HE students 40% parttime) 32.077 FE student (87% parttime) Enrolments 1 Siss UG. 74.9% come fem eatesment area 4S s8¢mon-UK (1% EU, 23 In) + Highlands and istands Entorpris present key seling points of region and desirability of Inverness in patel. Strong acuity and Stat connecions to Talent Seatand and athe devloprent organisations aimed at promting Scotland’ Highland and Istonds recruitment 352 destination ove and work, Seotsh government has supported investment in internet apabity to feiltate business nd education development in the rgion. eamene + Utne presanted the opportunity to upgrade teaching to include HEn partner colleges which may hitherto have focused ‘on further aducstion.Arctic University of Norway, Troms¢, Norway Bement “Summary = 72,000 Tomes maneipaliy Alta 1500, Hammertest 7 00 Northern mainiand. 3 eampies. Remote. {1811 students. 200 sa. 7 Faculties, Populations served + Thenorthermos university inthe world. USP is "Explore global issues fom close-up perspective’ imate change, esl ae ito fexpltation of Arctic resources and environmental teats "An international hub ‘All campuses work under he broad it locations. + Acenat to he 140 Unt insttutons wel a 20 instational agreements for student and staff mobility. Soa nesiad tational bannerfbrand elaively simple premise ofa single instution with multiple ‘olaboretione S.physc campuses. Al programmes aevred in peso, wit single Bachelors progrnnein Nes Sues teres + Taught programmes refet the ky esearch specilams of he institution and ite associated research centes, although the full pontaio contain » wide range of programmes inorder fo nppesl to as broad 9 market as posible faiturathistore + Lite reflection of indigenous peoples or cultures In cuiclum (Semi Delivery methodologies ‘opulatons) + Sigitesnt esearch prosance through institutional institutes (137 sete research groups) Contes of naiona Importance are pansass housed at the Univer inctusing the ARCTOS network marine aetic ecosystems) artershi withthe Norwegian Polo Institute, High North Research Gente for Climate andthe Environment. ana Norwegian Centres of Excelionco i Thooretcal Unguistes and Theoretical and Computational Cemiety Key resereh focuses onthe polar envionment + 110 registered PhO students Other information not supplec: Awarded degrees 2014 indicate approximately 1,100 UG, 800 + 3118-Focuty of Humanitis, Soca Siences and Education + S10 Feauty of Heath seeneos 1600 Feauty of BoseeneesFaheres and Economies Enrolments + 1317-Feauty of Sdenee and Technology 757 “Facuty oftaw 2 107 Fine ans +1731" Unetufowtod to 2 Fact or alocated to ‘unspecified subunit 10% non-Narweplan students, 20% non Norwegian staf Iteetlonel market considered trough UG and Masters programs elveres in Engish medium, Focuty and Saf + No nfrmaton fom theistituton to present he region to atract prospective staff Open vacances are advertised though recrutment the Norwegian government gins + Partnerships and esearch collaborations ee key, supporting a clear strategie intent in specie Arciorelated ares,The University of Lapland Element ‘Summary + Sémillon Fora, 187,000 (Lapland The northernmost University fa Finland and the EU, lest in Rovaniemtn the Arie Cire Single inttutona ete plue Location and ‘ther antes of rsanrch and colabormon, Remote Well connected footer centeson Lapland populations served ‘Stracturs| model sna olsborstone Delivery methodologies curriculum rtevantto ‘ocalesonamie neces populations). Research 52 Sta members (Academic ond Adminstative| 63 Professors. 4078 Students on campus, plus 4986 egjstered through ontinaing education, U3A and Open University delivery methods. “For tne Not, forthe worl. To be internationally ecognisad as an Arctic and Northern Scence and Art Unversiy. The institution's ene promise son ts relevance tothe Arte region. Swati pote for & tay areas. Sustainable development, aw and justice; Norther wellbeing, education and work: Responsible Toure: Cuture-ented sevies design "Thee areas are each underpinned by a antral focus on Research on Change inthe Arctic andthe North Combination of trations institutions mode pls the ‘Lapland University Consortium. Brings together tees Finnish {apland HEten collaborative aras of researc, edition and cute serving Lapland Finland and tne gabsl commun. ‘The Consortium ineorporseeeanered Ubray, Multidimensional Touram Iettute, Support Serves Centre WT, RAD, Open Univer the Inetate fr Norham Culture and Soeiopol a shared conte focusing on soc andlor needs regional. {ose relonshie with other intutions within the Arte Ctl inorder to delivar quality research Host Uo the Arctic Secretaria. 