SIAST_report_feb-8-web

InternationalSTUDENTS
SIAST
SIAST
Internationalization
Concept
February 9, 2011

Executive Summary
The Saskatchewan Institute of Applied Science and Technology (SIAST)
Internationalization Concept presents a business case to establish and sustain
internationalization programming and outlines the institution’s strategy to better
compete in the international student marketplace. International students are
important to SIAST for three reasons. First, international students in the classroom
better prepare Canadian students for collaboration in an increasingly globalized
workplace – at home and abroad. Second, once graduated and if so inclined,
international students are often enormously successful making the transition
to gainfully employed new young immigrants – a key objective for a jurisdiction
such as Saskatchewan with ageing demographics. Third, international students
typically pay significantly higher tuition fees, thus institutions have the potential
to increase revenue.
According to the Department of Foreign Affairs and International Trade (DFAIT)
(2009), international students have a $6.5-billion economic impact (tuition, living
expenses, etc.) annually in Canada. Worldwide, according to the Council of the
Federation, the international student population is expected to rise from 1.9-million
to 7.2-million by 2025. Despite the large market and clear and tangible potential
benefits, SIAST currently does not actively recruit international students and
consequently has a low (approximately 50) international student population relative
to similar-sized institutions in Canada.
SIAST made previous efforts to recruit international students – most notably in the
mid-1990s when international students were recruited to the English as a Second
Language (ESL) program at SIAST Wascana Campus in Regina. Unfortunately, the
international students recruited were not retained because the services offered
were not comparable to the University of Regina (URegina). The lesson learned from
the experience was that SIAST needs the investment necessary to ensure it can be
competitive prior to pursuing further international student recruitment efforts.
International
students have
a $6.5-billion
economic impact
annually in Canada
SIASTInternationalizationConcept
i

The SIAST Internationalization Concept identifies and addresses the key issues to improving
competitiveness in the international student market. This “made-in-SIAST strategy” includes:
• Strategic articulation and partnership agreements with Saskatchewan universities to offer
uninterrupted pathways from SIAST diplomas to university degrees – primarily in Business
and Engineering Technologies;
• Establishment of dedicated academic ESL programming for those students requiring
language instruction prior to entering SIAST certificate and/or diploma programs;
• Marketing the “Saskatchewan Advantage” to international students and demonstrating
the clear advantages to studying in Saskatchewan for those interested in potential working
permits, permanent residence and citizenship through the Saskatchewan Immigration
Nomination Program (SINP) upon graduation from SIAST; and
• Appropriate international student support – including an option for student residence
accommodations and ongoing academic advising and social programming. Cost efficiency
requires that SIAST centralize its international student supports to one of the four campus
locations. Due to its strong programming in Business and Engineering Technologies plus
its potential for a student residence for both international and Canadian students, SIAST
Palliser Campus is selected for the SIAST international student hub.
International students will be charged the following average fees (all in 2010 Canadian dollars):
ESL ($2,600/10 weeks), Business ($9,400/year) and Engineering Technologies ($10,500/year).
Tuition fees are all competitive with institutions of similar sizes in Canada. “International
Student Enrolment Management” will provide some discretion on international tuition rates
– thus providing incentives to enroll in SIAST programs that would otherwise have vacant
seats. However, beyond filling vacant seats, SIAST anticipates the addition of further cohorts to
satisfy international student demand. Further costs for the additional cohorts will be funded by
international student tuition rates. Other international student recruitment and support costs are
expected to be between $400,000 to $600,000 annually.
A $15-million student residence is proposed at SIAST Palliser Campus in part to support
the SIAST Internationalization Concept. The 200-bed residence’s mortgage payments and
operational expenses would be funded by rent of $500 to $600/month assuming a 20 per cent
vacancy rate. An initial mortgage investment of $6-million would be shared by the municipal,
provincial and federal governments and private sector partners. Ideally, SIAST would begin
international student recruitment efforts in April 2012 in tandem with residence construction –
giving 12 to 18 months to recruit students and prepare programming for initial program entry in
September 2013.
SIAST projects international student recruitment to be at approximately 450 international
students within four years of inception (September 2013). In addition to enhancing the learning
environment at SIAST and improving Saskatchewan’s access to young, skilled potential new
immigrants with Canadian credentials, international student enrolment would conservatively
represent approximately $1.5-million in annual net revenue (after all costs) to SIAST plus
additional economic impact (living expenses, access to skilled labour, etc.) particularly in the city
of Moose Jaw.
International student
enrolment would
conservatively
represent
approximately
$1.5-million in
annual net-revenue
to SIAST
ii

CLBA Canadian Language Benchmark Assessments
CIC Citizenship and Immigration Canada
DFAIT Department of Foreign Affairs and
International Trade
ISA International Student Association
ISEM International Student Enrolment Management
ESL English as a Second Language
LINC Language Instruction for Newcomers to Canada
LLC Learning Language Centre
NAIT Northern Alberta Institute of Technology
SAIT Southern Alberta Institute of Technology
SIAST Saskatchewan Institute of Applied Science
& Technology
URegina University of Regina
USask University of Saskatchewan
SINP Saskatchewan Immigration Nomination Program
Acronyms
iii

Table of Contents
1.0 Introduction 1
1.1 General Trends for International Students 2
1.1.1 International Student Recruitment at Other Schools 2
1.1.2 Priorities of the Government of Saskatchewan 2
1.1.3 Benefits of International Students 3
1.2 Competitive Barriers for SIAST to the International Student Market 3
1.2.1 Programming Level 3
1.2.2 Location 4
1.2.3 Student Services 4
1.2.4 ESL Services 4
1.2.5 Residences 5
1.2.6 Need for a Made at SIAST Strategy 5
2.0 SIAST Internationalization Strategy 6
2.1 Programming 6
2.1.1 ESL Programming 7
2.1.2 Degree Programming 8
2.1.3 Articulated Programming 8
2.2 Saskatchewan Advantage 10
2.3 Service Concentration at SIAST Palliser Campus 12
3.0 Operations 14
3.1 International Student Recruitment 15
3.2 International Student Application Assessment & Registration 16
3.3 International Student Services 16
3.4 Academic Programs 17
3.4.1 ESL 17
3.4.2 Business 19
3.4.3 Engineering Technology 21
3.5 International Student Enrolment Management 23
3.6 SIAST Palliser Residence 24
3.7 Implementation Schedule 25
3.8 Enrolment Targets 26
4.0 Risk Mitigation Strategy 27

