support services report uos

TransformUS

Report of the Support Service Transformation Task Force

November 30, 2013

University of Saskatchewan Report of the Support Service Transformation Task Force of 95

November 30, 2013 Ilene Busch-‐Vishniac President, University of Saskatchewan Dear President: We hereby submit to you the final report of the Support Service Transformation Task Force. This report fulfils our obligation to rank programs and services according to priority with a view to potential budgetary changes. As stated in our mandate, these rankings are intended to constitute advice to the university’s decision-‐making bodies. The members of the task force have taken the process of prioritization very seriously. Using the information available, we have faced the difficult task of prioritizing administrative and support services while being conscious of the very real impact TransformUS may have on many of our valued colleagues. We are aware that this report contains recommendations that may be difficult for some in the campus community to hear. Despite the challenging conversations this report will prompt, we believe that the university must fundamentally re-‐shape and streamline its administrative structure, not only to address financial realities but to better support the core mission of the university: teaching, research and outreach. We would like to express our appreciation for the many people on campus who contributed to this work, including the hundreds of people who helped prepare templates on support services. We acknowledge and appreciate the support that we received from the data support team throughout the process. Finally, we thank you and the co-‐champions, Brett Fairbairn and Greg Fowler, for the opportunity to be a part of this process. Sincerely, Support Service Transformation Task Force


Table of Contents

EXECUTIVE SUMMARY ....................................................................................................................... 5

INTRODUCTION .................................................................................................................................. 8

TASK FORCE OPERATIONS AND DELIBERATIONS ................................................................................. 8

A. General Task Force Operations 8

B. Developing the Quintiles, Criteria and Weightings 10

C. Developing the Support Service List 11

D. Developing the Template and Guide 12

E. Process for Deliberation 13

F. Process Observations 14

QUINTILE ALLOCATIONS ................................................................................................................... 14

OBSERVATIONS AND THEMES .......................................................................................................... 16

Centralized Services with Distributed and/or Embedded Service Support 16 Administrative Increase, Structure and Accountability 17

Research Support 18

Internal Cost Recoveries and Transfers 19

External Revenue Generation 19

Aboriginal Engagement 20

Outreach Initiatives 21

Graduate Student and Post-‐Doctoral Support 21

International Student Services and Support 22

Planning and Prioritization 23


APPENDICES ..................................................................................................................................... 24

Appendix A: Task Force Members 25

Appendix B: Agreement of Confidentiality 27

Appendix C: Criteria and Quintiles 28

Appendix D: Template 29

Appendix E: Guide 35

Appendix F: Scoring Rubric 41

Appendix G: Support Services by Quintile 42

Appendix H: Support Services By Unit 58


EXECUTIVE SUMMARY The Support Service Transformation Task Force was charged with assigning each of the administrative and academic support services delivered by the university to one of five quintiles: 1. Candidate for enhanced resourcing, 2. Maintain with current resourcing, 3. Retain with reduced resourcing, 4. Reconfigure for efficiency/effectiveness, or 5. Candidate for phase out, subject to further review. Assignments were based on six criteria: 1. Importance to the university, 2. Internal demand, 3. External demand, 4. Quality, 5. Cost effectiveness, and 6. Opportunity analysis. Each support service was described in terms of these criteria in a task-‐force-‐designed template completed by the respective administrative and academic units. Over a period of approximately three-‐months, the task force reviewed nearly 400 templates. Its observations and recommendations form the basis of this report. The quintile assignments and associated support-‐service-‐specific comments are presented in the appendices to this report. The main body of the report comprises two major sections – a description of processes and procedures employed by the task force, and a series of broader observations and recommendations. The amounts of the operating budget assigned to each of the quintiles were $34 million, $33 million, $55 million, $43 million and $16 million for quintiles 1, 2, 3, 4 and 5, respectively. At the outset of the process, it was anticipated that equal proportions of the operating budget would be allocated to each quintile. However, it soon became clear that the process of forcing support services into quintiles to achieve an equal allocation to each quintile compromised the decision-‐making processes of the task force. It warrants mention that assignment to a particular quintile was not a commentary on the performance of those delivering the service. Quintile rankings reflected priority with respect to the university’s mission of teaching, research and outreach. Demand, apparent cost effectiveness, administrative structure, and the quality and magnitude of outcomes were key considerations in the task force’s decisions. As mentioned, the task force has commented briefly on many of the support services reviewed. Comments were not provided on many of the support services assigned to Quintile 2 as this was deemed not to be necessary. Our general observations on recurring themes observed during review of the templates are as important as comments on individual support services. Readers of this report are encouraged to review the section where these themes are discussed, as the ten themes identified are summarized only briefly here. In the opinion of the task force:

• The university should review the existing balance between services delivered and accessed centrally, and those delivered within units. This balance will differ depending on the nature of the support service, as sometimes it is more efficient to deliver a service centrally whereas in other situations it is more efficient, if not essential, to deliver the service at the local level. The university must determine the appropriate balance of service delivery for each support service,


and must also ensure the appropriate nature and level of central oversight and coordination of services delivered locally.

• Over time, the university has developed a deep administrative layer. This complicated

organizational structure is not only expensive but has resulted in an inequity of roles, reports and responsibilities in administrative positions at the same level, reporting structures that lack transparency and are inefficient, and diffuse accountabilities. The task force appreciates that administrative growth has in part been in response to demands placed on the university from outside. However, we seem to have been quick to add new administrative positions to our historic structure over time without in some cases adequate consideration of structural and organizational changes that would improve efficiency and effectiveness.

• The university has recognized the need for increased support for researchers if it is to become a

truly research intensive institution. However, it is anything but clear whether the very large investment the university has made in administrative supports has achieved the desired effects. The task force observed inequities in research support for academic units, overlap and duplication of roles of units with respect to financial services and communications, lack of clarity with respect to central vs. unit level support, and a paucity of metrics and mechanisms to determine the impact of our investments in research support.

• A significant number of the support services on campus are funded through cost recovery, i.e.

fee-‐for-‐service, in combination with direct operating budget support. Much of this revenue derives from transfers of operating budget from service recipients to service providers. As a result, the university expends a lot of resources on “moving money around”. Perhaps just as important, this ability-‐to-‐pay model disadvantages units with real needs but no ability to pay. The task force recognizes the role of fee-‐for-‐service in rationing services. However, it encourages the university to undertake a comprehensive review of support services funded substantially by transfer of the operating budget and determine, in each case, the proper balance of direct operating budget support and cost recovery. In some cases, it may be more efficient to fund an entire service directly from the operating budget and realize a concomitant improvement in access to service.

• A number of units generate significant operating revenues from external sources. In many

cases, this is entirely appropriate. However, it is important to identify those situations where providing services to external clients reduces availability of the service to internal users, where revenues generated may be used by units to support activities which are not well aligned with university priorities, or where the university is competing unfairly with private sector vendors who have to cover the overhead costs of their operations.

• The university has placed a high priority on the development of support services for Aboriginal students. The task force is fully supportive of the university continuing to target operating funds to activities related to recruitment of Aboriginal students and their academic success, but is of the opinion that much could be done to improve the coordination of such activities, to reduce


overlap and duplication of services, and to improve outcomes. The university is encouraged to review the host of support services it now provides to Aboriginal students in multiple academic and administrative units with a view to building on current successes without proliferation of administration.

• The university engages in outreach in many ways, some direct and some indirect. The task force recommends that the university undertake a review of its broad array of outreach activities, with a view to prioritizing these activities. Components of this review would include consideration of complex issues such as revisiting the university’s philosophy on operating budget support for Huskie athletics and the apparent inequities of directing funding to student athletes vs. other student groups, the delivery of mainly community-‐directed programs through the Centre for Continuing & Distance Education (CCDE), and the establishment of community-‐based satellite operations such as the Saskatoon West dental clinic. The review also would address relatively simple issues such as the extent of the university’s investment in external communications and its support for alumni activities.

• Essential to increasing research intensiveness and enrolment goals at the university is the

attraction and retention of greater numbers of graduate students and post-‐doctoral researchers. Current approaches to delivery of graduate student and post-‐doctoral support, including targeted recruitment, processing of applications, allocation of graduate awards and familiarization of international students, appear to be fragmented and piecemeal. Design and implementation of a more coordinated and therefore effective approach to graduate student and post-‐doctoral support is recommended.

• Related to the above theme is the level of support available for international students at the university. Support services directed to international undergraduate and graduate students appear to be minimal and, once again, fragmented. The university is encouraged to review the nature, level and quality of support services provided to international students. Only in this way can the university successfully compete for international students.

• The task force understands the need for significant investment in planning and prioritization activities. Where the university appears to come up short is with respect to implementation of plans, and in prioritization of existing activities vs. proposed new ones. The task force also noted that more than a few units employ planning specialists or have planning groups consisting of several individuals. The university must ensure that its investment in planning has maximum impact and meets the needs of both senior administration and academic and administrative units.


