The document presents SIAST's internationalization concept to establish programming and services to attract more international students. It outlines benefits like preparing Canadian students for global work, providing potential skilled immigrants, and increasing revenue from higher international tuition fees. Currently, SIAST has few international students due to a lack of dedicated supports. The concept proposes concentrated services at Palliser Campus including ESL programming, pathways to degrees, marketing Saskatchewan, and a new student residence to recruit 450 international students within four years, providing over $1.5 million annual net revenue to SIAST.
Internationalization of Business Schools - What determines the internation...Eduniversal
Presentation of Prof. Thami Ghorfi during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 3
"What determines the international brand identity of the school?"
The document describes the Oxford Diploma in Financial Strategy, a postgraduate qualification offered by Saïd Business School at the University of Oxford. The diploma provides expertise in finance, strategy, and corporate valuation through four core modules taught over one year. It is designed for experienced finance professionals and senior managers seeking to enhance their skills and career opportunities. The intensive modules are taught over four days and cover topics like strategy, finance, mergers and acquisitions, and valuation. Completing the diploma involves passing exams in each module and a final business project.
The Future of International Education updated 17 AugustAdrian Soh
This document discusses opportunities to enhance international students' experiences in Victoria through an intercultural, multi-stakeholder approach. It identifies several areas for improvement based on a review of recent reports, including pre-arrival information and advice, English language support, interaction between international and domestic students, and access to paid work. The document proposes two strategic priorities: 1) ensuring cultural competence and exposing students to Australian society/culture, and 2) establishing coordinating bodies and multi-stakeholder mechanisms to better support international students.
Vocabulary for Intensive English Program AdministratorsErin O'Reilly
1) Key IEP program administration terms for those new to the industry or transitioning into intensive language program administration
2) Concise overview of essential terms and their significance
The budget proposal from CISD includes the following key points:
- It serves a student population of 13,500 students from pre-K to 12th grade across 10 elementary schools, 3 middle schools, 2 high schools, and alternative campus.
- The budget prioritizes maintenance funding to repair school buildings and seeks to reduce costs to $100 per student while expanding programs for career training and high-achieving students.
- The proposal outlines various federal and state funding sources they plan to apply for including Title I, Title II, technology grants, and aims to receive $16 million from Improving the Academic Achievement of the Disadvantaged Grant.
- It proposes an line-item approach to budget
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
This document provides information about various grant and fellowship opportunities organized into different sections based on eligibility criteria. The first section titled "General" contains opportunities that accept applicants from various backgrounds. The second section "Developing Countries" includes opportunities limited to candidates from developing nations or located within those countries. Subsequent sections are for journalists, specific professions, and women. Many opportunities require strong English skills and applicants must submit work samples and CVs. Direct inquiries to the organizations listed.
Internationalization of Business Schools - What determines the internation...Eduniversal
Presentation of Prof. Thami Ghorfi during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 3
"What determines the international brand identity of the school?"
The document describes the Oxford Diploma in Financial Strategy, a postgraduate qualification offered by Saïd Business School at the University of Oxford. The diploma provides expertise in finance, strategy, and corporate valuation through four core modules taught over one year. It is designed for experienced finance professionals and senior managers seeking to enhance their skills and career opportunities. The intensive modules are taught over four days and cover topics like strategy, finance, mergers and acquisitions, and valuation. Completing the diploma involves passing exams in each module and a final business project.
The Future of International Education updated 17 AugustAdrian Soh
This document discusses opportunities to enhance international students' experiences in Victoria through an intercultural, multi-stakeholder approach. It identifies several areas for improvement based on a review of recent reports, including pre-arrival information and advice, English language support, interaction between international and domestic students, and access to paid work. The document proposes two strategic priorities: 1) ensuring cultural competence and exposing students to Australian society/culture, and 2) establishing coordinating bodies and multi-stakeholder mechanisms to better support international students.
Vocabulary for Intensive English Program AdministratorsErin O'Reilly
1) Key IEP program administration terms for those new to the industry or transitioning into intensive language program administration
2) Concise overview of essential terms and their significance
The budget proposal from CISD includes the following key points:
- It serves a student population of 13,500 students from pre-K to 12th grade across 10 elementary schools, 3 middle schools, 2 high schools, and alternative campus.
- The budget prioritizes maintenance funding to repair school buildings and seeks to reduce costs to $100 per student while expanding programs for career training and high-achieving students.