iv

1.0 Introduction
International students (i.e. non-Canadian and non-permanent residents) play a multifaceted and increasingly vital role in the
Canadian education and training sector. International students are important to Canadian post-secondary education and
training organizations for three broad reasons:
• First, the willingness and capacity to live and work abroad in today’s globalized labour market are competencies that
are quickly growing in importance in today’s labour market. As a result, recruiting and retaining international students
on Canadian campuses is a central component to internationalization strategies at most post-secondary institutions in
the country.
• Second, international students in Canada have tremendous potential to help address the country’s need for
immigration. Young, well educated with Canadian credentials and often Canadian work experience and with roots
already established in Canada, international students are ideal immigrants. Immigration is a particularly important issue
in jurisdictions with ageing demographics such as Saskatchewan.
• Third, international students typically pay significantly higher tuition fees than Canadian (or permanent resident)
students – thus providing a significant immediate financial return to post-secondary institutions.
Given cost effectiveness and the ample non-monetary benefits, most Canadian post-secondary institutions have been
actively recruiting international students for many years. In contrast, SIAST’s experience has been that significant
recruitment efforts have not produced sufficient international students to justify allocating substantial resources. While
international students have been recruited, because SIAST lacks many of the specialized student services provided to
international students by competing post-secondary institutions in Canada and elsewhere, retention is a critical challenge.
SIAST currently has a very small number of international students. Moreover, due to a lack of student services typically
expected by international students and the resulting overall current inability to compete with other Canadian institutions,
international student recruitment expenses have not been justified. In addition to further explaining the benefits of
international students, this report will explain why SIAST has been unwilling or unable to attract and retain international
students in the past. From the lessons learned at SIAST and other institutions, this report will also present a strategy and
an operational plan that would dramatically increase the number of international students at SIAST. The result would be
an improved learning environment at SIAST, increased easy access to potential skilled immigrants for the Government of
Saskatchewan and Saskatchewan employers, and a net financial benefit to SIAST.
1

1.1 General Trends for International
Students
According to 2010 statistics from Citizenship and Immigration Canada (CIC),
more than 196,000 international students reside in Canada, with approximately
85,000 new applicants per yeari
. According to the Council of the Federation
(August 5, 2010), international students in 2008 spent $6.5-billion and created
more than 83,000 jobs in Canada. By 2025, the global demand for international
education is predicted to grow from 1.9 million to 7.2 million students. Canadian
premiers, through the Council of the Federation, acknowledge the economic and
social value of international students and endorse efforts to improve Canada’s
international competitivenessii
. In early 2010, a pilot program in India — the
Student Partnership Program (SPP) — implemented by CIC, doubled the number of
Indian students approved for study permits in Canada within a year. Negotiations
for further SPP programs in China and Vietnam are currently under way.
1.1.1 International Student Recruitment
at other schools
The major centres in Canada (Toronto, Montreal and Vancouver) attract the
largest international student populations. As an example, Seneca College
in Toronto attracts approximately 2,000 international students per yeariii
.
Nevertheless, post-secondary institutions in other centres have also demonstrated
success recruiting and retaining international students. The Southern Alberta
Institute of Technology (SAIT) in Calgary currently has approximately 850
international studentsiv
. Red River College in Winnipeg, an institution of
comparable size to SIAST, has approximately 200 international students
in mainstream programs, with more in their ESL programsv
. SIAST, with
approximately 50 international students on campus annually, lags far behind the
above national trend. Even smaller institutions, such as Red Deer College and
Medicine Hat College, have superior international student enrolment compared
to SIAST. For SIAST to compete with other Canadian and international education
and training institutions, a number of fundamental issues must be addressed.
1.1.2 Priorities of the Government of
Saskatchewan
In 2009-10, according to the SINP, 141 international students transitioned to
permanent residency through the SINP Student Categoryvi
. This figure represents
an almost 50 per cent increase from the previous year. Based on recent history,
the number of international students combined with new immigrants in
Saskatchewan is projected to grow significantly in the coming years.
International students who graduate in Saskatchewan are ideal new immigrants
to the province. New regulations allow for international graduates to apply for
permanent residence immediately after graduation, making the SINP one of the
most aggressive international graduate immigration programs in the world.
To qualify, applicants need to have graduated from a recognized post-secondary
program of at least eight months, have worked for a minimum of 960 hours
of paid employment, have a post-graduate work permit and have a permanent
full-time job offer from a Saskatchewan employer. These graduates are attractive
to Saskatchewan employers because they are young, have recognized credentials
from a Saskatchewan post-secondary institution and have developed ties to
the province.
By 2025, the
global demand
for international
education is
predicted to grow
from 1.9-million to
7.2-million students
2

1.1.3 Benefits of International Students
Canada is recognized as one of the largest high-quality international education
providers in the world. A comprehensive study on the economic impact of
international education was completed by the Department of Foreign Affairs
and International Trade (DFAIT) in 2009. Statistics have shown that international
students generated more than $6.5-billion in tuition, accommodation and other
spending in Canada, more than 83,000 jobs and $291-million in revenue for
government in 2008vii
. The expenditure figure is based on tuition and living
expense only (i.e. tourism and entertainment expenses were not mentioned).
The total amount of international students’ spending ($6.5-billion) in Canada
exceeded two of Canada’s largest trade goods, coniferous lumber ($5.1-billion)
and coal ($6.07-billion).
1.2 Competitive Barriers for SIAST to
the International Student Market
Recruitment and retention of international students in Canada is a competitive
business. Like all businesses, SIAST must be able to provide services that justify
the tuition fees it charges. Moreover, the value that SIAST offers is relative to the
services provided by other institutions, not just in Canada, but globally. In short,
while international students offer many benefits to institutions, it remains an
intensely competitive business. SIAST must consider its competitive position
in the market.
1.2.1 Programming Level
Most international students coming to Canada seek a university education. In
2009, of the 196,138 international students in Canada, 54.8 per cent studied at
the university level. An additional 17.6 per cent of international students come to
Canada to study in the K-12 system. Certificate and diploma level programming
accounts for 23.8 per cent of all international students in Canadaviii
.
The international student discrepancy at the programming level is even wider in
Saskatchewan. Currently, there are approximately 1,800 international students
at USask and 900 at URegina. Less than two per cent of the post-secondary
international student population in Saskatchewan are enrolled in SIAST’s
certificate and diploma level programming.
The relatively low number of international students at the certificate and diploma
levels in Canada represents an unrealized potential for international student
recruitment. While a large portion of international students are degree seeking,
college-level programming, especially those programs with strong articulation
agreements, are not taking advantage of a large market of international students
seeking in an earlier exit credential, smaller class sizes, and the opportunity to
finish a degree.
3

1.2.2 Location
International students tend to gravitate to the largest centres in Canada. According to 2009
CIC statistics, 81.1 per cent of all international students in 2009 attended schools located in
Ontario, Quebec or British Columbia. While Saskatchewan has approximately 3.5 per cent
of the Canadian population, the province is only able to attract 2.0 per cent of the overall
international student populationix
. Saskatchewan must continue to build its provincial brand in
the international market.
1.2.3 Student Services
International students pay much higher tuition than domestic students. As such, international
students expect a higher level of services to meet their differing needs. Because SIAST’s
international student population has remained relatively low, it is has not been economically
feasible for SIAST to provide the level of commitment that international students require at all
four SIAST campuses.
International students expect, and receive at most other Canadian institutions, an international
student association, cultural support, ongoing ESL support, housing services and cultural
activities, among other services. SIAST currently does not provide this level of service. In order to
compete with other institutions across the country, SIAST must include these services to be more
attractive to the international student market.
1.2.4 ESL Services
SIAST currently offers two ESL programs at its Saskatoon and Regina locations. The English
for Post-Secondary Success program follows the Canadian Language Benchmark Assessments
(CLBA). While this program is occasionally open to international students, it is consistently
filled with domestic students, and there is simply not room at either location to accommodate
the international student demand. Furthermore, some potential international students need
additional ESL training that this program cannot provide. SIAST also offers the Language
Instruction for Newcomers to Canada (LINC). This program is sponsored by CIC and only
available to permanent residents of Canada.
SIAST will need to develop an ESL program that has a more academic focus for students to
transition to diploma and certificate programs. Ongoing ESL support will also be required for
non-English speakers who meet the entrance requirements but struggle with the technical
language of their program.
Saskatchewan must
continue to build its
provincial brand in the
international market
4