INTRODUCTION TransformUS is a program prioritization process for the University of Saskatchewan announced by the President on January 11, 2013. It is a process by which all academic and administrative programs supported by the university operating budget were reviewed simultaneously and equally against criteria that were developed by the task forces. Following receipt of the reports of the task forces, decisions are expected to be made to invest resources, make no changes, reduce resources, reconfigure programs for efficiency/effectiveness, or eliminate programs and activities that rank as having lower priority. Comprised originally of 25 faculty and staff, the support service transformation task force (hereinafter referred to as the task force) was created to provide an independent review and prioritization of the non-‐academic work of the university. Task force members were nominated by the campus community and appointed by the president on the advice of a selection committee. Members of the selection committee were the president, the provost and vice-‐president academic, the vice-‐president finance and resources, the chair of university council (Jay Kalra), and the chairs of three university council committees (Stephen Urquhart – research, scholarly and artistic work; Roy Dobson – academic programs; Hans Michelmann – international activities). Members were specifically tasked with adopting a university-‐wide perspective and to focus on what is best for the institution as a whole, not its individual parts. The task force was intended to -‐ and did -‐ operate independently of senior administration. Support was provided to the task force through a variety of administrative units including Information and Communications Technology, Financial Services Division, Institutional Planning and Assessment, and Human Resources Division. TASK FORCE OPERATIONS AND DELIBERATIONS The task force deliberations took place from March to November 2013. The first substantive meeting of the task force was a two-‐day, off-‐campus workshop on March 19-‐20th which was facilitated by an external consultant. The remainder of the task force meetings took place on campus. In total, the task force met for approximately 110 hours over a nine-‐month period, with much of this concentrated in the fall months when templates were being evaluated and assessed from the perspective of the predetermined criteria. Task force members also were responsible for reviewing and individually ranking the nearly 400 templates prior to the meetings. A. General Task Force Operations Confidentiality The task force was in full agreement that all deliberations would be held in the strictest confidence. Personal opinions or perspectives of the task force members, whether provided verbally or in writing (e.g. via email, as part of the voting process, etc.) will not be shared under any circumstances outside


of the task force. The task force expects that all electronic documents that contain any task force member’s votes or opinions will be deleted from all university records. All task force members were asked to sign a confidentiality agreement (attached as Appendix B). Most task force members complied; others believed that the waiver represented an unreasonable restriction on academic freedom and did not sign. Quorum and Voting The task force established 75 per cent for both quorum and decision making, i.e. voting. Seventy-‐five per cent of the task force needed to be either physically in attendance or participating by distance (e.g. Skype, telephone) for the meeting to proceed in a formal capacity and for any voting to take place. Task force members excluded because of a conflict of interest were not counted for the purpose of quorum. Voting a support service into a quintile required the support of 75 per cent of the entire task force at the time of the vote, irrespective of the number of members in attendance. Any task force members in conflict of interest reduced the number of members required to carry the vote, but 75 per cent support still was required from the members not in conflict. Votes submitted electronically prior to the meeting were considered valid and in certain circumstances task force members provided specific instructions on voting for specific support services that were considered in the votes. Conflict of Interest Conflict of interest was discussed by the task force both in theory and as practical challenges arose. The task force reviewed and complied with the university’s conflict of interest policy. Task force members were expected to exercise their judgement and declare a conflict of interest:

… when there is a divergence between a University member's private interests and professional work outside of the University and their obligations to the University such that an independent observer might reasonably question whether the University members' professional actions or decisions are determined by considerations of personal gain, financial or otherwise.1

In practice, members typically declared conflicts of interest if they had participated in the preparation of a template under consideration and/or when any family members or close friends were included in the support service. In all cases, members declared conflicts of interest for support services that included their own position/compensation and for support services where a direct family member had prepared the template or was compensated by the unit offering the service. Records of Decision Following the advice of the consultant, the task force did not maintain meeting minutes. This report serves as the official record of the deliberations of the task force. 1 University of Saskatchewan Conflict of Interest Policy


B. Developing the Quintiles, Criteria and Weightings Quintiles The task force placed support services into one of the following quintiles:

1. Candidate for enhanced resourcing

2. Maintain with current resourcing

3. Retain with reduced resourcing

4. Reconfigure for efficiency/effectiveness

5. Candidate for phase out, subject to further review

The task force was charged with allocating support services to the quintiles on the basis of priority. Accordingly, the number of support services placed in each quintile and the full cost of the support services in each quintile varied considerably. The task force recognized that allocating exactly 20 per cent of the budget to each quintile would require a level of specificity that was unrealistic and would not be helpful to the process. The task force did endeavour to achieve a reasonably uniform allocation of support services across the quintiles. Criteria and Weighting Much of the work on the criteria and weightings was done by the task force as a whole at its initial meeting. A working group was created to integrate comments and recommend final criteria and weightings to the task force. The working group included Mitchell Anderson, James Cook, Barb Gillis, Brad Steeves and Jim Traves. As mentioned, the criteria were developed in March and provided in draft form to the campus community on April 1, 2013. Comments were received until April 22, 2013. The task force received some feedback on the draft criteria and in response made minor adjustments to them. The criteria are attached as Appendix C. The criteria weighting appears to be very specific, e.g. quality was weighted at 16 per cent, cost effectiveness at 21 per cent, and so on. These exact numbers were developed as a result of considerable discussion within the task force and via compromise, using averaging, that was satisfactory to the group. It was not the intent of the task force to imply an unwarranted level of specificity; the weighting should be considered an indication of the significance of each category rather than a precise calculation.


C. Developing the Support Service List The task force established a working group to oversee the creation of the program or support service list. The working group included Scott Bell, Jan Baxter-‐Jones, Alex Moewes, Lisa Shepard and Monisha Shukla. Most task force members assisted with reviews of support service lists for individual units as assigned by the working group. The co-‐chairs were also involved in working through a specific unit’s support service list, particularly when consultation with a unit was deemed necessary.

The task force interacted with many people across campus regarding the support services list. Input was very helpful as the task force strived to develop a list of support services that would reflect the reality of service delivery across the university and provide the appropriate level of detail for the prioritization process. This task was challenging in light of the diversity of support services offered by the university, the variety in the scope and scale of similar services offered by different units, and the diversity of operational models that exist.

The task force worked to distinguish between activities that included and directly supported the work of the unit head (e.g., support to the dean, vice-‐president, etc.) and those that were provided to the rest of the unit, the university or externally. All units were asked to prepare an executive/leadership template separate from other support services within their unit, notwithstanding the leader’s contribution to these services.

In addition to the leader, there was a common set of support services for most units. Units were asked to provide information on:

! eleven support services that were more or less common to academic units: alumni and development, college-‐level stores and shops, communications, facilities and space planning, finance, human resources, information technology, instructional support, research support, recruitment and admissions, and student support and advising.

! five support services that were more or less common to administrative units: communications, facilities, finance, human resources and information technology.

Within this general framework, exceptions were made. The task force recognized that many units offer additional and/or unique support services. Smaller academic and administrative units, e.g. graduate schools, were not asked to provide this level of detail and all units were given the flexibility to combine their support services in ways that made the most sense for them. While this resulted in templates that included more than one service and made the role of the task force more difficult, it did allow templates to reflect the day-‐to-‐day reality within units.

It is significant to note that administrative work at the department level within departmentalized colleges was considered as overhead to academic programs. This administrative cost was captured in


the work of the academic transformation task force, not the support service transformation task force. The task force was conscious that this distinction limited the ability to compare services in departmentalized and non-‐departmentalized colleges.

The co-‐chairs consulted with the academic transformation task force before the support service list was finalized to ensure no overlap or gaps between the program lists of the two task forces. Approximately 400 support services were identified initially, and the final list included 388 support services.

D. Developing the Template and Guide The task force established a working group to oversee the creation of the template and guide. The working group included Gregg Adams, Elissa Aitken, Colleen Macdonald and Erica Schindel. The group worked through a number of issues, and sought feedback from the task force as a whole. The issues discussed were fundamental to the process and more time consuming than anticipated. They included:

! development of the key questions and descriptions to assist with completion of the template section related to each criterion;

! whether units would be asked to recommend a quintile for their support service; ! whether the completed templates would be released to the campus community, either before,

during or after the task force concluded its work; ! what data was or could be available to the task force, and how it would be compiled and

displayed; ! what positions would sign-‐off on each template, and how many levels of approval would be

appropriate; and ! whether additional assessments and surveys could be used to demonstrate demand or capture

end-‐user evaluation of support services. The task force established a data working group to be the primary contact with the Data Support Team (a group of administrative professionals outside of the task force who provided technical support and assistance to the TransformUS process). The task force data group included Jan Baxter-‐Jones, Colleen Macdonald, Monisha Shukla and Jim Traves. The template was released to the campus community for feedback and a town hall was held to discuss the draft on May 30, 2013. During the month of June, pilots were undertaken so that a small number of support services could test the template and provide feedback. Pilot support services were:

! University Library – Organizing Collections ! Human Resources Division – Data Information ! Financial Services Division – Payroll ! Information and Communications Technology – Unit IT Support ! Edwards School of Business – Information Technology Services.