- The proposal outlines various federal and state funding sources they plan to apply for including Title I, Title II, technology grants, and aims to receive $16 million from Improving the Academic Achievement of the Disadvantaged Grant.
- It proposes an line-item approach to budget
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
This document provides information about various grant and fellowship opportunities organized into different sections based on eligibility criteria. The first section titled "General" contains opportunities that accept applicants from various backgrounds. The second section "Developing Countries" includes opportunities limited to candidates from developing nations or located within those countries. Subsequent sections are for journalists, specific professions, and women. Many opportunities require strong English skills and applicants must submit work samples and CVs. Direct inquiries to the organizations listed.
New Zealand - Vietnam scholarships country portfolioTruong Le Minh
The document describes the New Zealand ASEAN Scholars Awards program which provides 178 scholarships for postgraduate study in New Zealand. Specifically for Vietnam, 30 scholarships are available for Vietnamese nationals to obtain a postgraduate degree in New Zealand starting in 2014. The scholarships cover full tuition fees and living costs. Eligible applicants must be Vietnamese citizens under 40 years old (45 for PhDs) with a bachelor's or master's degree and at least 2 years work experience. Applications are due by July 1st, 2013 and selection is based on academic merit, leadership, and benefits to Vietnam's development.
This document provides an overview of financial aid strategies from the Financial Aid Strategy website. It discusses maximizing financial aid and minimizing costs through understanding forms like FAFSA and the CSS Profile, effective asset placement, and appealing financial aid awards. Key points covered include how factors like GPA, test scores, assets, income and family size affect financial aid eligibility and expected family contribution calculations. The document aims to educate parents on navigating the financial aid process to afford the best college for their child.
This document provides information to help families understand and maximize their eligibility for financial aid. It begins with examples of expected family contributions for college based on income. It then discusses strategies like sheltering savings and the impact of assets, income sources, and financial forms. The document lists top colleges and their large endowments, noting most award aid based on need. It aims to ease the financial burden through options like merit awards, grants, loans, and lower-cost schools. Overall, the document seeks to educate families on financial aid rules and strategies to increase their eligibility and affordability of higher education.
The York University Student Investment Fund (YUSIF) is a proposed endowment fund that would be managed by York University students. It aims to provide hands-on investment experience for students and support scholarships. Previously, students managed a short-term equity portfolio fund through the York Finance Club, but it did not allow for proper diversification or long-term investing. The proposed YUSIF fund seeks $50,000 in seed funding from alumni to be managed long-term by a team of students overseen by an advisory board. The goal is for students to gain real-world investment skills while also eventually using returns to support financial aid for students.
Contemporary Issues in Education: School Funding Jazzrob7
School funding is an educational issue that impacts students, teachers, and quality of instruction. It has historically been funded through local, state, and federal sources, with percentages shifting over time. Inadequate funding impacts students through larger class sizes, fewer course offerings and resources, and lower test scores. Teachers face larger class sizes, lack of support staff, and non-competitive salaries. Potential solutions include providing more equitable funding across school districts and increasing funding for programs that support disadvantaged students and schools.
Dr Karen Dos Reis is a lecturer at Cape Peninsula University of Technology. She has a doctorate in education, as well as several other qualifications related to education, accounting, and economics. Her areas of expertise include accounting education, mentoring, curriculum design, assessment, and teaching and learning. She has designed and implemented curricula, supervised graduate students, published papers, and developed community engagement programs.
Private Investment Opportunities In Education Booz And Company Bfe Mena 2011espie77
- The private school market in the GCC countries has grown substantially over the past decade from 1.4 million students to a projected 2.6 million students by 2020.
- Tuition spending has also increased dramatically from $5.2 billion currently to a projected $16.8 billion by 2020.
- Key drivers of growth include population increases, more students enrolling in private schools, and a shift towards higher-fee private school segments. However, challenges remain around teacher shortages, regulations, access to financing, and lack of market data and transparency.
Magnific IT Consulting Provides Abroad Work Permits, Student Visas & Visit Visas.
Details:
Mail id: info@magnificitconsulting.com
Contact: 9390917762,9390915218
Complete Admissions Support To Study In Canada
As one of the world’s favourite student destinations Canada has much to boast of. Students from across the world flock to its reputed universities to pursue courses in every discipline. Strong infrastructure, cutting edge curriculum and sprawling campuses are the hallmark of Canadian institutions. Magnific IT Consuting works with students to help them increase their chances of studying in Canada. We help students identify and apply to the right course and right college that can serve as a launchpad for their international career.