1.2.5 Residences
As stated previously, international students are attracted to institutions that can
provide a full array of services to facilitate the transition to life in Canada. Providing
this extra level of comfort reduces strain on the new students. At the USask and
the URegina, it is estimated that 80 per cent of their apartment style residences
are filled with international students. Other Western Canadian colleges of
comparable size also have residences, with a large number of the rooms occupied
by international students, such as Red River College, Red Deer College and Medicine
Hat College.
1.2.6 Need for a “Made at SIAST” Strategy
SIAST made previous efforts to recruit international students – most notably in the
mid-1990s. Initial efforts were successful in recruiting a number of students to the
ESL programming at SIAST Wascana Campus in Regina. However, international
students were not retained in the SIAST program for any significant duration before
transferring to the language program at URegina.
The main lesson learned from the experience with international student recruitment
was that a comprehensive strategy must be developed and implemented before
SIAST can effectively compete in the international student market. The strategy
must identify and mitigate SIAST’s competitive disadvantages while leveraging the
institution’s potential advantages. While SIAST surely needs to consider potential
lessons learned from successful international student recruitment programs at other
Canadian institutions, for the SIAST international student recruitment and retention
efforts to ultimately succeed it must be customized to the unique circumstances at
SIAST and in Saskatchewan.
5

2.0 SIAST Internationalization Strategy
The SIAST Internationalization Strategy is a plan to use resources and to develop
new and improve existing services in order to make SIAST much more competitive
in the recruitment and retention of international students. This strategy will work in
conjunction with recent initiatives set forth by the Government of Saskatchewan.
The strategy outlined below will work towards the goals of the provincial
government, develop a unique Saskatchewan international education brand,
help increase of international students in Saskatchewan over the next five years
and increase the number of international students who transition to permanent
residency in Saskatchewan.
2.1 Programming
International students are interested in programming at the degree or post-graduate
level; only 23 per cent of the international student market in Canada is currently
studying at the certificate or diploma level. Despite the fact that most international
students want degrees or graduate degrees, colleges and technical institutes can still
be very successful in attracting and retaining international students. Most successful
colleges and technical institutes focus on one or more of the following approaches:
• ESL Pre-Service Delivery
Many colleges and technical institutes offer training in English language to
international students expecting to transfer to a degree-granting institution or
a degree program within that college or technical institution.
• Degree Programming
As degree and applied programming becomes more prevalent at colleges
and technical institutes, they are able to better compete with universities for
international students.
• Articulated Programming
Certificate and diploma programs at colleges and technical colleges usually
offer credit towards degree programs at universities.
6

2.1.1 ESL Programming
Through the Basic Education Division, SIAST currently offers the LINC program for
new immigrants funded by CIC. While the program serves the general language
needs of new immigrants, the funding mechanism through CIC makes it difficult
to integrate international students (non-immigrants) into the LINC program.
Furthermore, the LINC program does not fully address the program scheduling and
the academic focus needed by international students to qualify for entry to SIAST
academic programming.
In order to be competitive in the international student market, SIAST must offer
ESL programming specifically focused for international students who want to
take academic SIAST programs but who do not yet meet the English language
requirements. Without the program, SIAST would remain unable to admit a
significant number of interested applicants (i.e. those who do not yet meet
the language requirements). Experience has shown that simply referring ESL
international students to competing institutions prior to their SIAST study is
ineffective because they rarely return to SIAST. In addition, international student-
specific ESL programming is necessary for ongoing language support while
international students take academic programming at SIAST.
SIAST would not market the ESL program independently but as a pre-service
program for those wanting to qualify for SIAST academic programs (certificate and/
or diploma). SIAST is most competitive and derives the most value from international
students interested in completing a SIAST certificate and/or diploma.
7

2.1.2 Degree Programming
International students’ strong preference is degree level programming. Ostensibly, given SIAST’s
certificate and diploma level programming, international students’ expectations would present
a challenge. However, due to the strong degree articulation of many SIAST programs, there is
an opportunity to present SIAST programming as a preferable option to direct enrolment in a
university.
Students benefit from small class sizes and receive marketable skills in addition to transfer
credits to a degree program.
2.1.3 Articulated Programming
In terms of the degree, particularly in Engineering Technology and Business, many SIAST
programs offer up to a full two years credit towards a degree. Please see Attachment A
Current University Articulation Agreements for further information. As a result, in those
programs with strong degree articulation, SIAST can offer international students a clear path
towards a university degree. Furthermore, taking a SIAST certificate and/or diploma program
prior to their degree program offers an international student much more flexibility than direct
entry to a university. An international student at a university completing only one or two years
generally receives no certification at exit, while those attending SIAST are likely to receive a
certificate and/or diploma. The certificate and diploma certification is a consideration quickly
growing in importance due to potential immigration opportunities (please see Section 2.2
Saskatchewan Advantage).
Although articulation agreements are important, SIAST students are required to apply and
be accepted at the partner universities in order to complete their program to the degree
level. Competitive entry to a university presents a risk to international students wanting to
transfer and therefore a disincentive to attending a SIAST certificate and/or diploma program.
Consequently, the SIAST Business Division has recently agreed with URegina that international
students graduating with a SIAST Business diploma at SIAST Palliser Campus and earning
a 70 per cent average or higher would automatically be enrolled into the third year of the
URegina Faculty of Business Administration. The automatic entry arrangement with URegina
is an incremental but vital enhancement over a simple articulation agreement. In large part,
it removes the risk of re-applying after the completion of the SIAST diploma. SIAST is now
advertising the agreement to prospective international business students. The potential result
of this strategic partnership with URegina will be a net increase in the number of international
students studying business at both SIAST and URegina.
8

There is interest at USask for a similar automatic entry agreement for international
business students. Likewise, SIAST needs to further explore opportunities for
similar agreements with both URegina and USask in other faculties – particularly
Engineering. Enhancing SIAST’s strategic partnerships with Saskatchewan
universities also provides a net benefit, not only in increasing the international
student population in the province, but also in advancing immigration through the
SINP as discussed in Section 2.2 Saskatchewan Advantage.
Prestige is an important criterion for international students deciding upon a
Canadian post-secondary institution. However, in positioning itself for the
international student market, it is vital that SIAST recognize its competitive
advantages and disadvantages and strategize accordingly. Strictly referencing
prestige alone, SIAST cannot compete with the top-level universities in Canada.
Nevertheless, SIAST can compete in niche international student markets. For
example, to international students seeking i) the option of a certificate/diploma exit
point on a path towards a degree, ii) affordable tuition (international students can
be very cost-sensitive) and iii) potential avenues for immigration, SIAST should prove
very competitive. The SIAST student recruitment strategy will focus upon such niche
international student markets.
SIAST has
competitive
advantages to
build on
9