The most significant revision made to the template as a result of feedback from the pilots was with respect to word limits. The task force found that the original word counts resulted in a very lengthy document that tended to repeat information. Consultations confirmed that shorter word limits would be acceptable and in many cases preferable. As a result, allowable word counts were reduced by about 50 per cent. The final template was released to the campus community on June 28, 2013 with a submission deadline of August 16, 2013. The vast majority of templates were received by the deadline. A guide accompanied the template to assist units in understanding and completing the template. Four information sessions were held during July and August which served as forums for people working on templates to share information and ask questions of the task force. A broad array of campus administrators and other interested parties attended the sessions. E. Process for Deliberation The general approach used by the task force in prioritizing support services was as follows:

! Task force members independently reviewed each support service template and provided scores and votes using a secure online system.

! The task force developed a scoring rubric to provide members with additional guidance in placing support services into quintiles. The rubric is included as Appendix F.

! Task force members’ votes were collected using a secure online form developed for this

purpose.

! When the task force met, the preliminary votes and scores were provided to the group as information. If there was 75 per cent agreement on a quintile, then the support service would proceed directly to a vote, at times with some preliminary discussion or comments. In all other cases, the task force would deliberate prior to holding a vote. When a vote was called, the support service was considered for each of the quintiles in turn, until there was 75 per cent support of the full task force. If a vote passed, the task force moved on to consider the next support service. When a vote was called and there was not 75 percent agreement by the full task force to place a support service in a specific quintile, the deliberation would continue. In a small number of cases when agreement could not be reached, the item was deferred to a subsequent meeting. Approximately 40 templates were reviewed at each meeting.

The task force was originally advised that it would need to place support services in quintile 5 when it was impossible to arrive at a majority vote, i.e. the default for a support service without 75 per cent support in any quintile would be quintile 5. The task force found this approach inappropriate and it was not used. Rather, each support service considered was voted into a specific quintile with at least 75 per cent support of the task force.


Support services were considered independently of each other and in random order. Neither units nor functions were considered as a group. Following the initial ranking of all support services, the task force re-‐considered all support services in quintiles that held more than 20 per cent of the operating budget. With the agreement of 75 per cent of the task force, some support services were moved to different quintiles which resulted in a more uniform distribution of support services among quintiles. F. Process Observations A significant challenge facing the task force was the relevance and usefulness of data available. Particular challenges included:

! the most recent data available comprehensively was for 2011-‐12, which was nearly a year out of date when deliberations began;

! some units had been significantly re-‐organized, which reduced the value of historical data; ! workforce planning had affected many support services, and these changes were explained or

reflected to various degrees in the templates. In some cases, both workforce planning and re-‐structuring had impacted the support service.

In all cases, the task force used its judgement and best efforts to prioritize the support service in its current state based on the information available. QUINTILE ALLOCATIONS The categorization of support services by quintiles is outlined in Appendix G (by quintile) and in Appendix H (by unit and including comments specific to a support service). The support service operating budget allocation by quintiles is shown in the following table:

Quintile Operating Budget Allocation Number of Support Services 1 18.9% ($34M) 37.1% 11.9% (46) 44.9% 2 18.2% ($33M) 33.0% (128) 3 30.1% ($55M)

62.9% 13.9% (54)

55.3% 4 23.8% ($43M) 23.5% (91) 5 9.0% ($16M) 17.8% (69)

Using different metrics, the allocation by quintiles breaks down as follows:


46

128

54

91

69

0

20

40

60

80

100

120

140

1 2 3 4 5

Num

ber o

f Sup

port Services

Quinales

Support Services

34 33

55

43

16

44

108

90 86

25

35

84

107

75

22

0

20

40

60

80

100

120

1 2 3 4 5

$ Million

Quinales

Financial Allocaaons Operalng Budget Allocalon Revenue

Expenses


OBSERVATIONS AND THEMES The task force identified a number of crosscutting themes during the prioritization process. In this section we present a discussion of the key themes, along with the task force’s observations and suggestions. We hope these comments will be valuable to units in providing context to the quintile in which a specific support service was placed, and to senior administration by providing an overview of key issues that should be considered in the implementation phase. The examples used in the following themes should be considered just that. The examples referenced are not all inclusive; they are intended to provide some additional context for these general themes that cut across many support services and units. The comments by support service (Appendix H) should provide additional insight into the more specific context at the unit level. Centralized Services with Distributed and/or Embedded Service Support The task force noted many inconsistencies in how support services such as information technology, audio-‐visual technology, classroom technology, web technology, facilities management, marketing and communications, development and alumni relations, support for research, human resources, and financial services are delivered to and accessed by users – faculty, students and staff – throughout the university. Considering that this is the first time a comprehensive review of support services has been done, this is not surprising. It is evident that these support services have evolved over time and there is uneven resource allocation to units and varying levels of service delivery. Although there were a number of strengths in the support services, the task force observed overlap in mandates, duplication of services, confusion regarding who to contact for help, and overall inefficiencies in the delivery of many of these support services.

336

499

844

651

207 0

200

400

600

800

1000

1 2 3 4 5

FTEs

Quinales

Full-‐Time Equivalent Employees


The task force believes it is necessary to clearly define the mandate and responsibilities of central and local units when it comes to services that are (or should be) shared and accessed across campus. There is a need to make central units explicitly accountable for policies and standards, setting priorities, allocating resources, and for managing services at acceptable levels for front-‐line units and end users. The task force recommends that the university identify a core set of administrative services and strive to provide them equitably to all faculty, staff and students regardless of unit, and without fees, hence eliminating the dependency on chargeback funding within central units through budget reallocation. Currently, substantial resources are expended at the university in moving operating budget from unit to unit. The task force suggests that the authority for planning, implementation, operation and support of these services is best vested in the appropriate central authority. At the same time, the central units must be held accountable for meeting the needs of users, typically through embedding support staff in local units. Students, faculty and staff deserve high-‐quality support and this cannot be provided without a very close connection and responsiveness to the end user. Central units should operate with a user-‐centric attitude – shifting their mandate to focus on what the users of their services, including local units, need. Further, the task force observed a need for better coordination and sharing of information between central and local units, and between local units. With a greater focus on outcomes and end user needs, some of the structural resistance to information sharing hopefully will be reduced. Administrative Increase, Structure and Accountability Within most of the non-‐academic units, the task force observed a leadership/management hierarchy with many levels or layers: coordinators, managers, assistant directors, directors, associate vice-‐presidents or vice-‐provosts, and vice presidents. There is concern that so many layers of management hinders effective decision-‐making and accountability, and ultimately increases administrative costs while in fact decreasing effectiveness through unclear assignment of roles and responsibilities. The task force questions whether the oversight layers are unnecessarily deep, what the spans of control are, and whether the structure is working efficiently for the purposes of accountability, responsibility and effectiveness. At all levels, leaders should have the appropriate decision-‐making authority to implement solutions to streamline and improve service processes. There has been a substantial increase in the number of senior leadership positions in both academic and administrative units over the past 10-‐12 years. In addition, we have seen growth of administrative positions supporting the expanding leadership structure and question whether these leadership and administrative structures are actually having a positive impact on the core mission of the university: teaching, research and outreach. While workforce planning to some extent addresses this concern, the task force suggests that there would be value in reviewing the university’s entire organizational structure with a view to reducing the number of units (both administrative and academic) and the


number of senior administrative and professional positions in order to re-‐orient the work of the university towards its core mission. The task force also observed inequity among leadership positions in terms of portfolios and scope of responsibility. Assistant vice-‐president and vice-‐provost positions at the institution tend to have either a very broad portfolio with many operational units, or a few direct reports. Further, we observed inconsistency in reporting structure and it was unclear whether this differentiation is necessary to improve institutional effectiveness. Further, the task force recognized that there is a layer of administrative committees that was only partially reflected in the templates and that complicates and confuses administrative accountability. The university should consider the costs and benefits of its administrative committee structure with a view to improving outcomes while reducing costs. In order to find operational budget savings, the task force observed that it is likely that central administrative units (and perhaps some academic units) could be combined and/or senior leadership positions eliminated or re-‐classified to a lower level. As mentioned above, the task force suggests a comprehensive review of the university’s organizational structure and that of its academic and administrative units to assess their effectiveness and recommend improvements. Research Support

The task force discussed at length the costs and benefits of research administration and support services. It was in unanimous support of the university’s priority to increase research intensiveness, and it is apparent that the university has invested heavily in efforts to achieve this goal. Over the last 10 years, the university has invested heavily in the research enterprise. Despite the investment in administration and other supports, research revenues have remained among the lowest of the U15.

The task force observed a number of support services that focused on operational compliance and financial accountabilities, but little reference to researcher or student needs when considering support service demand and quality. It is understood that the institution is constrained by certain accountabilities, but expenditures for such must be subordinate to the principal mission of the university of excellence in teaching, research and outreach. Further, there appears to be a lack of clarity, or apparent overlap, in functions of the financial/accounting services between the Research Services unit and other institutional units, primarily Financial Services Division. Improved coordination and connectivity among the various services related to these functions would simplify administrative processes for the researcher.

Reorganization and refinement of these support services would produce a leaner and more direct structure with a focus on the researcher as the primary customer. The effectiveness of a new structure would benefit from fewer central administrators and more college-‐/unit-‐based facilitators who would be better able to establish relationships with local researchers and relevant funding bodies. Further,


several colleges indicated a desire for more college-‐level financial support for researchers, which would represent desirable re-‐deployment of resources from central administrative units.