WHY STUDY IN CANADA?
Canada is one of the best places to higher studies and the country attracts thousands of students each year from abroad. The country provides world class education which is recognized globally. Research is one of the key components of a graduate student. The universities support the students who come out with best research ideas and many scholarships are given to student for their research works.
Affordable Education
Innovative and Abundant Research Opportunities
Immigration Possibilities
Exciting Campus Lifestyle
Healthy and Safe Communities
International students can often work while they study & Internships.
Upcoming Intakes In The Canada
Canadian universities and colleges offer three intakes. Intakes may also be referred to as a semester in some institutions. The three intakes available in Canada are:
Intake 1
Fall Semester – A popular intake starts in the month of September
Intake 2
Winter Semester – Starts in the month of January
Intake 3
Summer Semester – Usually starts from April/May, this intake is available for limited programs and colleges.
Work Authorization For Students:
The document lists several scholarship opportunities from various organizations. It provides details about each scholarship such as award amounts, eligibility criteria, deadlines, and website links for additional information. Scholarships cover a wide range of fields of study from nursing to government finance to information technology. Award amounts range from $500 to $10,000. Application deadlines span from December 2015 through February 2016.
The KDI School is accepting applications for its Master of Public Policy and Master of Development Policy programs until May 23, 2014. Full scholarships are available for outstanding international candidates. The Dean of KDI School encourages promoting these scholarship opportunities within relevant organizations in the recipient's home country. KDI School has recruited over 50% of its students internationally since 1997 and over 95% of international students receive full scholarships.
EducationUSA Weekly Update, #323, April 1, 2013EducationUSA
This document provides information on various scholarships, grants, and campus news items. It includes details on merit-based scholarships from Southern Oregon University, The University of Texas at Austin, Concordia University, Pacific University, and Chatham University. It also lists information on graduate assistantships at Cornell University and scholarships/fellowships at the University of Georgia. Additionally, it advertises Middle Eastern Affairs study grants from International House and various virtual student fairs and information sessions.
When you close a school for weeks or months, and you’re a traditional school district, you’re likely to be fine. When you close a charter school for weeks or months, it can be devastating.
In this recorded webinar, we explore options for charter school leaders to make decisions and have the resources available to do the right thing for your students, your staff and your larger community.
This document summarizes the key opportunities and challenges facing higher education in the UK. It discusses the introduction of higher tuition fees, greater scrutiny of universities, and challenges such as funding cuts and the power of the student consumer. It emphasizes that universities must be bold, confident, distinctive and agile to survive. The document also stresses the importance of quality academic support, employability, internationalization, and viewing students as partners rather than customers.
The document discusses misalignments in how K-12 education funding is currently spent and opportunities to restructure spending to better support student success. Specifically:
1. Spending has doubled since 1970 but the basic school structure has not changed, with 80% of increased funds going to staffing rather than other priorities.
2. Job structures, compensation, and class sizes are "one-size-fits-all" but do not meet the needs of all students. Struggling students in particular do not get enough individual attention and time.
3. Special education placements and models vary widely between states despite serving similar percentages of students.
The document argues states should reallocate resources to needier schools, break down
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
M Bridge 1 CASA 2018 Introducing Logistics Education in schools .pdfCINEC Campus
This document discusses introducing logistics education in Sri Lankan schools to improve the country's logistics performance and competitiveness. It notes that while logistics education exists at the university level, greater awareness is needed earlier. The document proposes a two-pronged informal and formal approach - the informal approach involves extracurricular activities to expose students to logistics, while the formal approach incorporates logistics into the national school curriculum. Introducing logistics education in schools could help address skills gaps and provide alternative career paths for many students who do not enter university.
This document summarizes a presentation about the Student Exchange Program (SEP) funded by Foreign Affairs, Trade and Development Canada (DFATD). The presentation objectives are to understand how SEP supports internationalization, how it functions, and the services provided by the Canadian Trade Commissioners network. SEP provides inbound and outbound scholarships for students and faculty between Canadian institutions and partners in the Caribbean and Americas. It has led to increased institutional partnerships, research collaborations, and opportunities for student and faculty mobility. Concordia University of Edmonton's involvement with programs like the Emerging Leaders in the Americas Program (ELAP) was highlighted, demonstrating benefits such as increased global awareness and cultural cooperation.