2.2 Saskatchewan Advantage
Although Saskatchewan was founded more than 100 years ago largely by immigrants, the
number of new Canadians settling in the province since then has been relatively low. Recently
the Government of Saskatchewan has put a new emphasis on immigration. The need for
immigration in Saskatchewan is apparent. The median age in Saskatchewan has jumped from
26.6 years in 1971 to 37.7 year in 2006x
. With the provincial population growing older, the
number of people of working age and hence the tax base is decreasing. Immigration must be
part of a multi-pronged approach (including increasing the labour market participation rates
overall, especially among Aboriginal communities) to increase the size of the labour market.
Saskatchewan has been less negatively affected by the recent economic slow-down than
many other places. In fact, it is clear the overall trend of sustained increasing global demand
for Saskatchewan commodities in the agriculture, energy and mining sectors will result in
unprecedented economic opportunities over the medium to long-term. Enhanced access to
skilled human resources will be a critical consideration in exploiting many of the existing and
upcoming opportunities in the province. In short, Saskatchewan needs new immigrants, and,
concurrently, the province represents a tremendous opportunity for potential new immigrants.
As discussed in Section 1.1.2 Priorities of the Government of Saskatchewan, international
students are ideal for immigration. International students, once graduated, have technical skills
needed by the Canadian labour market, Canadian credentials and proven language skills, and
are established in local communities. Recent changes federally now allow for international
students to apply for and receive work permits for up to 20 hours of paid work per week and
full-time during scheduled breaks, as long as they remain in good standing at the approved
institution and are full-time students. Likewise, international students who graduate in Canada
can apply for and receive a Post-Graduate Work Permit that mirrors their length of study up to
10

a period of three years. Work permits are particularly important for international students at
colleges. According to the Canadian Bureau for International Education (CBIE) in its 2009
Survey of International Students, 63 per cent of international college students, (compared
to 29 per cent of international university students) rate the potential for work permits while
studying as a “very important” consideration in selecting a school in Canada. Likewise,
74 per cent of international college students rated post-graduate work opportunities as “very
important” as opposed to only 49 per cent of international university studentsxi
.
The Government of Saskatchewan in June 2010 waived the six-month waiting period to apply
to immigrate for international students who graduate in Canada from a program of one or
more years in duration, and who currently reside and work in Saskatchewan. These students
can immediately apply for permanent residence under the SINP Student category, as long as
they have obtained 960 working hours and have a permanent job offer from a Saskatchewan
employer. If the student has obtained an Off-Campus Work Permit and has worked part-time
during school and full-time during scheduled breaks, the student may be eligible to apply for
permanent residency immediately following graduation if the student has received a permanent
full-time job offer. Most international students applying to SINP who are in a training related
occupation and with demonstrated strong links in the Saskatchewan communities in which they
live are approved within 12 months. No other jurisdiction in Canada is as aggressive in its efforts
to attract international students as immigrants.
The potential for international students to work and immigrate is a relatively new phenomenon
in Canada. Traditionally, international students were only granted study permits to Canada by
CIC if they could convince CIC that they would immediately return home after the completion
of their studies. Although not yet always widely understood by CIC officers working overseas,
CIC now allows potential international students applying for study permits to have a dual intent
– that is an intention to return home and concurrently a desire to stay in Canada if permitted
through temporary foreign worker and/or provincial nomination program such as SINP.
Once most international students begin to appreciate the strong potential for employment
during and after study and the strong potential for permanent residence, Saskatchewan
becomes just as (if not more) attractive as traditional international student hubs such as Toronto,
Montreal, Calgary and Vancouver.
International college students in particular are prone to shop around for institutions that best
suit their needs. According to the CBIE 2009 Survey of International Students, about half of
international university students are intent on studying at a particular university in Canada while
only about a third of international college students are especially committed to attend a specific
institution in Canada. The aforementioned desire to work during and after study, and the
competitive approaches for international student retention through the SINP student category
make international college student recruitment a unique opportunity for SIAST to attract and
retain students.
In summary, the Saskatchewan Advantage needs to be a fundamental component of the SIAST
international student recruitment and retention strategy. SIAST programs are typically one
or two years, which may actually be an advantage to many potential international students
considering immigrating to Saskatchewan. Once international students consider the potential
for immigration together with the robust employment potential, Saskatchewan and SIAST are
very competitive with even those Canadian institutions well established in the international
student market. SIAST’s challenge is to get prospective international students to realize the
tremendous potential of living, training and working in Saskatchewan and to judiciously
compare it to other jurisdictions.
No other
jurisdiction is
as aggressive as
Saskatchewan in
its efforts to
attract international
students as
immigrants
11

2.3 Service Concentration at
SIAST Palliser Campus
As discussed in Section 1.2 Competitive Barriers for SIAST to the International
Student Market, international students generally have higher needs for general
student services and for selected academic programming, most notably ESL.
International students pay significantly higher tuition and expect not only an
academic experience, but general support such as assistance in finding housing,
transport arrangements, etc. Given initial cultural barriers for international students,
mundane tasks can seem daunting, and they need to know that assistance is always
available if necessary. ESL training is needed for some international students not yet
qualified for certificate or diploma programs. Additionally, ongoing ESL support will
be needed for many international students as they complete their program.
As outlined in Section 3.0 Operations, the provision of student services and ESL
programming requires a significant investment. Establishing and operating
student support and ESL programming have relatively high fixed costs. Conversely
there are significant economies of scale available. It costs essentially the same to
provide support for a single student as it does for a larger group. Providing special
services to a relatively small student population is a challenge for SIAST with
four vastly geographically distributed campuses. Thus, in order to be cost-effective,
SIAST must, as much as possible, centralize its international student programming
at one campus.
12

As discussed in Section 2.1 Programming, the most competitive programming for
international students are the Business and Engineering Technologies. The Business
and Engineering Technologies are chiefly, although certainly not exclusively, located
at SIAST Palliser Campus in Moose Jaw. Likewise, Moose Jaw may present other
competitive advantages for SIAST. First, Moose Jaw is geographically removed
(70 kilometres) from Regina and the URegina. URegina is both SIAST’s competitor
and strategic partner. The distance between Moose Jaw and Regina makes it
more difficult for international students to exit SIAST and transfer to URegina once
established in Moose Jaw. However, it will likely prove to be a managable relocation
when they graduate from SIAST. Thus the Moose Jaw location will insulate
SIAST from some competitive pressure from the URegina while still providing the
advantages of the SIAST-URegina strategic partnership for international students.
In addition to the programming availability at SIAST Palliser Campus and the greater
potential for collaboration with URegina, Moose Jaw, a relatively smaller community,
may prove to be a competitive advantage. Moose Jaw is not unfamiliar with
international students with its experience as an international flight training base.
As a relatively smaller community, opportunities for cultural integration are much
greater for international students in the “Friendly City.” Likewise there is strong
support in the community for attracting and retaining international students.
It is projected that SIAST Palliser Campus will have some available programming
spaces in the Business and Engineering Technology programs. There is also
space to accommodate increased programming for ESL. Moose Jaw is receptive
to supporting SIAST international students in their studies and transition to
temporary foreign workers, and, eventually, as immigrants to Moose Jaw or
elsewhere in Saskatchewan.
International students are interested in a variety of accommodations, from
home-stay to renting independent accommodations to student residences. SIAST
Palliser Campus currently does not have a student residence. There are options
for independent accommodation although the housing market in Moose Jaw
is tightening. SIAST does offer a home stay program for international students.
However, many international students (especially those just arrived in Canada)
have a very strong preference for student residence accommodation. With student
residences, international students have many of the accommodation unknowns
resolved prior to arrival in Canada. In short, without a student residence at SIAST
Palliser Campus, SIAST will be unable to offer the full range of accommodation
options necessary (home stay, independent accommodations and residence) and
will be at a competitive disadvantage with respect to other institutions. SIAST
Palliser Campus needs a student residence to accommodate both international and
Canadian students. The student residence would also incorporate the international
student support services. The detailed plan for the residence and costing is available
in Section 3.6 Palliser Residence.
A relatively
smaller community
may prove to be
a competitive
advantage
13