'n person for full degree and exchange programmes. Evening, weekend and online deivary i ofered trough the Open University system, enabingsecurultion of ered towards fll ogres sates. Moet of the OU coureos are taught in Finis, Us (460 Bachelor's depres) POT (442 Mastorsdogres), PGR (27 Doctoral degrees). Adult Eéucation Extensive regional infuenes on cureuur,patleuaty in research area, Collaborative researc focusing onthe hitry, trations, rights, poles, pedagogies and religions of indigenous peoples of the Arce and Arete onvronmental change and blodvealy. There aa research projects In collaboration with he Universes of romeo and Oulu, ee wel the Sami Caueatoninsttut, on Sem/veated sues. Sor Language classes ae ‘valabie.nitatives with the University of Oly to bring UG and PC programmes to the Sam region, n coloration with {the Sami Education Inattute. The lasses ae offered trough the Open Univeray, laa virtual dassoom and contact teaching takes plac in Inet ‘Akey aspect of th University's purpse,Displines and esse themes include Education, Tourlam and Busnes, Law, ‘At and Gesign, Socal Science, ord Norther and Arche tsues. The University las an tnternaGonaly recognised rte ‘ators peraiing to the Arcic. The EU Perlment has approved support forthe establishment ofthe EU Arte Information Centre the Arctie Centre of the University ‘The University’s Arte Cente provides a mutecpiary platform fr research in global change, sustinable development, And the rights of msigenous peopl.The University of Lapland (cont'd) Element ‘Summary 4240 UG; 358 PG; 268 incoming Exchanger 159 Outgoing Exchange 4885 AGLI Education {132 Intornationas registered [UG and PO). Enrolments {Internationa Progremmes a defined ae a series of electives, tnghtin English, available for exchangetstudy ebroad ‘udonts and all eurant student, naan to thei chosen couse of study + SWMastrs programmes area offered specially under eteratonal Programmes + Focus given oan inttaton tht provides young end vibrant community that supports personal and profesional {evelopment for international staf. The location is prosoned as one which can support a welhrounded and enjoyable if’, Fecaty and Stat ‘withthe Univers offering eamprohansive halt care and sport vouchers ‘eruiment + Comprehensive informations given egaring arrvel ond setting et Upland, supported by nations ans governmental Information about Fniand as a professional cetination. + Finnish Government stipulates that Universes must seok to serve the country’s needs fist. This is strong example of Highohts ‘addresing the needs of indigenous population a well as delivering feseateh and teaching Into regionally Important topes. {Kalua indicates» balanced approach to bricks nd mortar lense learning and eleboreive pertaeahipe and conor Garey of purpose and piesNational Research Tomsk State University, Siberia, Russia Location ane populations served Structural model and ‘olaboratons Datvery methodologies Curriculum retevantto Toeal economic needs finda euturaimitorie popuistions). Research Faculty and Stat ‘Sommary ~ Siberia incorporates #0 milion peopl 27% of county's population, over 73 of Rusia’ and area, {Cantal maintand. Remote equidistant om tne Kazaks Sra Mangolisn bordors Large single focation eampus in Tomsk City with 8887 stodons. 1,284 Academie sta (128 ternational), + To promote the ideas of sien, education and culture nthe vast Aion part ofthe country. "To educatabroad-ninded and More detalod * More detaiog > More detaiog + More detailed * More detaled analysis setaied Snatyison student" analysison student "analysis on student" analsizan student "ofthe urent ealege feasitty ‘Somand ana ‘demand ana ‘demand ena ‘demand and Derformenes ana te turculum ofr. tires ofr. furieuium afer. ‘euriulum ote. ‘xltng partnerehis + Agreementon” + Marketteningof + ‘Markattesting f+ ‘Mootings/intervew ith Universities ‘market focus local "joint venture tataite concept ‘with additions! + Development of versus Concopt with small wth-emallnamber—_clleges to util lento Interatonal umber of potential of potas! ‘termi ‘expand degree + Detaled analysis of partners. paren ‘terings. carpus nd + Potential fnanclal + Potala francial + Produstion ofa high Ssexommodation ‘modeling of input level devlopment plan fequiemons Feaured ‘which details nom ‘ + Outine governance ‘etaliehed seven suena considerations evelopment of ‘governance and quality : ‘sable, potent model of an be adareased over + Developmentot + Bevelopmentof ‘working ana high Tne wits finenes options ta "-highleveltime ine "‘highevelimeline level acon plan for—_Unvertes Canada determine teaiy {nd ection len and ection plan Inmplementation rte + Appoinimentofa + Possible options + ‘Possible options + Developmentaf__+_—Detilad review ofthe toeat eam ‘wouldbe ieving of "would beikeuing of |" datallea pian with "college and Implementation + Develapmant of FP oi EP to inate. oreement from sil development of plan. ‘etnies plone Botentis parmers. potential primers. partes nien + Determination of + Greould approneh —* Oreould approach ——_—etaled ‘salons resuroe Speaiicuniversiios. " specifeuniverstes. responses, ‘eauirament, + Developmentor + Development ot busgets and Irmpermertation Insplamentaton timelines planivestre plan a vertre Costing anaiats owing analysis USERS a rmSummary - Answers to the Key Questions In order to determine the feasibility of a new university there are a number of questions that we have considered. We have set out a brief summary of what we believe are the key issues against each one of these: + How is a university defined in Canada? + UnivorstiesCanade has dein the criteria which must be met in ardrto become a membor of thelr association In Canade and have indicated that there sno exibiy within the. il be challenging for any new university to be abi to meet hese. Whist tis pestinito see Nowe unveryn Nunavat could ecnave numberof hase around governanco, the sblty to meet the S00 FTE wil Bethe most challngina given the demographics of Nunevat, Thre no requirement fora univers to become member but could be challenging forthe success ofthe new Inston ft wat not ible to damonstate party with these eters inorder to arc sadents. We understand tat Yukon Calloge and one other collage who ae both planing on moving to university status ae planning on masting the requirements to become members. + How many students will the university be able to recruit and from what locations? “Thais ony limites growth fracas n Nunavut population and therefore imitod growth n demand, Therefore atonal demand would need to coms from Iereasing nigh seno0 ehievement rate and paripaton in Higher Education, We have produced a model which shows how ‘numbers would haveto Increase In order to mao! the 800 FTE required. Thee ahloverents ae based only on matheratical modelling as there are ‘Currey not target sat for either ofthese areas by government and tharelore could ba extremely afc to achieve Even with the modelled improvements in high school achievement and patcpation in higher education the university would be depend ‘ecuiting students fom across Canada and intemaionall to acleve the FTE target + What other factors need to be considered in terms of policy and organizations that already exist? that shouldbe considered around the aval ‘cation, the establishment of CHAR and aio the challenges tat cure {he tortory also high ity of housing the nae for improvement in higher education stugets fae In staying at anther university outside of 1 the importance ofthe history and culture othe terry that ther ae potential opportunities for syneray with orgenzations sich as NAC and CHAR and els thet the itroducion of separate stond ily detaiaing destabilize the college. ‘+ What programs and curriculum should the university offer? + From an analy of employment twas posslbeto identity 2 numberof areas tht programs could be developed to meet employer Parvctar focus on those that would suppiy qualified people othe publi ector However, this would bo expensivo and cfu to. program areas avon potentially small ls sizes. + We nave touched on the potantial 1 davelop program focused onthe history and culture ofthe estory and there is lary interest inthis being part ‘ofthe offeror «new university However, isnot posible at his stage te aenty specie sublet areas, hel vlumes end how thse would become ‘Secreatod programs.Summery - Answers to the Key Questions ‘+ Where else are