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Increased enrolment and strong retention rates

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Increased enrolment and strong retention rates

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Quality and student satisfaction indicators

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Strength of community and provincial partnerships

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Representatives as key contacts between departments (embedded when/where possible)  

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Representatives as key contacts between departments (embedded when/where possible)  

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What differentiates Mohawk?
Being strategic with our marketing- target alumni, or communities in need, who is the learner?

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Supportive International environment

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Website- needs to be easier to navigate for students and staff

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Engage the learner where they are at- what are the barriers to education, how can we support. Access college statement requires that commitment

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sustainability= sustainable learning for our alumni. Free micro credential list for our graduates- build an awareness

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Prospective students need to see what the option of part time learning looks like as they are deciding

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Difficult for students to complete full time credentials on a part time basis

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Difficult for students to complete full time credentials on a part time basis

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Issue for re-entry as well; not easy for students to return nor is it easy to do outreach

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Issue for re-entry as well; not easy for students to return nor is it easy to do outreach

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Student priorities and education are all different; how do we set them up for success? Especially important for International Students

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Student priorities and education are all different; how do we set them up for success? Especially important for International Students

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International student supports - response times could be improved and do we have the strategy and resources in the face of increased volume?

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International student supports - response times could be improved and do we have the strategy and resources in the face of increased volume?

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Challenge prioritizing development work to meet the needs of the students; constraints with PT/PL and 3rd party oversight

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Challenge prioritizing development work to meet the needs of the students; constraints with PT/PL and 3rd party oversight

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Work integrated learning is our differentiator – principle 

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Work integrated learning is our differentiator – principle 

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-       Embedded representatives from different departments (cross-communication) – we need to understand more about what is happening within other departments

-       Decentralized model

-       Using systems theory

-       Communities of Practice

-       Having the tough conversations – identifying barriers

-       Record and curate the conversations (for later viewing)

-       More detailed/interactive organizational charts with duties

-       Planned/structured “show and tell”  - either during Reading Week or on some regular schedule

-       Being comfortable with “mistakes” – sharing things that didn’t work as important learning

-       Caveat/caution – be mindful of workloads – needs to be manageable

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Gap analysis (3rd party) Where do we have opportunities relative to competition in PSE and industry needs

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Gap analysis (3rd party) Where do we have opportunities relative to competition in PSE and industry needs

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When looking at math and communications, definite mismatch with elementary/secondary preparation; how do we resolve to ensure improved preparedness?

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When looking at math and communications, definite mismatch with elementary/secondary preparation; how do we resolve to ensure improved preparedness?

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Block enrolment makes it difficult for students to proceed at the time and pace they want; also makes it difficult to find out who is out of synch

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Block enrolment makes it difficult for students to proceed at the time and pace they want; also makes it difficult to find out who is out of synch

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Set graduates up for success credential level matters - can’t compete against ie. MA’s. Are we creating the skilled worker and setting them up for success?

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Set graduates up for success credential level matters - can’t compete against ie. MA’s. Are we creating the skilled worker and setting them up for success?

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Need for change management to optimize our support of our different demographic students; discomfort with changing demoggraphic

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Need for change management to optimize our support of our different demographic students; discomfort with changing demoggraphic

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Industry and workforce driven to meet the level of credential needed.

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Industry and workforce driven to meet the level of credential needed.

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Need to revisit the Academic Appeal Policy; very confusing process for students and often a delay to pull together a panel; perhaps a Standing Appeal Committee with SWF time allocated whether they are needed or not

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Need to revisit the Academic Appeal Policy; very confusing process for students and often a delay to pull together a panel; perhaps a Standing Appeal Committee with SWF time allocated whether they are needed or not

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Major issue with not being able to access MyCanvas until the course starts; huge barrier and stress for students and faculty

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Major issue with not being able to access MyCanvas until the course starts; huge barrier and stress for students and faculty

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EDI – always a guiding principle whenever developing new programs 

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EDI – always a guiding principle whenever developing new programs 

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Issue with degree students not receiving advanced standing

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Issue with degree students not receiving advanced standing

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Flexibility in academic programming - meet learners where they are

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Flexibility in academic programming - meet learners where they are

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International students are working 40 hours/week; can't expect them to come to class 5 days a week

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International students are working 40 hours/week; can't expect them to come to class 5 days a week

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Capacity to delivery - faculty credentials, space etc.

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Capacity to delivery - faculty credentials, space etc.

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access college- GAS EAP semester 1 free access/ reduced cost for learners

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Alternative funding - Subsidize initial offerings through the Foundation

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Alternative funding - Subsidize initial offerings through the Foundation

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Why are there differences in how we support our students; for example International, CE, Apprenticeship, part time, etc.

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Why are there differences in how we support our students; for example International, CE, Apprenticeship, part time, etc.