3.0 Operations
Attracting and retaining international students is a globally competitive business.
While international students do represent numerous intangible and tangible
benefits, such as enhanced revenue from international student tuition fees
and other ancillary fees, these benefits are not generated without cost. As
discussed in Section 2.0 SIAST Internationalization Strategy, SIAST needs to offer
new student support and academic programming in order to accommodate an
increased international student population. Likewise, there are significant costs
for international student recruitment. Section 3.0 Operations will outline
anticipated costs and anticipated revenues for implementing the SIAST
Internationalization Concept.
Please note: Costs and revenue are calculated using 2010 dollars as a constant.
It is assumed increases in costs (collective agreement, inflation, etc.) will have a
neutral impact considering an equivalent increase in revenue (tuition per student).
14

3.1 International Student Recruitment
Canadian universities and colleges use numerous processes to recruit international
students. Processes include attending international student fairs overseas (often
organized by Canadian embassies and high commissions) and the use of agents.
Agents are businesses overseas and in Canada that help potential international
students apply to universities and/or colleges and for study permits. Agents are paid
a commission by the receiving educational institution – approximately 10 to 20 per
cent of the first-year tuition. As the CBIE 2009 Survey of International Students
has shown, the internet is the principle tool international students use to make
an informed decision on which institution to apply to. A robust web presence is
critical to international student recruitment. Developing such a presence targeting
international prospects will be a key element in SIAST’s recruitment strategy.
An international student manager will be hired to design and implement a cost-
effective international student recruitment strategy. The international student
manager will also be responsible for overseeing general logistic and cultural
support services such as airport pickup, housing, cultural events, etc. In addition, an
international student assistant position will help the international student manager
as necessary on recruitment and general student support issues.
Please note: Overseas agency fees are incorporated in the tuition price. Therefore,
no overseas agency fees are noted below.
Table 1: Annual International Student Recruitment Costs
Item Number Cost Comment
1. International Student Manager 1.00 $84,000 Annual Salary and Benefits
2. International Student Assistant 1.00 $48,000 Annual Salary and Benefits
3. Promotion $50,000 Annual Expense
4. Support (logistics, hospitality) $25,000 Annual Expense
Total $207,000
An international
student manager
will be hired to
design and
implement a
cost-effective
international
student recruitment
strategy
15

3.2 International Student Application
Assessment & Registration
An application fee of $100 is charged for each international application. The
application fee will pay for the resources needed to assess applications and register
applicants. Revenue will increase with the workload requirements. Therefore, please
note that application and registration costs are considered scalable as well as cost
and revenue neutral.
A significant training component will be required to keep registration staff up
to date on constantly changing international academic equivalencies. Costs for
registration staff training will be shared with SIAST core budget because many
Canadian and/or landed immigrants applying to SIAST need the same expertise from
SIAST registration. A $20,000 annual professional development fund is budgeted to
allow for an effective application assessment and registration service.
Table 2: Annual International Student Application and Registration
Costs
Item Cost Comment
1. Professional Development Fund $20,000 Annual Funding
Total $20,000
3.3 International Student Services
Enhancing student services is a critical element of the internationalization concept.
Therefore, SIAST International Centre is proposed at SIAST Palliser Campus as a
place for international (and Canadian) students to socialize and to support/organize
academic and non-academic international programming. The SIAST International
Centre will be staffed by an international student advisor and administrative
assistant. The student advisor will be responsible for designing and delivering
international programming of interest to both international and Canadian students
and assisting with study permits, work permits and other immigration issues.
The SIAST International Centre will provide academic and cultural support
programming for international students, while Canadian students will be able to get
information and advice on international study or work programming. All students
will benefit from the multicultural and multilingual environment within the SIAST
International Centre.
Table 3: Annual SIAST International Centre Costs
1. International Student Advisor 1.00 $84,000 Annual Salary and Benefits
2. Administrative Support 1.00 $48,000 Annual Salary and Benefits
3. Other (Programming, Consumables, etc.) $25,000 Annual Expense
Total $157,000
16

3.4 Academic Programs
As discussed in Section 2.0 SIAST Internationalization Strategy, SIAST will focus
on three areas for international students: i) Business, ii) Engineering Technologies
and iii) ESL programming for students before and during their SIAST certificate and
diploma studies.
Projected costs and revenues for each program are in the following subsections.
3.4.1 ESL
ESL programming as part of this initiative will be, for the most part, centralized at
SIAST Palliser Campus. All pre-service ESL programming will be offered at SIAST
Palliser Campus.
Ongoing international student ESL support will be provided through the Language
Learning Centre (LLC) at SIAST Palliser Campus. The LLC will be a language lab
for up to 15 students at a time. The space is currently available at SIAST Palliser
Campus. Learning equipment including computers and software is needed.
Table 4: Annual SIAST LLC Costs
1. Computers and Software 15.00 $500 Annual Computer Depreciation
Total $7,500
The ESL pre-service training program will accommodate up to five levels of English
language capacity. The program will be in modules of 10 weeks offered four times
per academic year. Language instruction requires small class sizes, therefore cohorts
will be restricted to a maximum of 15 students. Instructional durations per day are
4.5 hours plus lab time in the LLC. Tuition fees for the ESL program will be $2,600
per 10-week module. Compared with other ESL providers within and outside the
province, SIAST offers close to the average rate to stay competitive. Please see
Figure 1 ESL Fee Comparison below.
Figure 1: ESL Fee Comparison
0
50
100
150
200
250
300
350
400
SIAST
MedicineHat
RedRiver
BowValley
NAIT
Seneca
URegina
USask
Average
17

Each cohort contains 15 seats. The cost of each cohort will be instructor expense
and ancillary costs for an annual total of $95,593. Tuition from each seat will
generate revenue of $10,400 a year because the program will run four times a year,
see Table 5 ESL Programming Costs and Revenue Source.
Table 5: ESL Programming Costs and Revenue Source Per Cohort
Item Costs Number Cost Comment
1. Instructors 1.00 $80,593 Annual Salary and Benefits
2. Ancillary Costs (field trips, LLC) $15,000 Annual Expense
Total $95,593
Revenue
1. Tuition 15.00 $10,400 4 semesters x 10 weeks
Total $156,000
As noted in Figure 2 ESL Revenue vs. Costs below, there is revenue potential in ESL
program delivery, particularly with higher enrolments. The break-even point is less
than two cohorts. However, the main SIAST motivation for providing ESL training
services would be to qualify otherwise unqualified international students for SIAST
certificate and/or diploma programs. More value is associated with the certificate,
diploma and degree graduates as opposed to a strict ESL student. For example,
certificate, diploma and degree graduates are able to apply for permanent residence
under SINP while ESL program graduates cannot. Therefore, the ESL program will be
marketed and implemented as a pre-service or feeder program to SIAST programs.
Despite the higher costs and lower revenues compared to other SIAST programs,
the ESL program is a necessary pre-requisite to accommodating the ongoing needs
of international students.
$0
180160 200
$500
$1,000
$1,500
$2,000
$2,500
Number of Students
Thousands
140120100806040200
COST
REVENUE
Figure 2: ESL Revenue vs. Costs
18