The task force also concluded that additional investment should be targeted to student services. This pertains to the research enterprise as well. Although there was no support service that included such an item, more graduate student and post-‐doctoral fellow support was considered to be the single most important investment that could be made to fuel research intensiveness at the university.

Internal Cost Recoveries and Transfers A number of support services have minimal or no operating budget allocation. A small number of support services have a negative operating allocation, i.e. they are apparently returning more to the operating budget than they draw. These support services were mainly in Facilities Management Division, Consumer Services, Media Access and Production (EMAP) and Centre for Continuing and Distance Education (CCDE). The task force considered not only the operating budget allocation for these support services but also the revenue generated through transfers and internal cost recoveries. It was evident that many of these support services, while not directly drawing on the operating budget, were consuming a material amount of the operating budget indirectly through internal cost recoveries and/or transfers. The task force assumed that in most instances the internal cost recoveries or transfers would come from units that do rely on the operating budget. It was evident that support services supported by revenue generation (including internal cost recoveries and transfers) are driven by the needs of units that could afford to pay for the activity and not necessarily by institutional priorities. The task force observed that this has led to initiatives being developed in silos and not available to the wider institution despite being broadly applicable. It was also observed that efforts were being duplicated as similar projects were developed to respond to individual user needs, without consideration of the impact on other users or overall institutional efficiency. An example of this is the C.V. project that appears to be in development in a number of units, but may not integrate with other university IT systems and is not being developed for the campus as a whole, even though a campus-‐wide system would benefit all academic areas. The task force believes, in general, that support services that are important to the university should be supported directly via operating revenue to ensure equitable access and consistency of service levels. External Revenue Generation A number of support services obtain a material amount of revenue from sources external to the university. It was not always evident whether the external revenue was opportunistic, i.e. to utilize excess capacity, or necessary to maintain the support service at its current level of activity, i.e. was cross-‐subsidizing the cost of internal services. It was also unclear whether the current activity levels were in excess of the activity levels necessary to support institutional priorities or if the external activity was precluding the support service from providing service to the internal community.


Further, there appears to be inconsistency in the definition of revenue generation and in how revenues are accounted for on behalf of the university. Some support services generate gross revenue, apply the full cost of operations including space and utilities, and then set aside net revenue for the benefit of the university or allocate an annual dividend to the university. Other support services generate revenue, apply partial costs against that, and then internally allocate net revenue, if any, to cross subsidize other activities at the unit level. The lack of clarity or consistency makes it difficult to understand if there is a net financial benefit to the university as a result of revenue generation. It also makes it difficult to ascertain if the revenue generation is actually contributing to the overall mandate of the university. Some support services’ external mandate appeared to in fact inhibit to some degree their ability to provide service to on-‐campus users. The task force also noted in some cases that the strategic advantage the university had in offering a revenue generating service was that it could price below the market because of internal cost subsidies, i.e. low or no overhead costs. It is concerning that in such cases there may not be a full understanding of the total cost of a support service and/or no conscious decision being made to subsidize the activity via an operating budget allocation. The task force suggests that the full cost of revenue generated must be taken into account including all human resources, equipment, supplies and facility costs. Further, the task force suggests that positive net revenue should be identified in the annual budgeting process and a decision about how it is used should be made by the university, not the unit that generates the revenue. This would ensure that revenue was used to fund university priorities. Revenue generating support services that are not providing net positive revenue should be evaluated to determine if the service continues with an operating budget subsidy or should be wound down. Perhaps most significantly, the task force observed that improving transparency and accountability in this area would provide an incentive to price revenue generating services competitively and to look for efficiencies in operating costs. Aboriginal Engagement The university has made significant investments in Aboriginal engagement in the past and is expected to increase that investment in the future. This is both commendable and appropriate considering it is an area of focus identified in the third integrated plan. There are now many support services across campus that require operating budget to actively increase efforts in the area of Aboriginal engagement. More than 20 support services include Aboriginal or First Nations in the title, with many more indicating a connection to Aboriginal engagement. Some of the support services reviewed by the task force clearly articulated measures of success and others did not. Many initiatives are new which limited the task force’s ability to accurately assess outcomes. Undertaking an uncoordinated effort could put the university at risk of not meeting its goals by having fragmented accountability for outcomes.


Operating savings may be generated by better coordinating and prioritizing Aboriginal initiatives through avoiding duplication and ensuring that resources are allocated to initiatives that build on past successes to generate measurable results for the university. Support services that demonstrate measurable outcomes should expect to attract more private and public resources and generate results in the future. While there is always an argument for investment that will generate long-‐term results, it is the immediate results that will provide the biggest return and attract and encourage success in the long term. The task force suggests that the university consider investing in campus-‐wide Aboriginal engagement support services, or expanding successful college-‐based initiatives to other colleges, rather than establishing many separate and isolated support services for Aboriginal engagement. Outreach Initiatives The university is involved in a wide range of outreach initiatives that are accomplished through many different support services, ranging from physical fitness facilities to science camps for kids to Saskatoon west-‐side facilities to continuing professional development. Some support services were able to provide a clear rationale that connects to university priorities; others provide a revenue generation rationale, a professional development rationale, or a development/alumni relations rationale. Many outreach initiatives appear to be taking place as part of a group of other activities and it was difficult to discern or delineate the outreach activities and assess their effectiveness. The task force found itself asking how much outreach is enough, what the full cost of that outreach is, and what should reasonably be expected as outcomes for outreach. The task force suggests the university work to articulate specific objectives for outreach programs, and take steps to better measure success and cost effectiveness of these support services. While there are relatively new outreach activities and some currently being developed, many outreach activities have a long history and it is unclear whether they continue to be relevant to the current mission of the university. This appears to be another area where further prioritization could take place. Graduate Student and Post-‐Doctoral Support The task force observed a fragmented, inconsistent and somewhat ad hoc provision of graduate student and post-‐doctoral support services that involves the College of Graduate Studies and Research, all other colleges, schools, departments, graduate supervisors and Student and Enrolment Services Division. For example, the mandates of many different support services included items such as graduate student recruitment, with no clear indication of how the support provided by each service is differentiated to ensure effective and coordinated recruitment that meets the needs of the student and the supervisor. The task force is concerned that the university will struggle to meet its goals of increasing graduate student enrolment with the current support service structure due to the overlapping and confusing mandates. Further, there is no unit that is oriented to the graduate student; most indicate a responsibility for a university process, e.g. administering graduate student awards, processing


admissions, but there was a noticeable lack of support services that indicated their mandate included ensuring graduate student needs are met. This appears, based on the templates received, to have resulted in a fragmented and piecemeal approach that may have significant gaps and be very difficult for a student to navigate. The task force suggests that improvements are likely needed to admission processes, e.g. credential recognition, funding structures and procedures, policies underlying a research student’s program of studies, student advising and career advising. Student services may be improved and costs reduced if provided in conjunction with the units that provide similar services to undergraduate students. The task force suggests that the university review its graduate student and post-‐doctoral support services to streamline processes and identify clear accountabilities for each support service involved. It is expected that many services could be performed directly by colleges, schools and/or departments, and others could be transferred to SESD so as to provide a consolidated approach with undergraduate student support services where it makes sense to do so. International Student Services and Support Increasing international student enrolment is a priority of the university, yet the task force observed that support services for international student services and support at the institutional level is low, highly fragmented and sometimes non-‐existent. The university also is involved in targeted recruitment of international students as well as bilateral agreements with countries such as India and China; hence, an increase in the number of international students is projected for the near future. Services to support the needs of these students upon arrival are lacking. The task force observed that support services appear to be in place to support students preparing for and involved in exchange programs abroad and formal educational trips. The same is not true when examining the services that support incoming international students. International graduate students likely need more tailored support at different stages of their academic career and may struggle to access the appropriate information from the limited information available across campus. For example, templates did not articulate support for policies and procedures to assist students in dealing with unique emergency situations such as natural disasters in their countries of origin or closing of diplomatic services in Canada for their countries of origin. Additionally, there is no ‘one-‐stop-‐shop’ online or an office for academic emergencies. These needs may be being partially met by students’ supervisors, student groups and other non-‐governmental organizations in the Saskatoon community rather than being provided formally by the university. We expect that greater direct involvement by the university would translate into greater levels of successful completion of a student’s program of study. The task force suggests that the university adopt an all-‐encompassing approach to international student support to ensure there are clear responsibilities and good coordination of services offered by each unit, without overlap or gaps. This is an area that could be considered for further investment.


Planning and Prioritization Planning activities were described in numerous templates. The university has been recognized for the excellence of its state-‐of-‐the-‐art formal planning processes. The task force understands the need for significant investments in planning and prioritization activities. Where the university comes up short is with respect to implementation of plans, and in prioritization of existing activities vs. proposed new ones. The task force also noted that more than a few units employ planning specialists or have planning groups consisting of several individuals. Somehow a planning ethos must be created at the university where planning becomes a continuous function of leadership at all levels and prioritization is an essential element of all resource allocation considerations. The university must ensure that its investment in planning has maximum impact and meets the needs of both senior administration and academic and administrative units.