The Centre for Financial Studies at the University of New Brunswick was established in 2002 to build financial expertise in the Atlantic region. It manages over $7 million in assets through the student-run Student Investment Fund, the largest undergraduate fund in Canada. The Centre seeks to expand its offerings in entrepreneurship and energy finance, and develop new programs like a student-run venture capital fund. It is seeking $500,000 in annual funding for five years to support its vision and growth initiatives.
Five Best DLI Institutes in Canada for Study Visa in 2024AmitSingh3521
Discover the best DLI institutes in Canada.
The decision of choosing the right college in a new country can be tough, especially when you want the best. But we’ve made it easier for you by curating the five best DLI institutes in Canada that provide students with excellent academic opportunities, job prospects and more.
Make your dream of studying in Canada a reality and click on the link to read more.
https://www.pa-ic.com/study-canada/five-best-dli-canada/
This document outlines trends in the global higher education market and strategies for international student recruitment through 2+2 partnerships between community colleges and four-year universities. It discusses growth in the international student population and increased competition among countries. It then provides details on 3 specific 2+2 partnership programs between the University of Cincinnati, City College of San Francisco, and Northern Virginia Community College.
The 2013-2014 Barstow Community College Fact Book provides data and statistics about the college's student population, enrollment trends, student outcomes, courses, programs, faculty and staff. Some key highlights include:
- The Latino student population has increased and now makes up 38.1% of the total, closer to the 42% Latino population in the service area.
- More students are stating goals of completing associate degrees and transferring to four-year institutions.
- Success rates in credit courses have stabilized after hitting a low of 65.9% in 2010-2011, reaching 71.4% in 2013-2014.
- The distance education program accounts for about half of all course enrollments, with more students
New Zealand - Vietnam scholarships country portfolioTruong Le Minh
The document describes the New Zealand ASEAN Scholars Awards program which provides 178 scholarships for postgraduate study in New Zealand. Specifically for Vietnam, 30 scholarships are available for Vietnamese nationals to obtain a postgraduate degree in New Zealand starting in 2014. The scholarships cover full tuition fees and living costs. Eligible applicants must be Vietnamese citizens under 40 years old (45 for PhDs) with a bachelor's or master's degree and at least 2 years work experience. Applications are due by July 1st, 2013 and selection is based on academic merit, leadership, and benefits to Vietnam's development.
This document provides an overview of financial aid strategies from the Financial Aid Strategy website. It discusses maximizing financial aid and minimizing costs through understanding forms like FAFSA and the CSS Profile, effective asset placement, and appealing financial aid awards. Key points covered include how factors like GPA, test scores, assets, income and family size affect financial aid eligibility and expected family contribution calculations. The document aims to educate parents on navigating the financial aid process to afford the best college for their child.
This document provides information to help families understand and maximize their eligibility for financial aid. It begins with examples of expected family contributions for college based on income. It then discusses strategies like sheltering savings and the impact of assets, income sources, and financial forms. The document lists top colleges and their large endowments, noting most award aid based on need. It aims to ease the financial burden through options like merit awards, grants, loans, and lower-cost schools. Overall, the document seeks to educate families on financial aid rules and strategies to increase their eligibility and affordability of higher education.
The York University Student Investment Fund (YUSIF) is a proposed endowment fund that would be managed by York University students. It aims to provide hands-on investment experience for students and support scholarships. Previously, students managed a short-term equity portfolio fund through the York Finance Club, but it did not allow for proper diversification or long-term investing. The proposed YUSIF fund seeks $50,000 in seed funding from alumni to be managed long-term by a team of students overseen by an advisory board. The goal is for students to gain real-world investment skills while also eventually using returns to support financial aid for students.
Contemporary Issues in Education: School Funding Jazzrob7
School funding is an educational issue that impacts students, teachers, and quality of instruction. It has historically been funded through local, state, and federal sources, with percentages shifting over time. Inadequate funding impacts students through larger class sizes, fewer course offerings and resources, and lower test scores. Teachers face larger class sizes, lack of support staff, and non-competitive salaries. Potential solutions include providing more equitable funding across school districts and increasing funding for programs that support disadvantaged students and schools.
Dr Karen Dos Reis is a lecturer at Cape Peninsula University of Technology. She has a doctorate in education, as well as several other qualifications related to education, accounting, and economics. Her areas of expertise include accounting education, mentoring, curriculum design, assessment, and teaching and learning. She has designed and implemented curricula, supervised graduate students, published papers, and developed community engagement programs.