3.4.2 Business
As noted in Figure 3 Business Revenue vs. Costs below, Business programs offer
considerable potential for international student recruitment. With the ability to
accept a few students over capacity in Business programs, SIAST can integrate
approximately 50 international students into currently unoccupied spaces. The
marginal cost to SIAST for these additional students would (not including the
recruitment and international student support costs) be nil.
The challenge to SIAST is to fill seats once committed to running each cohort. Often
programs do operate a few seats below capacity when student-for-programming
demand is relatively weak. However, there are number of tools available to
encourage international students in particular to fill the otherwise empty training
seats. A description of SIAST’s strategy for filling otherwise potentially empty
training seats is outlined in Section 3.5 International Enrolment Management.
International tuition fees for Business programs would average approximately
$9,400 per student per year. Approximately 50 seats (certificate and diploma
programs combined) from existing capacity would be filled by international students
through international enrolment management. Additional cohorts will be added as
warranted by demand.
After the existing 50 seats are filled, new cohorts could be added. Instructor
expense and ancillary costs are forecast to be $125,000 a year. Please see Table 6
Business Programming Costs and Revenue.
Table 6: Business Programming Costs and Revenue Source Per Cohort
1. Instructors 1.50 $120,000 Total Annual Salaries
and Benefits
2. Ancillary Costs $5,000 Annual Expense
Total $125,000
Revenue
1. Tuition 25.00 $9,400 2 semesters x 4 months
Total $235,000
Business programs generate relatively high return compared to other programs due,
in part, to the programs’ lower costs.
SIAST can integrate
approximately
50 international
students into
currently unoccupied
Business spaces
19

Compared to other Canadian institutions at a college level, SIAST offers
international students a competitive rate in Business programs, which is below the
average business rate, $10,794. Please see Figure 4 Business Fee Comparison below.
Figure 4: Business Fee Comparison
$0
180160 200
$500
$1,000
$1,500
$2,000
Number of Students
Thousands
140120100806040200
COST
REVENUE
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
SIAST
MedicineHat
RedRiver
RedDeer
NAIT
Seneca
Average
Figure 3: Business Revenue vs. Costs
20

3.4.3 Engineering Technology
Engineering Technology programs have approximately 30 vacant seats in various
programs that could be filled by international students through international
enrolment management. Additional cohorts could be added as warranted by
demand.
Each additional cohort size is 25 seats. After the existing 30 seats are filled, adding
an extra cohort will cost $215,000 a year, including instructor expense and ancillary
cost. Revenue is generated by tuition per student. Please see Table 7 Engineering
Programming Costs and Revenue Source.
Table 7: Engineering Programming Costs and Revenue Source
Per Cohort
1. Instructors 2.50 $200,000 Annual Salary and Benefits
2. Ancillary Costs $15,000 Annual Expense
Total $215,000
Revenue
1. Tuition 25.00 $10,500 2 semesters x 4 months
Total $262,500
As can be seen in Figure 5 Engineering Technology Revenue vs. Costs, there is
significant potential for filling otherwise potentially empty seats. Although the
costs for Engineering Technologies is higher than Business, significant capacity for
international students is available.
$0
180160 200
$500
$1,000
$1,500
$2,000
$2,500
Number of Students
Thousands
140120100806040200
COST
REVENUEFigure 5: Engineering Technology Revenue vs.
Costs
21

Figure 6: Engineering Technology Fee Comparison
The average international tuition for Engineering Technology programs is estimated
at $10,500 per student per year. Figure 6 shows the fee comparison of SIAST
Engineering Technology programs with other Canadian institutions. SIAST has a
competitive rate over other colleges in other provinces. (The average Engineering
Technology rate is $11,633)
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
SIAST
MedicineHat
RedRiver
RedDeer
NAIT
Seneca
Average
22

3.5 International Student Enrolment
Management
International Student Enrolment Management (ISEM) is a process to encourage
international students to enrol in otherwise vacant training seats. While tuition rates
for Canadian students are highly regulated by The SIAST Act, international student
tuition by comparison is fairly discretionary to SIAST management providing it
recovers instructional and other marginal costs.
As a result, SIAST proposes a tuition band rate that will float based upon enrolment
figures. SIAST would offer lower international tuition rates (though still significantly
higher than Canadian tuition rates) to undersubscribed programs. However, ISEM
will not have tremendous application to international students applying to SIAST
from overseas. The process to receive study permits from CIC needs to begin up
to 12 months before studies are to start, at which point SIAST would not have a
clear estimate of future enrolments. However, for international students already
in Canada, it is anticipated that ISEM could be a potent tool for international
student recruitment and enrolment. International students already in Canada are
typically very cost conscious and are seeking quality programming with strong
employment opportunities (in Canada and/or abroad) at a reasonable cost. Because
they are already located in Canada, these international students can change their
programming/training institution with relatively short notice to CIC.
23

3.6 SIAST Palliser Residence
As discussed in Section 2.3 Service Concentration at SIAST Palliser Campus,
a design of the Student Residence by Mews Corporation (March 2010) is enclosed
in Attachment B Final Report of SIAST Palliser Student Residence. The proposed
SIAST Palliser Campus Student Residence would be for both Canadian and
international students. By no means is it expected that all international students
would live at the residence. Nevertheless, as discussed in Section 2.3, a student
residence is vital to recruiting international students from abroad – at least to meet
initial needs for accommodation.
The report plans for $15-million building with 51 suites and a total of 200 beds
located within easy walking distance of campus on land currently owned by the
Government of Saskatchewan northwest of SIAST Palliser Campus. The report
recommends a locally competitive $500/month rental rate to cover mortgage
payments and operational expenses, assuming a down payment of $5-million.
It further assumes a 20 per cent vacancy rate (due to SIAST Palliser Campus vacation
times). A daycare is in the design for the main floor of the residence.
With reference to the Mews Corporation reports, SIAST is considering the following:
• Depending on market conditions, construction costs may be higher than
$15-million.
• An international student centre may be better placed in the residence with the
daycare to be located on the main SIAST Palliser Campus.
• Vacancy assumptions (20 per cent) may be high – scheduling more
programming (apprenticeship, certificate, diploma, etc.) over typical holiday
times will likely keep vacancy to a lower rate (5 to 10 per cent).
• Revenue potential may be available through naming rights.
• A public private partnership can be developed through a tendering process on
the design and construction consultant services needed.
SIAST believes that with the above assumptions and considerations, a down
payment on the residence in the $6-million to $8-million range is needed to ensure
rent revenues will cover mortgage costs, operational costs and depreciation.
Revenue sources for the down payment include all three levels of government and
potentially the private sector (naming).
A student residence
is vital to recruiting
international
students
24