APPENDICES


Appendix A: Task Force Members

Kevin Schneider Co-‐chair, Support Service Transformation Task Force Professor, Computer Science, College of Arts and Science and Special Advisor ICT Research, Office of the Vice-‐President Research Robert Tyler Co-‐chair, Support Service Transformation Task Force Professor, Food and Bioproduct Sciences, College of Agriculture and Bioresources Gregg Adams Professor, Veterinary Biomedical Sciences, Western College of Veterinary Medicine Elissa Aitken Senior Advisor, Government Relations, Advancement and Community Engagement Mitchell Anderson Student, St. Andrew's College Yuguang Bai Professor, Plant Sciences, College of Agriculture and Bioresources Jan Baxter-‐Jones Project Coordinator, Financial Services Division and Finance Officer, College of Pharmacy and Nutrition Scott Bell Professor, Geography and Planning, College of Arts and Science Jania S. Chilima PhD Student, School of Environment and Sustainability and Global Institute for Water Security James Cook Manager, Business Opportunities, Corporate Administration Barb Gillis Chief Financial Officer and Director of Operations, College of Arts and Science Colleen Macdonald Director, Project Governance, Facilities Management Division


Alexander Moewes Professor and Canada Research Chair for Materials Science, Physics and Engineering Physics, College of Arts and Science Erica Schindel Communications and Marketing Specialist, Johnson-‐Shoyama Graduate School of Public Policy Lisa Shepard Manager of Admissions and Transfer Credit, Student and Enrolment Services Division Monisha Shukla Director, ICT Applications, Information and Communications Technology Brad Steeves Director of Operations, Council of Health Science Deans Jim Traves Director, Finance and Trusts, Advancement and Community Engagement Members who left the task force mid-‐process due to work commitments or changes in personal circumstances:

• Laurel O’Conner, April 18, 2013 • James Handy, May 1, 2013 • Ken Coates, June 11, 2013 • Brad Wutherick, May 4, 2013 • Erling Madsen, August 21, 2013 • Dwight Newman, August 30, 2013 • Candice Pete, September 24, 2013


Appendix B: Agreement of Confidentiality

I understand there is a level of trust and responsibility required of me as an employee of the University of Saskatchewan, and as a member of the TransformUS Task Force. I am aware I may have access to confidential information as a direct result of my employment. Such information may include personal and financial information, employment matters, bargaining strategy, or other processes or matters -‐ all of which are highly confidential. I agree that I will not disclose confidential information to anyone at the university or in the larger community except for legitimate business reasons and on a need to know basis. Divulging such confidential and sensitive information inappropriately has the potential to damage the University of Saskatchewan’s labour relations and operational integrity and will not be tolerated. Failure to comply with this agreement may result in disciplinary action up to and including dismissal. ________________________ __________________________ Date Name (Printed) __________________________ (Signature) __________________________ Witness


Appendix C: Criteria and Quintiles

Criteria

Support Service Transformation Task Force draft criteria Weighting (totaling 100%)

Importance to the University of Saskatchewan: This criterion will focus on the overall importance of the support service to the success of the institution.

26%

Internal demand: This criterion will focus on factors related to the level of internal (inside the institution) need for the support service.

17%

External demand: This criterion will focus on factors related to the level of external (outside of the institution) need for the support service, as well as external mandates influencing the support service’s efforts.

10%

Quality: This criterion will focus on the quality of the support service. 16%

Cost effectiveness: This criterion will focus on the resources consumed and the revenues generated by the support service relative to its output.

21%

Opportunity analysis: This criterion allows the support service to describe the additional contributions it could make with specified additional resources.

10%

Quintiles

1. Candidate for enhanced resourcing

2. Maintain with current resourcing

3. Retain with reduced resourcing

4. Reconfigure for efficiency/effectiveness

5. Candidate for phase out, subject to further review


Appendix D: Template

TransformUS Support Service Transformation Task Force

Assessment Form/Template Support Service: Unit: Principal Respondent: Final Reviewer: OVERVIEW Please provide a brief overview of your support service and key functions/activities. (maximum 200 words) SUPPORT SERVICE RESOURCES FTEs (#) 2009/10 2010/11 2011/12 1. Faculty and Librarians 2. Research 3. Senior University Administration 4. Senior College Administration 5. Administrative Professional 6. Support 7. Sessional Lecturers 8. Residents and Interns 9. Students (Non-‐Research) 10. Other 11. Benefits2 12. TOTAL FTEs Revenue ($) 2009/10 2010/11 2011/12 13. Operating Allocation 14. Grants & Contracts 15. Student Fees 16. Donations 17. Other 18. TOTAL REVENUE

2 Note: Line removed after template published


Salaries & Benefits ($) 2009/10 2010/11 2011/12 19. Faculty and Librarians 20. Research 21. Senior University Administration 22. Senior College Administration 23. Administrative Professional 24. Support 25. Sessional Lecturers 26. Residents and Interns 27. Students (Non-‐Research) 28. Other 29. Benefits 30. TOTAL SALARIES & BENEFITS Non-‐salary Direct Costs ($) 2009/10 2010/11 2011/12 31. Operational Supplies & Expenses 32. Travel 33. Cost of Goods Sold 34. Maintenance, Rental &

Renovations

35. Scholarships, Bursaries & Prizes 36. Capital Assets 37. Internal Cost Recoveries 38. Transfers 39. TOTAL NON-‐SALARY EXPENSES Are there any anomalies in the above data that require explanation? Explanations and notes related to the above data can be outlined in this box. For ease of reference, please associate comments with line number. Please also indicate if there have been significant changes in your mandate and/or structure recently, including but not limited to changes that altered the allocation of resources. (maximum 150 words)


CRITERION 1: Importance to the University of Saskatchewan (weighting: 26%) This criterion focuses on the overall importance of the support service to the success of the institution. In this criterion, we seek answers to questions such as:

1. How does your support service align with the university’s Strategic Directions (Updated 2010) report, and foundational and planning documents?

2. Does your support service align with the university’s signature areas of research? 3. Consider:

a. Is your support service necessary or beneficial for the promotion of research, teaching and outreach;

b. Is your support service value-‐added, although not required, to educate students and enhance their success and/or support other university goals; or

c. Is your support service critical to teaching, learning, research and discovery to take place?

4. Is it essential that the university offer this service? What would be the impact of eliminating the service?

How does your support service contribute to the university’s priorities and mission of teaching, research and outreach, as outlined in the Third Integrated Plan? (maximum 300 words)

CRITERION 2 – Internal Demand (weighting: 17%) This criterion focuses on factors related to the level of demand that is internal to the institution for the support service. Possible examples of the internal demand include current undergraduate or graduate students, staff, faculty, research staff, visiting scholars, and/or entire units. In this criterion, we seek answers to questions such as:

1. Who are the primary and secondary internal users of this service? Please quantify when possible.

2. How is internal demand measured? 3. Who depends on your ability to deliver these services? 4. Does this support service have mandatory demand (e.g. it is a support service required by

every user of a key group)? 5. Does this support service have high, moderate or low internal demand, as a percentage of

total possible users? 6. What changes in demand have occurred in the past three years? 7. What changes in demand are expected in the near future (one to three years)? 8. Are there needs or demands for your support service that you are not able to meet?

What is the internal demand for this service? (maximum 200 words)


CRITERION 3 – External Demand (weighting: 10%) This criterion focuses on factors related to the level of demand external to the institution for the support service, as well as external mandates influencing the support service’s efforts. External regulations or legal constraints qualify as external demand. Other possible examples of external demand include incoming or prospective students, parents, alumni, industry, employers, visitors, government/agencies, and the community. In this criterion, we seek answers to questions such as:

1. Who are the primary and secondary external users of this service? Please quantify when possible.

2. Do we have a legal or legislative requirement to provide this support service? 3. How is external demand measured? 4. Does this support service have high, moderate or low external demand, considering all

possible users? 5. Are there needs or demands for your support service that you are not able to meet? 6. What changes in external demand have occurred in the past three years? 7. What changes in demand are expected in the near future (one to three years)? 8. Do you have any commitments to or legal agreements with external partners? Examples

include, but are not limited to, contracts, MOU’s, outreach efforts, corporate partnerships, etc.

What is the external demand for this service? (maximum 200 words)

CRITERION 4 – Quality (weighting: 16%) This criterion focuses on the quality of the support service provided. An inherently difficult task, the assessment of quality will rely on external validation where possible. Support services may use external benchmark comparators, internal success measures and/or results of recent surveys to demonstrate quality of outputs. In this criterion, we seek answers to questions such as:

1. What are the main objectives of your support service, and how do you measure success in achieving them?

2. How do you define quality in your support service and who assesses quality? 3. Does your support service fall short, meet or exceed your users’ expectations? If so, how is

this measured? 4. How would reduced resources affect the quality of your support service? How

would increased resources affect quality? 5. Have you received any internal or external recognition related to your support service? 6. Have you conducted any user satisfaction surveys or have a formal feedback mechanism for

your support service? If so, provide key findings.