Private Investment Opportunities In Education Booz And Company Bfe Mena 2011espie77
- The private school market in the GCC countries has grown substantially over the past decade from 1.4 million students to a projected 2.6 million students by 2020.
- Tuition spending has also increased dramatically from $5.2 billion currently to a projected $16.8 billion by 2020.
- Key drivers of growth include population increases, more students enrolling in private schools, and a shift towards higher-fee private school segments. However, challenges remain around teacher shortages, regulations, access to financing, and lack of market data and transparency.
Magnific IT Consulting Provides Abroad Work Permits, Student Visas & Visit Visas.
Details:
Mail id: info@magnificitconsulting.com
Contact: 9390917762,9390915218
Complete Admissions Support To Study In Canada
As one of the world’s favourite student destinations Canada has much to boast of. Students from across the world flock to its reputed universities to pursue courses in every discipline. Strong infrastructure, cutting edge curriculum and sprawling campuses are the hallmark of Canadian institutions. Magnific IT Consuting works with students to help them increase their chances of studying in Canada. We help students identify and apply to the right course and right college that can serve as a launchpad for their international career.
WHY STUDY IN CANADA?
Canada is one of the best places to higher studies and the country attracts thousands of students each year from abroad. The country provides world class education which is recognized globally. Research is one of the key components of a graduate student. The universities support the students who come out with best research ideas and many scholarships are given to student for their research works.
Affordable Education
Innovative and Abundant Research Opportunities
Immigration Possibilities
Exciting Campus Lifestyle
Healthy and Safe Communities
International students can often work while they study & Internships.
Upcoming Intakes In The Canada
Canadian universities and colleges offer three intakes. Intakes may also be referred to as a semester in some institutions. The three intakes available in Canada are:
Intake 1
Fall Semester – A popular intake starts in the month of September
Intake 2
Winter Semester – Starts in the month of January
Intake 3
Summer Semester – Usually starts from April/May, this intake is available for limited programs and colleges.
Work Authorization For Students:
The document lists several scholarship opportunities from various organizations. It provides details about each scholarship such as award amounts, eligibility criteria, deadlines, and website links for additional information. Scholarships cover a wide range of fields of study from nursing to government finance to information technology. Award amounts range from $500 to $10,000. Application deadlines span from December 2015 through February 2016.
The KDI School is accepting applications for its Master of Public Policy and Master of Development Policy programs until May 23, 2014. Full scholarships are available for outstanding international candidates. The Dean of KDI School encourages promoting these scholarship opportunities within relevant organizations in the recipient's home country. KDI School has recruited over 50% of its students internationally since 1997 and over 95% of international students receive full scholarships.
EducationUSA Weekly Update, #323, April 1, 2013EducationUSA
This document provides information on various scholarships, grants, and campus news items. It includes details on merit-based scholarships from Southern Oregon University, The University of Texas at Austin, Concordia University, Pacific University, and Chatham University. It also lists information on graduate assistantships at Cornell University and scholarships/fellowships at the University of Georgia. Additionally, it advertises Middle Eastern Affairs study grants from International House and various virtual student fairs and information sessions.
When you close a school for weeks or months, and you’re a traditional school district, you’re likely to be fine. When you close a charter school for weeks or months, it can be devastating.
In this recorded webinar, we explore options for charter school leaders to make decisions and have the resources available to do the right thing for your students, your staff and your larger community.
This document summarizes the key opportunities and challenges facing higher education in the UK. It discusses the introduction of higher tuition fees, greater scrutiny of universities, and challenges such as funding cuts and the power of the student consumer. It emphasizes that universities must be bold, confident, distinctive and agile to survive. The document also stresses the importance of quality academic support, employability, internationalization, and viewing students as partners rather than customers.
The document discusses misalignments in how K-12 education funding is currently spent and opportunities to restructure spending to better support student success. Specifically:
1. Spending has doubled since 1970 but the basic school structure has not changed, with 80% of increased funds going to staffing rather than other priorities.
2. Job structures, compensation, and class sizes are "one-size-fits-all" but do not meet the needs of all students. Struggling students in particular do not get enough individual attention and time.