universities operating in remote locations and serving low population levels? + We examined a number of abe stules 0 show thet universities can successfully operate in remote locations and serve low populations. However studios clearly showed that each ofthe models wes working in calaboraton with ater insttions and algo even University of Greenland which jst aver 600 studants has ose to twice he population of Nunavut aba markt 1 seve + What would it cost to be a university to meet the requirements of our definition of university? + We have based ur inaly modeling on what a campus would key be to accommodate 500 FTE students and costs of between $91 to $171m ‘dente. tis not possibiato be more accurate without having further defined the curriculum offer Butt would be reasonable to assure that 3 otal budget woula be somewhere Between these igures. + Thiefigure presents the total overall cost and actualy cost and growth ofthe campus could be done ona phased epprosch + Thisexclces the coe of student and faculty accommodation which would so need tobe considered ‘+ What will t cost to operate our definition of a university? + We have modelled what annual cost could befor new university based on comparable size universes elsanyere and thon reflctng costs for "Nunavut. This has generated a range between $13.1m and $16.3m per annum. This excides student and faculty Rousing Coats + Who will pay the costs of operating the university? + The pattrn of who pays for higher education across Canad, US and UX has saen @ move where government is now paying less ofthe overall Howover, this would stl be nth gion of S0% ofthe total f the Canadian average was considered, A his lve his could est in fees around 516.600. per yar This needs to be considered interme a atfordabill for esdents of Nunevt and also the impact would have on patcpation. + Ieeould be possible to stimulate grestr participation by offering low cost / fee education bt this would lead toa greater percentage of the cos for {government The current model of funding would provide abarror to atvacting students + What options should we consider to meet our context? + We have explored a spectrum of option from a stand alone new university tothe mote gradually development of NAC to Become a Unversity Cotege + What are the advantages and disadvantages of each of the options? + We have produced analyse ofeach ofthe options against a range of riers and highlighted patiula strengths end weaknesses ofeach approach “The mets ofeach approach coula var if afferent prorty was given tothe cera we have Moniied bythe Gavernmentof Nunavut iis importat {thatthe cera ane thet eltive importance ae coneidered by governmant in datrmining its preferred options to move forward ‘These questions all need to be considered against the overall strategies, policy's, targets and resource position of the Government of Nunavut. This report has been produced with input from a number of departments within Government but in the absence of clear documents that articulate some of the key issues such as policy.mm Next StensNext Stens + Support Government of Nunavut is reviewing the analysis to date and reaching a decision on preferred option(s) and appropriate next steps. + Any of the options identified other than do nothing would require more detailed study to assess feasibility, source better data and be able to provide more accurate financial information. + Depending on the preferred option(s) it may be necessary to agree a revised approach for the delivery of phase 2 + Implementation of phase 2 to revised timeline ~ current target is March 31® but progress will be dependent on the timing of 1 decision and which option(s) are to be investigated.kbine! kpmg.ca Hoos © 2016 KPMG LLP, « Canadian limited ability pstnership end a member fm of the KPMG network of independant member firms affliated with KPMG International Cooperative “KPMG ademerks or trademarks of KPMG International. circumstances of any particular individual or entity. Although we endeavour to provide accurate ‘and tmely information, there ean be no guerantee that such information is accurate a8 ofthe date itis recsived or tat ft will continu to be accurate in the future. No-one shoulé ct on such information without appropriate professionel advice after @ thorough examination oftheAARARAAARAAAAAAAARAABAAARMAAAAAA