With the understanding that quality is contextual, how would you characterize the quality of the support service? (maximum 200 words)

CRITERION 5 – Cost Effectiveness (weighting: 21%) This criterion focuses on the resources consumed by the support service relative to its output and the revenues generated. It assesses the relative cost effectiveness of providing the support service using factors such as the current cost of delivery, the potential for improved efficiencies and assessment of comparators to other organizations. In this criterion, we seek answers to questions such as:

1. How could this support service be more efficiently delivered? 2. How have you improved cost effectiveness in the last three years? 3. What would you do if you received a 10% reduction in your staff complement? A 10%

reduction in your budget? 4. Are there other units on or off campus providing similar services? If yes, how are your

services different? Is this duplication of support service necessary? On what tasks do you collaborate with other units?

5. What skill sets and resources does your unit possess that could be shared with other units when/if you have downtime? Which individuals in your unit are cross-‐trained and in what areas?

6. Have changes in your support service occurred that will impact your cost effectiveness, as a result of university initiatives such as workforce planning, the Service and Process Enhancement Project, etc.?

Do you believe your service is delivered as efficiently as possible? (maximum 300 words)


CRITERION 6 – Opportunity Analysis (weighting: 10%) This criterion focuses on the potential for improvements or enhancements to the support service. It seeks to identify opportunities for improved efficiency, effectiveness and outcomes through new investment or removing barriers that are limiting success. In this criterion, we seek answers to questions such as:

1. How could the university help your support service in improving outcomes or in becoming more cost effective?

2. What one thing does the support service wish it could do differently, but has not had the opportunity, time or resources to do?

3. Would further investment in the support service be counterproductive to advancing the university’s priorities?

4. What opportunities exist to generate additional revenue, using current resources? 5. What are peer institutions doing in this area? 6. Could the institution reduce costs by making changes to

a. automate the support service? b. perform the support service elsewhere in the university or outside the university (e.g.

out-‐sourced or contracted out)? c. consolidate the support service with other services?

7. If one could start afresh and restructure the support service, what would it look like?

What improvements or changes could be made to improve the support service? (maximum 200 words)

Other Comments

Please provide any additional comments you feel would assist the Support Service Transformation Task Force in assessing and prioritizing your support service. (maximum 200 words)


Appendix E: Guide

TransformUS Support Service Transformation Task Force

Guide to Completion of the Self-‐Assessment Form/Template

Overview of TransformUS The University of Saskatchewan is undertaking a program prioritization initiative entitled TransformUS as part of the operating budget adjustment initiative. Strategic decisions regarding our academic programs and support services will better position us to realize our vision of becoming one of the most distinguished universities in Canada and the world. Two task forces were formed and each will prepare a report for the president by November 30, 2013. The Academic Program Transformation Task Force will review all academic programs offered by the university. The Support Service Transformation Task Force will review the administrative support services provided by academic and administrative units. Program Prioritization Program prioritization is a resource reallocation process developed by Robert C. Dickeson, higher education consultant and president emeritus of the University of Northern Colorado. All academic programs and administrative services supported by the operating budget will be prioritized against stated criteria. Recommendations are then made to invest additional resources in, make no changes to, or reconfigure, reduce or eliminate programs and services on the basis of their relative priority. Support Service Transformation Task Force

The Support Service Transformation Task Force will assess each support service undertaken at the university. A support service is defined as any activity or collection of activities of the institution that consumes resources (dollars, people, space, equipment, time) that is not directly associated with an academic program.

Distilling the non-‐academic work of the university into distinct support services is challenging as a vast range of services is delivered by colleges, central administrative units, senior administration and other units. More information about the task force and the process can be found at www.usask.ca/finances.

The following principles will guide the activities of the Support Service Transformation Task Force. • Transparent and autonomous: The task force will conduct its business independently, and the

criteria for evaluation will be publicized in advance. The final report of the task force will be available online.

• Comprehensive: The criteria will be broad in scope so as to encompass all aspects of a service.


• Consistent: The same criteria will be applied consistently to each service for ranking purposes. • Inclusive: All services will be assessed and all units will have the opportunity to contribute in the

analysis of their service(s) through the completion of a self-‐assessment template(s). • Evidence-‐based: The assessments will be based on both quantitative and qualitative information.

Each unit will be provided with data (on personnel, revenues, expenditures, etc.) and will allocate their resources to the services provided by the unit.

Purpose of the Support Service Self-‐Assessment Form (Template) The Support Service Transformation Task Force has developed an assessment form or template that will be used to collect quantitative and qualitative data from support services, on the basis of six criteria. The criteria and their weightings are as follows: Support Service Transformation Task Force Criteria Weighting

Importance to the University of Saskatchewan: This criterion will focus on the overall importance of the support service to the success of the institution.

26%

Internal demand: This criterion will focus on factors related to the level of internal (inside the institution) need for the support service.

17%

External demand: This criterion will focus on factors related to the level of external (outside of the institution) need for the support service, as well as external mandates influencing the support service’s efforts.

10%

Quality: This criterion will focus on the quality of the support service. 16%

Cost effectiveness: This criterion will focus on the resources consumed and the revenues generated by the support service relative to its output.

21%

Opportunity analysis: This criterion allows the support service to describe the additional contributions it could make with specified additional resources.

10%

Each support service will be reviewed and ranked by the task force. Support services will be categorized into quintiles based on budget, i.e. 20% into each of the following categories:

1. Candidate for enhanced resourcing 2. Maintain with current resourcing 3. Retain with reduced resourcing 4. Reconfigure for efficiency/effectiveness 5. Candidate for phase out, subject to further review

The final report of the task force will inform decisions regarding budget adjustments that will be instituted by the university’s governing bodies.


Refining the Support Service List The task force has invested considerable time and effort into refining the list of support services. A key focus has been arriving at a degree of consistency across the institution in terms of the nature and scope of each support service. Colleges and administrative units are asked to complete self-‐assessment forms for each of the services provided, or will describe multiple services in one or more self-‐assessment forms as appropriate. For colleges and the Centre for Continuing and Distance Education, the task force has identified eleven services that are common to each of these units: communications, instructional support, finance, human resources, information technology, alumni and development, research support, recruitment and admissions, facilities and space planning, student support and advising, and college-‐level stores and shops. For administrative units, five services that are common have been identified: communications, finance, human resources, information technology, and facilities and space planning. Colleges and administrative units also will complete a separate self-‐assessment form for the activities that directly support the work of the unit head. Due to their unique size and structure, the interdisciplinary graduate schools will describe their support services, including activities that directly support the work of the executive director, in one or two templates. Completing the Support Service Self-‐Assessment Form (Template)

The Support Service Self-‐Assessment Form is the means by which units will provide information to the task force. To ensure that the information provided by units is focused, relevant and manageable for the task force, a limited amount of information can be provided.

The sections of the form are as follows: Overview: This section should provide task force members with a sense of the nature of a support service and what it does. Support service resources: Financial and other data (personnel, revenues, expenditures, etc.) will be provided centrally by the university and will be allocated by units to each support service. Three years of data will be provided (2009/10, 2011/10 and 2011/12).

• A worksheet will be provided to assist units in calculating the values needed to populate the data tables in the self-‐assessment form.

• Data categories are based on UNIFI accounts. Definitions for each category can be found on the

Financial Services Division website at www.usask.ca/fsd/colleges_depts_research/unifi/ unifi_account_codes.php. Other definitions, including that of full time equivalent, can be found on the Information Strategy and Analytics website at www.usask.ca/isa/information-‐management/terms-‐definitions.php.


• Any data-‐related questions should be directed to the TransformUS Data Support Team at [email protected]. This team can assist with gathering, understanding and interpreting data.

• The task force understands there are support services that have been restructured significantly

in the last year, and that this will make interpretation of historical data challenging. o Use the space provided to explain major changes in resources. Detailed explanations or

explanations of changes that are relatively minor are not necessary. o If it is not possible to provide accurate data for three fiscal years, indicate this in the

template and include only as much data as can be provided with reasonable accuracy.

• Units may provide other quantitative data as long as it is verifiable, applicable to the particular support service and can be accommodated within the space limits.

Criteria: Each criterion includes one key question related to the criterion. Additional guiding questions are provided to assist you in formulating your response. Within each criterion, consider which guiding questions are most relevant to your support service and build your response around those points. Not all of the guiding questions need to be answered. Other comments: Use this section to provide any additional context or information to the task force, which may include advice on which quintile you would place the support service in and why. Provide any “big picture” observations you wish on past trends or the future of the service that will assist the task force in better understanding the service. Please avoid repeating information provided elsewhere in the template. Advice for Filling out the Assessment Form

• Focus on recognizing patterns and trends in resourcing and service delivery, and on providing a frank account of the current reality.

• Write for an audience that is not familiar with the support service or your area of work. Avoid jargon, acronyms and other technical references as much as possible.

• Once complete, the template should provide a clear and medium-‐level overview of what the service does, what resources it consumes and what it accomplishes. You may want to obtain feedback on the completed self-‐assessment form from someone who is unfamiliar with the support service before you submit it.

• Avoid focusing on fine details. The task force is prioritizing 350-‐400 support services, which will require a “big picture” focus.

• Use point form in the narrative when possible.

• Explain any significant trends, variations or anomalies in the data. Minor variations or discrepancies are not significant and need not be explained.


• Recognize that the template was designed for a wide range of support services. Not all criteria will be completely relevant to a particular service, nor will all of the guide questions within each criterion. Do your best to respond to each criterion, but focus on those that are most relevant to your support service.