3. Special education placements and models vary widely between states despite serving similar percentages of students.
The document argues states should reallocate resources to needier schools, break down
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
M Bridge 1 CASA 2018 Introducing Logistics Education in schools .pdfCINEC Campus
This document discusses introducing logistics education in Sri Lankan schools to improve the country's logistics performance and competitiveness. It notes that while logistics education exists at the university level, greater awareness is needed earlier. The document proposes a two-pronged informal and formal approach - the informal approach involves extracurricular activities to expose students to logistics, while the formal approach incorporates logistics into the national school curriculum. Introducing logistics education in schools could help address skills gaps and provide alternative career paths for many students who do not enter university.
This document summarizes a presentation about the Student Exchange Program (SEP) funded by Foreign Affairs, Trade and Development Canada (DFATD). The presentation objectives are to understand how SEP supports internationalization, how it functions, and the services provided by the Canadian Trade Commissioners network. SEP provides inbound and outbound scholarships for students and faculty between Canadian institutions and partners in the Caribbean and Americas. It has led to increased institutional partnerships, research collaborations, and opportunities for student and faculty mobility. Concordia University of Edmonton's involvement with programs like the Emerging Leaders in the Americas Program (ELAP) was highlighted, demonstrating benefits such as increased global awareness and cultural cooperation.
The Centre for Financial Studies at the University of New Brunswick was established in 2002 to build financial expertise in the Atlantic region. It manages over $7 million in assets through the student-run Student Investment Fund, the largest undergraduate fund in Canada. The Centre seeks to expand its offerings in entrepreneurship and energy finance, and develop new programs like a student-run venture capital fund. It is seeking $500,000 in annual funding for five years to support its vision and growth initiatives.
Five Best DLI Institutes in Canada for Study Visa in 2024AmitSingh3521
Discover the best DLI institutes in Canada.
The decision of choosing the right college in a new country can be tough, especially when you want the best. But we’ve made it easier for you by curating the five best DLI institutes in Canada that provide students with excellent academic opportunities, job prospects and more.
Make your dream of studying in Canada a reality and click on the link to read more.
https://www.pa-ic.com/study-canada/five-best-dli-canada/
This document outlines trends in the global higher education market and strategies for international student recruitment through 2+2 partnerships between community colleges and four-year universities. It discusses growth in the international student population and increased competition among countries. It then provides details on 3 specific 2+2 partnership programs between the University of Cincinnati, City College of San Francisco, and Northern Virginia Community College.
The 2013-2014 Barstow Community College Fact Book provides data and statistics about the college's student population, enrollment trends, student outcomes, courses, programs, faculty and staff. Some key highlights include:
- The Latino student population has increased and now makes up 38.1% of the total, closer to the 42% Latino population in the service area.
- More students are stating goals of completing associate degrees and transferring to four-year institutions.
- Success rates in credit courses have stabilized after hitting a low of 65.9% in 2010-2011, reaching 71.4% in 2013-2014.
- The distance education program accounts for about half of all course enrollments, with more students
MKT 358Client Presentation FinalComplete Jeff Keuch
The document proposes a plan to increase international student enrollment at University of Wisconsin Parkside. Currently, there are approximately 46 international students enrolled. The plan aims to double enrollment to 80 students within one year and revise the goal to increase to 80 students within 3-5 years. Germany and Saudi Arabia are identified as target markets due to existing students from those countries and favorable economic conditions. Surveys of current German and Saudi students find that they pay little to no tuition at home and their tuition at Parkside is covered by scholarships. The students recommend Parkside for its small class sizes and friendly community. Partnerships with schools in Germany and Saudi Arabia are suggested to recruit more international students in a cost-effective manner.
Education for Sustainable Development Understanding Students Choice of Busine...ijtsrd
This document summarizes a research study that examined factors influencing students' choice to study business education programs at the University of Cape Coast in Ghana. The study extended the theory of planned behavior and examined how students' attitudes, subjective norms, perceived behavioral control, lifestyle perceptions, and views of a program's reputation affected their intentions to choose business education and subsequent enrollment trends. Survey responses from 342 students were analyzed along with 10 years of enrollment data for accounting and management programs. The findings provided insights into variations in factors influencing choice and revealed a gradual decline in enrollment dominated by male students. The researchers recommend interventions to improve enrollment and make programs more attractive.
List of SDS Colleges in Canada_ All You Need to Know about SDS Colleges.pdfsk visa gurukukl
Studying in Canada is a dream for many international students, and the Student Direct Stream (SDS) has made it more accessible than ever. SDS is a program designed to streamline the visa application process for students from specific countries, ensuring a faster and more efficient pathway to studying in Canada.