3.7 Implementation Schedule
June 2011 Appropriate funding must be secured to meet the target dates
as set out below.
April 2012 Student recruitment begins. An aggressive student recruitment
campaign will take place both abroad and within Canada.
The targets set are very ambitious. To significantly increase
international student enrolment, SIAST must ensure that it
is properly marketing itself 18 months in advance of the first
enrolment of the new initiative.
April 2012 Construction begins.
September 2013 First enrolment.
25

3.8 Enrolment Targets
SIAST’s strategy is to fill all potentially available seats within four years. Total profits
of all programs are approximately $1.7-million. The numbers of seats for each
program are as follow. The approximate annual net profits are listed as well.
1. ESL – 100 students (net $300K)
2. Business – 150 students (net $900K)
3. Engineering Technology – 125 students (net $500K)
According to the annual expense from Section 3.1 to 3.4, total annual fixed cost of
the internationalization concept is $391,500 each year; see the following table for
internationalization overhead expense, prior to program costs.
Table 8: Internationalization Annual Overhead Expense
Annual International Student Recruitment Costs $207,000
Professional Development Fund $20,000
Annual SIAST International Centre Costs $157,000
Annual SIAST LLC Costs $7,500
Total $391,500
At the end of the fourth year, if the above enrolment targets are met, the program
will be self-sustaining.
26

4.0 Risk Mitigation Strategy
The risk mitigation strategy below outlines SIAST’s strategy to address each of the
identified risks for increased international student recruitment/enrolment efforts.
1. Lack of degree programming
• Articulation with SIAST certificate and diploma programs
• Strategic partnerships with the URegina and potentially with USask
2. ESL Programming
• Develop ESL program specific to the needs of international students before they
enter SIAST certificate or diploma programming
3. International Student Services
• Establish support services specific to the needs of international students
• Centralize international student support services at SIAST Palliser Campus
• Establish student residence at SIAST Palliser Campus for Canadian and
international students
4. Competitive pressure from URegina/USask
• Moose Jaw location significantly insulates SIAST but not far enough to
meaningfully dampen the potential third and fourth years at URegina or USask
• Continue to develop and strengthen strategic partnerships with URegina
and USask
5. SIAST is not a well-known institution among international students
• Niche marketing to potential international students who are also interested in
articulated certificate and diploma options and immigration
• Coordinate international student recruitment messaging and other efforts
with SINP
• SIAST will be cost competitive in terms of tuition and living expenses
27

i
Facts and figures 2009 – Immigration overview: Permanent and temporary residents by CIC.
http://www.cic.gc.ca/english/resources/statistics/facts2009/index.asp (September 2010)
ii
Premiers Working to Sustain Economic Recovery by The Council of the Federation (August 5, 2010)
http://www.councilofthefederation.ca/pdfs/Prem_Working_to_Sustain_Economic_Recovery.pdf.
iii
Seneca Website at: www.senecac.on.ca/journey/international. Retrieved December 2, 2008
iv
SAIT Polytechnic at: www.studyincanada.com/English/schools. Last updated September 8, 2010
http://www.studyincanada.com/english/schools/profile.asp?SchoolCode=csait01&ProfileType=College&URL=etours
v
Conversation with Red River College director of International Education, Bruce Condie, September 4, 2008.
vi
Source: SINP Databank/CDQ, accessed March 15, 2010
vii
Economic Impact of International Education in Canada, Foreign Affairs and International Trade Canada, July 2009
viii
Facts and figures 2009 – Foreign students present on December 1 by level of study
http://www.cic.gc.ca/english/resources/statistics/facts2009/temporary/18.asp
ix
Canada–Foreign students present on December 1, 2009 by province or territory and urban area, by CIC
http://www.cic.gc.ca/english/resources/statistics/facts2009/temporary/16.asp
x
Statistics Canada – Median age of the population of Canada, provinces and territories, 1971 and 2006
http://www.statcan.gc.ca/pub/91-003-x/2007001/t/4129901-eng.htm
xi
Canada First – The 2009 Survey of International Students
http://www.cbie.ca/data/media/resources/20091110_SurveyInternationalStudents_e.pdf
28

ATTACHMENTS
Attachment A
Current University Articulation Agreements
Attachment B
Final Report of SIAST Palliser Student
Residence by Mews Corporation
(March 2010)

Attachment A
Current University Articulation Agreements
SIAST Programs Recognized for Transfer Credit at Other Institutions
Updated November 15, 2010
30

SIAST Division - BUSINESS
Business Athabasca University (AU) 60 cu for SIAST Business Diploma toward a AU Bachelor of Management
(Human Resources Management or Marketing) or Commerce (Accounting
and e-commerce)
SIAST Program Partner Institution Description of Transfer Credits Granted to SIAST Graduate
Business Athabasca University 60 cu for SIAST Business Diploma Marketing Specialty into AU Bachelor of
Management or Bachelor of Commerce
Business University of Lethbridge -
Faculty of Management
May be eligible to receive two years of block credit for business and
business-related diplomas to complete the Bachelor of Management degree
in two years.
Business (Accounting) University of Lethbridge –
(post-diploma) in two years.
Business (Administration) University of Lethbridge –
Business (Financial Services) University of Lethbridge –
Business (Human Resources) University of Lethbridge –
Business
(Information Systems)
University of Lethbridge –
Business (Marketing) University of Lethbridge –
Business (Financial Services) Athabasca University May be eligible for block transfer of 60 cu towards the Bachelor of
Management and Bachelor of Commerce post-diploma programs.
Business (Human Resources) Athabasca University May be eligible for block transfer of 60 cu towards the Bachelor of
Management and Bachelor of Commerce post-diploma programs
Business (Marketing) Athabasca University May be eligible for block transfer of 60 cu towards the Bachelor of
Management and Bachelor of Commerce post-diploma programs
Business (Administration) Athabasca University May be eligible for block transfer of 60 cu towards Bachelor of
Management and Bachelor of Commerce post-diploma programs.
Business (Administration) University of Regina 30 cu toward first year of Administration Program, Faculty of Administration
Business and
Entrepreneurial Studies
Athabasca University Transfer credit granted for 33 SIAST courses
Business Certificate
Program
Briercrest College and
Seminary
Reciprocal agreement for SIAST courses in Accounting, Business
Communications, Computers, Economics, Finance, Human Resources,
Management and Statistics – Refer to original document for details.
31

SIAST Division - BUSINESS
SIAST Program Partner Institution Description of Transfer Credits granted to SIAST graduate
Business Information
Systems
Athabasca University May be eligible to receive 60 cu toward Bachelor of Management and
Bachelor of Commerce post-diploma programs.
Business Program
Business Certificate,
Accountancy, Administration,
Financial Services,
Human Resources,
Information Systems,
Marketing
University of Regina –
Paul Hill School of Business
May be eligible for credit transfer towards the Bachelor of Business
Administration.
Business-Accountancy,
Administration,
Financial Services,
Human Resources,
Information Systems,
Marketing
University Canada West Transfer into third year of Bachelor of Commerce Degree with the
requirement to complete an additional 60 cu as described in agreement.
Can be completed on-line (two years plus a residency requirement) or on
campus (one year). Upon completion can choose to obtain an Masters of
Business Administration in one additional year.
Computer Information
Systems
Athabasca University List of block transfers currently in place (60 credits)
Systems
University of Regina CIS Diploma program equivalent to first two years of Bachelor of Science in
Computer Science Department
Systems
University of Lethbridge Admission granted into two-year post-diploma Bachelor of Science in
Computer Science
32