• Avoid repeating general information such as the IP3 areas of focus, the signature areas, etc.

• Please do not include appendices, attachments or references to websites.

Questions & Answers

When is the self-‐assessment form due?

Completed self-‐assessment forms are due by August 16, 2013.

Because of holidays, my unit is not able to complete the template. Can I get an extension?

All involved recognize that it is not ideal to be completing the templates over the summer months. Holidays are well deserved and much needed after a busy year on campus. However, we also recognize there is no time during the year when campus is truly quiet. Leaders within each unit should consider what items can be delayed over the summer to allow the templates to be completed by the deadline. TransformUS is, as Dickeson states, “an extraordinary process requiring a suspension of ordinary behaviors” and should be seen as such.

Further, leaders should consider how to maximize the value of the information provided, while minimizing the effort required to complete the template by drawing on existing information, providing data that is available or has been developed for other purposes, and/or can be compiled relatively easily by the most knowledgeable people in the unit.

May I revise my submission after the deadline?

The task force recognizes that many support services are undergoing change, and that all support services are provided in a constantly evolving environment. In exceptional circumstances, a unit may be permitted to submit a revised self-‐assessment form. This would be at the discretion of the co-‐chairs.

Does the unit head need to approve all self-‐assessment forms in his/her unit?

Yes, each self-‐assessment template must be approved by the unit leader prior to submission.

What if there is internal disagreement about how to assess my service?

The task force expects each unit to reach consensus before a self-‐assessment form is finalized and submitted. If that is deemed impossible by the unit, the difference in perspective should be explained in the template.

May I present my information to the Support Service Transformation Task Force?

No. With 350-‐400 support services to prioritize, individual presentations are not possible.

May I provide additional information to the task force?


If the task force deems it necessary, it will request clarification on the self-‐assessment form. With 350-‐400 support services to prioritize, it is not possible for the task force to consider any additional information provided by a unit unless it is at the request of the task force.

Who do I contact if I have questions when I am completing the self-‐assessment form?

Information sessions will be held in July and August to assist those tasked with completing the self-‐assessment form.

If you have questions, please contact one of the task force co-‐chairs, Bob Tyler or Kevin Schneider, or any other member of the task force. For assistance with data, please contact the data support team at [email protected].


Appendix F: Scoring Rubric

Criteria Assessment Rating 5

4

3

2

1

Criterion 1: Importance to the University of Saskatchewan (26%)

Very strong alignment with and performs a critical role in achieving the university’s priorities.

Strong alignment with and performs a very important role in achieving the university’s priorities.

Good alignment with and performs an important role in achieving the university’s priorities.

Weak alignment with and performs a weak role in achieving the university’s priorities.

Marginal alignment with and performs a marginal role in achieving the university’s priorities.

Criterion 2: Internal Demand (17%)

Very strong internal demand for the service and/or very high demand as a proportion of possible users.

Strong internal demand for the service and/or high demand as a proportion of possible users.

Good internal demand for the service and/or moderate demand as a proportion of possible users.

Weak internal demand for the service and/or low demand as a proportion of possible users.

Little or no internal demand.

Criterion 3: External Demand (10%)

Very strong external demand for the service and/or very high demand as a proportion of possible users.

Strong external demand for the service and/or high demand as a proportion of possible users.

Good external demand for the service and/or moderate demand as a proportion of possible users.

Weak external demand for the service and/or low demand as a proportion of possible users.

Little or no external demand.

Criterion 4: Quality (16%)

Very high quality of service. Consistently meeting the requirements of the university.

High quality of service. Reasonably consistent in meeting the requirements of the university.

Good quality of service. Minimally meeting the requirements of the university.

Low quality of service. Does not consistently meet the minimal requirements of the university.

Service does not meet the minimal requirements of the university.

Criterion 5: Cost Effectiveness (21%)

Very high cost effectiveness. Continued efforts to improve cost effectiveness.

High cost effectiveness. Demonstrated efforts to improve cost effectiveness.

Good cost effectiveness. Working to improve cost effectiveness.

Low cost effectiveness. Weak efforts to improve cost effectiveness.

Marginal cost effectiveness. Little or no efforts to improve cost effectiveness.

Criterion 6: Opportunity Analysis (10%)

Very strong potential opportunities to enhance alignment with strategic directions and/or improve efficiencies.

Strong potential opportunities to enhance alignment with strategic directions and/or improve efficiencies.

Good potential opportunities to enhance alignment with strategic directions and/or improve efficiencies.

Weak potential opportunities to enhance alignment with strategic directions and/or improve efficiencies.

Little or no potential opportunities to enhance alignment with strategic directions and/or improve efficiencies.


Appendix G: Support Services by Quintile NOTE: Comments are provided for support services by unit in Appendix H. ID 1. Candidate for enhanced resourcing Unit 038 Clinical Learning Services Office of the Provost and VP Academic; Council of

Health Science Deans 043 Student Central -‐ student inquiries, non-‐academic advising,

other student services Office of the AVP Student Affairs

045 Student Affairs Case Management Office of the AVP Student Affairs 047 Student Health Services Office of the AVP Student Affairs 048 Student Counselling Services Office of the AVP Student Affairs 049 Student Employment and Career Services Office of the AVP Student Affairs 050 Disability Services for Students Office of the AVP Student Affairs 051 Awards and Financial Aid Office of the AVP Student Affairs 052 Student Information Systems Office of the AVP Student Affairs 053 Registrarial Services Office of the AVP Student Affairs 054 Aboriginal Student Centre Office of the AVP Student Affairs 055 International Students and Study Abroad Centre Office of the AVP Student Affairs 056 Admissions, Credential Evaluation and Transfer Credit Office of the AVP Student Affairs 093 Identity and Access Management Office of the AVP ICT & CIO; ICT 095 Web Services Office of the AVP ICT & CIO; ICT 096 Development, evolution and support of institutional

systems Office of the AVP ICT & CIO; ICT

097 Development, maintenance and evolution of college-‐ and unit-‐specific applications

Office of the AVP ICT & CIO; ICT

099 Data Management: acquisition, integration, storage and provisioning


100 Unit IT support (colleges and units) Office of the AVP ICT & CIO; ICT 102 Supporting research Office of the AVP ICT & CIO; ICT 126 Business Opportunities and Real Estate Office of the VP Finance and Resources; Corporate

Admin 171 Payment Services Office of the AVP Financial Services & Controller 176 Cash, Investment (including Endowments) & Debt

management Office of the AVP Financial Services & Controller

180 Consulting Services Office of the AVP Human Resources 201 Awards Facilitation and Faculty Recognition Office of the VP Research; Awards Facilitation 228 College-‐based Alumni Engagement Office of VP Advancement and Community

Engagement; Alumni Relations 240 Corporate Giving Office of VP Advancement and Community

Engagement; Office of the AVP Development 242 Major Giving Office of VP Advancement and Community

Engagement; Office of the AVP Development 250 Development of Collections University Library 258 Alumni and Development College of Agriculture and Bioresources; Dean's Office 262 Research Support College of Agriculture and Bioresources; Dean's Office 266 AgBio Discovery Camps College of Agriculture and Bioresources 268 Financial Services College of Arts and Science; Dean's Office 272 Research & Graduate Student Support College of Arts and Science; Dean's Office 275 Science Outreach College of Arts and Science; Dean's Office 277 Aboriginal Student Services College of Arts and Science 281 Museum of Natural Sciences College of Arts and Science


ID 1. Candidate for enhanced resourcing Unit 282 Digital Research Centre College of Arts and Science 286 Alumni Relations College of Dentistry 318 SciFi camps College of Engineering 324 Communications/Instructional Support/Recruitment &

Admissions/Research Support College of Kinesiology; Dean's Office

326 Human Resources College of Kinesiology; Dean's Office 332 Student Advising College of Kinesiology; Dean's Office 354 Native Access Program to Nursing (NAPN) College of Nursing 373 Student Advising College of Veterinary Medicine; Dean's Office 437 Saskatchewan Structural Sciences Centre Office of the VP Research


ID 2. Maintain with current resourcing Unit 022 Executive Office Office of the University Secretary 023 Board of Governors Office of the University Secretary 024 Council and Student Academic Appeals Office of the University Secretary 025 Senate and Student Non-‐Academic Appeals Office of the University Secretary 026 Faculty Promotion and Tenure Appeals Office of the University Secretary 027 Policy Oversight & Development Office of the University Secretary 028 Protocol & Ceremonies Office of the University Secretary 031 Director's Office and admin services for the Council Office of the Provost and VP Academic;

Council of Health Science Deans 033 Facilities and Operations Services Office of the Provost and VP Academic;

Council of Health Science Deans 035 Animal Ordering Office of the Provost and VP Academic;

Council of Health Science Deans 036 Research Support Services Office of the Provost and VP Academic;

Council of Health Science Deans 039 External Professional Exam Services Office of the Provost and VP Academic;

Council of Health Science Deans 042 Financial Services / Human Resources / Facilities Management Office of the AVP Student Affairs 044 Communications, Reporting and Web development Office of the AVP Student Affairs 069 Part Time ESL Office of the Vice Provost Teaching and