Doctoral Degrees in Canada – Challenges, Opportunities and New DirectionsUKCGE
Jeff Casello
Associate Vice-President, Graduate Studies
and Postdoctoral Affairs
UK Council on Graduate Education
Doctoral Outcomes: Evolution, Evaluation
and Experiences
Literacy For International Students In Canada Are you an transnational pupil looking for literacy to study in Canada or a Canadian pupil looking for backing to study abroad? Do n’t look any farther. This website contains multitudinous awards for transnational scholars and scholars in Canada, as well as Canadians studying and conducting exploration abroad. Canadian governments, foreign governments,non-governmental associations, and transnational associations all offer these awards.
The document discusses the National Credit Framework (NCrF) in India. It provides the following key points:
- The NCrF was jointly developed by the government to realize the objectives of the National Education Policy 2020. It will integrate credits earned through school, higher, and vocational education.
- The NCrF provides a comprehensive credit system that encompasses all types of learning, including academic, vocational, and experiential learning. It establishes procedures for assigning, accumulating, storing, transferring, and redeeming credits.
- Learning will be credited based on 1200 hours per year, equivalent to 40 credits. Credits will be awarded based on 30 notional learning hours equaling 1 credit.
Report on market for “Higher Education Abroad”RedSeer
The document provides an overview of the growing market for Indian students pursuing higher education abroad. Some key points:
- The number of Indian students studying abroad has grown significantly in recent years, outpacing domestic enrollment growth over 6x from 2016-2019 to reach approximately 770,000 students.
- Most students go to Anglophone countries like the US, UK, Canada, and Australia, spending over $28 billion annually. The majority enroll in postgraduate programs.
- The growth is driven by factors like better quality education and outcomes abroad, gaps in India's education system, higher standards of living overseas, and rising incomes in India.
- States like Andhra Pradesh, Punjab and Maharashtra contribute a large share of
The document discusses trends in global student mobility from an undergraduate perspective. It notes that Chinese and Saudi Arabian students are growing markets that are more likely to be fully funded at undergraduate levels. The US market has been driven by undergraduates in business disciplines and students following intensive English programs. Younger students are more influenced by social media and require more support services. There is no single solution for sustainable enrollment growth but implementing holistic strategies around technology, partnerships, and research can help make recruitment more responsive.
Centennial College Canada Ranking 2024 Fee Courses Eligibility.pdfsk visa gurukukl
Celebrating its centennial year in 2024, Centennial College Canada Ranking stands as a beacon of academic excellence, providing students with a transformative learning experience. As we explore the institution’s rankings, fees, courses, and eligibility criteria, this article aims to guide prospective students and their families through the exciting journey of higher education at Centennial.
EducationUSA Weekly Update, #358, December 9, 2013EducationUSA
The document provides information on scholarships and campus news from various universities. It lists scholarship opportunities for international students at the University of Kansas, Bryant University, Creighton University, Troy University, and the University of Toledo. It also provides brief summaries of campus news items from South Dakota State University, University of San Francisco, Pittsburg State University, and Dominican University of California.
Submission to the Victorian government on international educationAdrian Soh
This was Alexandria Agenda's recent submission to the Victorian Department of Economic Development, Jobs, Transport and Resources paper on international education. Please read our recommendations as to how we believe stakeholders in international education can be better engaged to build better outcomes for all parties involved.
This document summarizes an NSF presentation about funding opportunities for community colleges. It discusses several NSF programs that support STEM education projects involving community colleges, such as the Advanced Technological Education (ATE) program, which has provided over $650 million for community college technician education programs since 1994. It also briefly describes the goals and application processes for additional programs like STEM Talent Expansion Program (STEP), NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), and Transforming Undergraduate Education in STEM (TUES). The presentation emphasizes starting the proposal process early and following all guidelines to submit a compliant and competitive application.
The Directorate of Financial Assistance & University Advancement at the University of Agriculture Faisalabad was established to increase opportunities for student financial assistance, advancement of the university, and public-private partnerships. It consists of offices of Financial Assistance, University Advancement, and Career Services. The Financial Assistance Office provides various scholarships, installment plans, work programs, and other aid to support the 75% of UAF students from rural and underprivileged backgrounds. It manages large endowment and scholarship investment portfolios. The Career Services Office helps students with career counseling, employer connections, and over 100 student placements annually. The University Advancement Office promotes the university and raises funds through donors, alumni, and partnerships.