CAD/CAM Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
CAD/CAM Engineering
Technology
Lakehead University Graduates may be eligible for advanced standing toward a Degree in
Engineering. Faculty of Engineering offers post-diploma programs which
enable qualified Engineering Technology graduates from accredited
Canadian technology programs to obtain engineering degrees. Post-
diploma program typically consists of two years full-time study preceded by
transition courses. Check Faculty of Engineering website.
CADD Technology Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
Civil Engineering Technology Camosun College Bridging
program into the University
of British Columbia
Graduates with a cumulative GPA of 70 per cent are eligible for entry
into the Civil Engineering Bridging Program at Camosun College. After
completion qualified for entry into UBC Engineering
Civil Engineering Technology Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
Civil Engineering Technology Lakehead University Graduates may be eligible for advanced standing toward a Degree in
Canadian technology programs to obtain Engineering degrees. Post-
Computer Engineering
Technology
Computer Engineering
Technology
Electrical Engineering
Technology
enable qualified Engineering technology graduates from accredited
Electrical Engineering
Technology
Electronic Systems
Engineering Technology
SIAST Division - Technology
33

SIAST Division - Technology
Electronic Systems
Engineering Technology
Electronics Engineering
Technology
Electronics Engineering
Technology
Environmental Engineering Lakeland College Direct entry to Lakeland’s Bachelor of Applied Science: Environmental
Management Degree program
Environmental Engineering Royal Roads University May be eligible for full block transfer into the third year of the Bachelor of
Science in Environmental Science and Bachelor of Science in Environmental
Management Degree at Royal Roads University in Victoria, BC
Environmental Engineering
Technology
Mechanical Engineering
Technology
Lakehead University Graduates maybe eligible for advanced standing toward a Degree in
Geomatics Technology University of Lethbridge May be eligible for admission into a two year post-diploma Bachelor’s
Degree program in Geographical Information Science.
Geomatics Technology Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
Mechanical Engineering
Technology
Geometrics Technology
Diploma
British Columbia Institute
of Technology
Block transfer into third year of Geometrics Degree Program
Water Resources Engineering
Technology
Instrumentation Engineering
Technology
Water Resources Engineering
Technology
Royal Roads University May be eligible for full block transfer into the third year of the Bachelor of
Science in Environmental Science and Bachelor of Science in Environmental
Management Degree at Royal Roads University in Victoria, BC
34

Attachment B
Summary of the Final Report of SIAST Palliser
Student Residence by Mews Corporation
(March 2010)
35

The Saskatchewan Institute of Applied Science and Technology commissioned Mews
Corporation to develop an initial feasibility study and plan for a student residence
to service the accommodation needs of SIAST Palliser Campus in Moose Jaw. The
following is a summary of the findings published in March 2010.
The Site:
The proposed site of the residence is a currently vacant lot one block northwest of
SIAST Palliser Campus (MacDonald Street between 7th Avenue NW and 9th Avenue
NW). The site is currently owned by the Government of Saskatchewan (Ministry of
Government Services). Prior to the site purchase, SIAST would require i) subdivision
of the large land parcel owned by the Government of Saskatchewan (pending final
design land needs), ii) municipal rezoning to allow for the residence,
iii) an environmental study.
Site Location
Image: Google Earth
36

Design:
Mews Corporation proposed a concrete nine-storey single building containing six
suites (four bedrooms, two bathrooms and one kitchen per suite) per floor. The
residence would have a total of 51 suites accounting for 200 beds. A further
design option would be a series of three- to four-storey low-rise buildings.
The low-rise option would improve the aesthetic appeal and functionality of the
residence but would increase land requirements on the current Government of
Saskatchewan-owned site.
Typical Area
Suite Sq. Ft.
Bed-1 88
Bed-2 88
Bed-3 88
Bed-4 88
Bath-1 20
Bath-2 20
Living/Dining 371
Storage 19
Cir/Walls 133
Total Area 916
Daycare Total Number
Space Ft^
2 of Spaces
Preschool 1,120 21
Toddlers 580 10
Infants 330 6
Total 2,010 37
Other 952
Total 2,962
Typical handicapped suite;
three bedrooms, storage,
and kitchen/dining suite.
2 Elevators
Daycare Space
• Two separate entrances
• Kitchen
• Storage and locker space
• Washrooms
• Access to outdoor play space
• Drop off area
• Space for 30-40 children
Item Area Sq. Ft.
Site 28,840
Building
Ft Print 7,573
Area 68,157
Suites
Suites-Reg 48
Main 3
Total Suites 51
Bedrooms
Floors 2-9 192
Main Floor 8
Total Bedrooms 200
Main Floor
37

Typical Area
Suite Sq. Ft.
Bed-1 88
Bed-2 88
Bed-3 88
Bed-4 88
Bath-1 20
Bath-2 20
Living/Dining 371
Storage 19
Cir/Walls 133
Total Area 916
Typical Floor
• 6 Suites
• 24 Bedrooms
• 2 Elevators
• 2 Stairwells
• Laundry Room
• 1 Washer
• 1 Dryer

Second to Ninth Floors
38

Capital Costs:
Mews Corporation estimates the cost for the residence at $15-million. Costs are
approximated as per the following:
Construction: $ 12,300,000
Consultancy: $ 1,000,000
Appliances/Furniture $ 300,000
Taxes $ 700,000
Contingency & Other $ 700,000
Operating Revenues and Costs:
Mews Corporation notes that for rents to remain competitive with off-campus
housing options, rent is targeted at $500/month. A relatively high vacancy rate
of 20% is assumed. However, scheduling of SIAST programming over the summer
months – especially for international students in ESL, Business and Engineering
Technology programming – would increase demand and vacancy rates in the
May to August period. Rent at the 200-bed residence at $500/month/bed with
80 per cent occupancy would generate $960,000 annually.
Annual costs of approximately $320,000 include utilities (included in rent),
maintenance, janitorial and administration. Municipal property taxes are not
included because SIAST is exempt by virtue of The SIAST Act. Approximately
$640,000 annually would be available to cover payments against a mortgage.
This would allow for a mortgage of $8,200,000 at 6.0 per cent interest amortized
over 25 years.
Start Up Equity:
In order for the residence to be cost effective, a minimum of $6.8-million in start-up
equity investment is needed. Primarily public (non-repayable) sources are needed.
However, a smaller minority portion of the program may be financed through
public-private partnerships, but the $500/month rent threshold must be a primary
consideration in any collaboration with private investors. SIASTInternationalizationConcept
39

Conclusions:
The student housing project at SIAST Palliser Campus would be economically
feasible providing:
1. The proposed site and the appropriate zoning can be obtained.
2. The residence is not subject to municipal property tax.
3. The start-up equity is available.
4. Annual vacancy rates do not exceed 20 per cent.
40

SIAST
Business Development
and International Partnership
400 - 119 4th Avenue South
Saskatoon SK S7K 5X2 Canada

SIAST_report_feb-8-web

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