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Base operations make processes difficult to navigate quickly

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Explore where we are supporting our students from; balance between remote and on-campus support Eg. CE students can no longer register in person; this is a barrier for some students

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Explore where we are supporting our students from; balance between remote and on-campus support Eg. CE students can no longer register in person; this is a barrier for some students

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to Drive enrollment - optimize feeders where we have connections already STEAM, Dual Credit, Academic Upgrading.

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to Drive enrollment - optimize feeders where we have connections already STEAM, Dual Credit, Academic Upgrading.

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Is there an opportunity to more fully support the career counselling/career planning services for students; esp. mid-career learners and Newcomers

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Is there an opportunity to more fully support the career counselling/career planning services for students; esp. mid-career learners and Newcomers

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Unique POS’s and differentiating by delivery mode.

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Unique POS’s and differentiating by delivery mode.

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Support time for AD's to be more innovative in their area

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Dedicated marketing strategy for direct entry students

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Dedicated marketing strategy for direct entry students

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Augmentative cost of living and child care pose barriers that disadvantage those who are most at risk.  OSAP is not covering the substantial increase in cost of living in our area, so finding ways to defray costs associated with basics (food, transportation- or not requirring, reduction of upfront spends) pose barriers.

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Late starts cause barriers. Processing of admissions needs to be reviewed and substantially simplified for both international and domestic admissions. Fewer hands, more service to get answers and enrollment completed.

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Self efficacy is low because the websites are hard to self-navigate for students at all levels, including registration where blocks and missed/makeup classes appear in different places and at different times. (would be remedied by course based registration).

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The special authorization system pushes of course based registrations for returning students to the busiest time right before classes start, which make it difficult to determine overflow seat requirements, adjust block sizes accordingly or make room adjustment requests to support, and because of clearing times and schedule conflicts can lead to students starting late. Most of this could be addressed with course based registration.

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Value streaming- which products work for which students? Student needs assessment based on life barriers (e.g. low skill/mid skill/high skill direct entries, mature returning-low skill/mid skill/high skill re-entry, low skill, mid skill, high skill international students all have different needs)- can lead to rationalization of which modes of delivery make sense where and in what proportion.

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Persistence term over term; program completion rates annually (regardless of start to capture impact of matures), completion rates annually (within the Ministry's reporting timeframe- won't service the part time matures- we may be able to use these two to influence change); time to register; wip turns on : - time from student application to offer; time from student offer to payment; time from offer acceptance to registration; response times for registration inquiries (stats on how many are addressed within 1 business day, 2 business days, 1 week, more than a week to drive down to no more than 2 business days); quality metrics on a per class basis; quality metrics on a per instructor basis so that faculty can self actuate (pdf reprots are largely ignored and can't be data mined so they are never actioned); dashboard that shows: - average block size per program/WFU so that we can see a comparison of efficiencies from program to program; cost to deliver per student per lab for specialty labs to make lab size impact of experiential learning more transparent; removal of general computing labs in favour of a device policy (ideally built into tuition so it can be included in ask for financial aid for international and domestic students- there are other schools doing this); CPQC reviews of faculty who are new rather than leaving it entirely to manager to assess competencies- a competency framework for reviewing new employees that can be shared

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- dedicated strategic marketers for each division
- corporate reporters who are looking at overall competition annually vs once every 5 years during program review- and building out tools in Power BI to manage continued review strategies.
- A simpler program proposal structure with fewer decision points- some guidelines to meet financial health vs. waiting until the proposal goes in to assess financial health (e.g. to apply youneed a WFU under X and want labs under size X)
- review of cost centres for efficiencies
- International services has been broken since the re-org of the International Square.
- Review academic OT strategy- fill FT faculty who are willing to 46 hrs first for cost savings- with the 1% inc in pay most will welcome this to defray cost of living.and often it means less mixing and matching of preps to 'fit' which can lead to appreciably better faculty schedules
- Automatic tool that takes POS and scheduling tool from CDC and autopopulates the sections to be filled; permanent record of room capacity, software requirements, and equipment restrictions to capacity that is recorded so the same info isn't recollected each year; focus on review of changes and gap rather than revalidation of all information each year. This impacts scheduling, marketing, CM discussions.

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- Eeach program cluster to identify: - target market, value proposition within market, modalities of delivery into that market based on student needs, and value delivery to industry/community
- Suggesting generalized microcredentials around EDI and sustainability be made available for free to ALL future ready Mohawk Alumni as a marketing tool.  2-3 fully asynchronous microcredentials that would allow us to share our investment in future and present students(and show our commitment to these principles to our broader community).
- Value vs. objective goals assessment- we can have programs that display our values that make no money, goals that both display our values and are present or future moneymakers, or programs that are not supporting our values that are not making money.  Cut the last group, rationalize the 2nd more and look for areas to increase value.  Value creation strategy requires time.
- Operations needs to be far less manual than it is so that repetative tasks are automated and people can focus on strategies and value creating activities. This reqiures investment in automation and those who understand both business and how to automate tasks. There needs to be time to accomplish value creation activities.