This document proposes a 3-year global alumni management plan for the City of Sydney consisting of 4 phases:
1) City-based farewell events for international graduates
2) Expanding global alumni events based on existing City events emphasizing local engagement
3) Providing global alumni networking focused on business collaboration and knowledge exchange
4) Building a dedicated space to exhibit Sydney alumni culture and encourage alumni startups
The plan aims to strengthen Sydney's global position in international education through effective alumni management and pursuing economic development opportunities with alumni.
3. 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
4. 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
SIASTInternationalizationConcept
ii
5. 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
SIASTInternationalizationConcept
iii
6. 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
SIASTInternationalizationConcept
iv
7. 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.
SIASTInternationalizationConcept
1
8. 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
SIASTInternationalizationConcept
2
9. 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.
SIASTInternationalizationConcept
3
10. 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
SIASTInternationalizationConcept
4
11. 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
SIASTInternationalizationConcept
12. 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.
SIASTInternationalizationConcept
6
13. 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.
SIASTInternationalizationConcept
7
14. 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.
SIASTInternationalizationConcept
8
15. 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
SIASTInternationalizationConcept
9
16. 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
SIASTInternationalizationConcept
10
17. 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
SIASTInternationalizationConcept
11
18. 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.
SIASTInternationalizationConcept
12
19. 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
SIASTInternationalizationConcept
13
20. 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).
SIASTInternationalizationConcept
14
21. 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
SIASTInternationalizationConcept
15
22. 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
Item Number Cost Comment
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
SIASTInternationalizationConcept
16
23. 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
Item Number Cost Comment
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
SIASTInternationalizationConcept
17
24. 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
SIASTInternationalizationConcept
18
25. 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
Item Number Cost Comment
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
SIASTInternationalizationConcept
19
26. 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
SIASTInternationalizationConcept
20
27. 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
Item Number Cost Comment
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
SIASTInternationalizationConcept
21
28. 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
SIASTInternationalizationConcept
22
29. 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.
SIASTInternationalizationConcept
23
30. 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
SIASTInternationalizationConcept
24
31. 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.
SIASTInternationalizationConcept
25
32. 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.
SIASTInternationalizationConcept
26
33. 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
SIASTInternationalizationConcept
27
34. 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
SIASTInternationalizationConcept
28
36. Attachment A
Current University Articulation Agreements
SIAST Programs Recognized for Transfer Credit at Other Institutions
Updated November 15, 2010
SIASTInternationalizationConcept
30
37. 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 –
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
(post-diploma) in two years.
Business (Administration) 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
(post-diploma) in two years.
Business (Financial Services) 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
(post-diploma) in two years.
Business (Human Resources) 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
(post-diploma) in two years.
Business
(Information Systems)
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
(post-diploma) in two years.
Business (Marketing) 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
(post-diploma) in two years.
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.
SIASTInternationalizationConcept
31
38. 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)
Computer Information
Systems
University of Regina CIS Diploma program equivalent to first two years of Bachelor of Science in
Computer Science Department
Computer Information
Systems
University of Lethbridge Admission granted into two-year post-diploma Bachelor of Science in
Computer Science
SIASTInternationalizationConcept
32
39. 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
(13 courses) to be completed
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
(13 courses) to be completed
Civil 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.
Computer Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
Computer 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.
Electrical 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.
Electrical Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
Electronic Systems
Engineering Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
SIAST Division - Technology
SIAST Program Partner Institution Description of Transfer Credits granted to SIAST graduate
SIASTInternationalizationConcept
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40. SIAST Division - Technology
Electronic Systems
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.
Electronics Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
Electronics 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.
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
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
Mechanical Engineering
Technology
Lakehead University Graduates maybe 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.
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
(13 courses) to be completed
Mechanical Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
Geometrics Technology
Diploma
British Columbia Institute
of Technology
Block transfer into third year of Geometrics Degree Program
Water Resources Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
Instrumentation Engineering
Technology
Memorial University Block transfer into Bachelor of Technology Degree with 39 credit hours
(13 courses) to be completed
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
SIAST Program Partner Institution Description of Transfer Credits granted to SIAST graduate
SIASTInternationalizationConcept
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41. Attachment B
Summary of the Final Report of SIAST Palliser
Student Residence by Mews Corporation
(March 2010)
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42. 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
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43. 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
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45. 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
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46. 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.
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