Learning; CCDE -‐ University of Saskatchewan Language Centre

089 Campus Computer Store Office of the AVP ICT & CIO; ICT 092 ICT Platform Services: development, operation, maintenance and

evolution Office of the AVP ICT & CIO; ICT

094 Electronic Communications & Collaboration Office of the AVP ICT & CIO; ICT 098 ICT security Office of the AVP ICT & CIO; ICT 108 Executive Office Office of the VP Finance and Resources 115 Post office Office of the VP Finance and Resources;

Consumer Services 117 Catering Office of the VP Finance and Resources;

Consumer Services: Culinary Services 119 Residence meal services Office of the VP Finance and Resources;

Consumer Services: Culinary Services 122 Residences Office of the VP Finance and Resources;

Consumer Services 123 Copyright Coordination Office of the VP Finance and Resources;

Corporate Admin 124 Risk Management and Insurance Services Office of the VP Finance and Resources;

Corporate Admin 125 Legal Services and Contracts Office of the VP Finance and Resources;

Corporate Admin 127 Access to Information and Privacy Office of the VP Finance and Resources;

Corporate Admin 131 Budget Management and Financial Planning Office of the AVP Facilities Management &

University Architect; Finance and Administration

133 Utilities Business Operations Office of the AVP Facilities Management & University Architect; Finance and Administration

137 Human Resources (recruitment, human resources & payroll admin, Office of the AVP Facilities Management &


ID 2. Maintain with current resourcing Unit development and labour relations) University Architect; Human Relations

140 Divisional Services (central clerical support, billings, etc.) Office of the AVP Facilities Management & University Architect; Human Relations

141 Operations and Maintenance Administration Office of the AVP Facilities Management & University Architect; Operations and Maintenance

149 Heating Plant Operations Office of the AVP Facilities Management & University Architect; Operations and Maintenance

163 Project Governance Administration Office of the AVP Facilities Management & University Architect; Project Governance

164 Executive Office Office of the AVP Financial Services & Controller

170 Institutional Reporting Office of the AVP Financial Services & Controller

177 Tuition and fees reporting and collection & Non-‐student accounts receivable

Office of the AVP Financial Services & Controller

178 Executive Office Office of the AVP Human Resources 181 Labour Relations Office of the AVP Human Resources 184 Wellness Resources Office of the AVP Human Resources 187 Employee Assistance Program (EAP) Office of the AVP Human Resources 188 Discrimination and Harassment Prevention Services (DHPS) Office of the AVP Human Resources 194 Emergency Planning Office of the AVP Human Resources;

Campus Safety 217 Station 20 West Office of VP Advancement and Community

Engagement; Community Outreach and Engagement

221 Report Development and Generation Office of VP Advancement and Community Engagement; Advancement Services

224 Alumni Association Support Office of VP Advancement and Community Engagement; Alumni Relations

230 Gift Receipting and Donor Acknowledgements Office of VP Advancement and Community Engagement; Finance and Trust

231 Donor Stewardship Office of VP Advancement and Community Engagement; Finance and Trust

232 Terms of References/Gift Agreements Office of VP Advancement and Community Engagement; Finance and Trust

233 English River Office of VP Advancement and Community Engagement; First Nations and Metis Engagement

234 Partnerships Office of VP Advancement and Community Engagement; First Nations and Metis Engagement

236 Government Relations Office of VP Advancement and Community Engagement

238 Planned Giving Office of VP Advancement and Community Engagement; Office of the AVP Development

239 Annual Giving Office of VP Advancement and Community Engagement; Office of the AVP Development


ID 2. Maintain with current resourcing Unit 244 Development Communications Office of VP Advancement and Community

Engagement; Office of the AVP Communications

245 College Communications Office of VP Advancement and Community Engagement; Office of the AVP Communications

251 Organizing Collections University Library 256 Dean's Office College of Agriculture and Bioresources;

Dean's Office 257 Financial Services College of Agriculture and Bioresources;

Dean's Office 259 Communications College of Agriculture and Bioresources;

Dean's Office 263 Facilities (Space Planning, College-‐level technicians, etc.) College of Agriculture and Bioresources;

Dean's Office 264 Student Services (recruitment, admissions, Advising, Graduate &

undergraduate College of Agriculture and Bioresources; Dean's Office

265 AgBio Shipping, Receiving and Stores College of Agriculture and Bioresources; Dean's Office

267 Dean's Office College of Arts and Science; Dean's Office 270 Human Resources and Collegial Processes College of Arts and Science; Dean's Office 271 Information Technology Services College of Arts and Science; Dean's Office 273 Facilities and Space Planning College of Arts and Science; Dean's Office 274 Academic Programs and Supports College of Arts and Science; Dean's Office 276 Student Advising and Student Services College of Arts and Science 280 Museum of Antiquities College of Arts and Science 285 Student Services and Admissions College of Dentistry 289 Saskatoon West dental clinic College of Dentistry 294 Research Support College of Education; Dean's Office 297 Dean's Office Edwards School of Business 298 Financial Services / Human Resources / Communications / Facilities /

Alumni and Development Edwards School of Business

299 Student Services Edwards School of Business 300 Career Services & Co-‐op Coordinator Edwards School of Business 302 Executive Education Edwards School of Business 303 Wilson Centre Edwards School of Business 304 Hanlon Centre Edwards School of Business 310 Financial Administration College of Engineering 311 General Administration College of Engineering 312 Facilities Management College of Engineering 317 Advancement College of Engineering 319 Student Organizations and Services College of Engineering 330 IT Services College of Kinesiology; Dean's Office 331 Personal trainer, fitness appraisal, athletic dev College of Kinesiology; Human Performance

Centre 335 Marketing and promotion College of Kinesiology; Huskies Director of

Marketing 336 Health services for athletes College of Kinesiology; Huskies Athletic

Health Centre 337 Commercial space planning (Griffiths) College of Kinesiology 338 Campus Recreation: intramurals, co-‐ed leagues and tournaments College of Kinesiology; Community and


ID 2. Maintain with current resourcing Unit Campus Programs

339 Athletic camps: spring & summer camps, dance classes for children and other fee-‐for-‐service clinics

College of Kinesiology; Community and Campus Programs

340 The Physical Activity Centre (PAC) operations (PAC Equipment room) -‐ capture F/S and Student recreation related to the area

College of Kinesiology; Equipment and Facilities Services

341 Campus Fit Centre -‐ capture F/S and Student recreation related to the area


342 Education Building gym, pool and squash court College of Kinesiology; Equipment and Facilities Services

343 Hockey and curling Rink and Griffith stadium (use by Huskies and rentals)


345 Financial Services College of Nursing; Dean's Office 350 Recruitment and Admissions College of Nursing; Dean's Office 357 Dean's Office College of Pharmacy and Nutrition; Dean's

Office 359 Associate Dean Academic (undergraduate) responsibilities, including

Recruitment and Admissions, Student Advising, Student Monitoring, Student Awards and Instructional Support

College of Pharmacy and Nutrition; Dean's Office

360 Associate Dean Research and Graduate Affairs, including Research Support, Graduate Programs' Administration


361 MedSASK, Your Medication Information Service College of Pharmacy and Nutrition; Dean's Office

362 Continuing Professional Development for Pharmacists College of Pharmacy and Nutrition; Dean's Office

364 Financial Services College of Veterinary Medicine; Dean's Office

365 Instructional Support College of Veterinary Medicine; Dean's Office

366 Communications College of Veterinary Medicine; Dean's Office

370 Research Support College of Veterinary Medicine; Dean's Office

376 Veterinary Continuing Education Section College of Veterinary Medicine; Dean's Office

377 Waste Disposal College of Veterinary Medicine; Dean's Office

380 Veterinary Diagnostic Services / Prairie Diagnostic Services College of Veterinary Medicine; Dean's Office

389 Instructional Support -‐ Postgraduate Medical Education College of Medicine 392 Aboriginal Affairs College of Medicine 394 Distributed Medical Education College of Medicine 395 Communications College of Medicine 400 Recruitment and Admissions College of Medicine 417 Information Technology Services College of Medicine; Medicine, Regina

Programs 421 Facilities (Space Planning, College-‐level technicians, etc. College of Medicine; Medicine, Regina

Programs 423 Dean's Office College of Law 424 Financial Services / Human Resources / Information Technology

Services / Facilities (Space Planning, College-‐level technicians, etc.) College of Law

425 Alumni and Communications College of Law


ID 2. Maintain with current resourcing Unit 426 Development College of Law 428 Pro Bono Students College of Law 429 Saskatchewan Law Review College of Law 430 Career Services Office College of Law 432 Executive Director's Office Johnson-‐Shoyama Graduate School of

Public Policy 433 Diefenbaker Canada Centre Johnson-‐Shoyama Graduate School of

Public Policy 439 Vending Office of the VP Finance and Resources;

Consumer Services: Culinary Services


ID 3. Retain with reduced resourcing Unit 021 Executive Office Office of the President 029 Audit Services Office of the University Secretary; Office of Audit

Services 037 Animal Care Services Office of the Provost and VP Academic; Council of

Health Science Deans 088 Financial Services / Human Resources / Communications /

Facilities Management Office of the AVP ICT & CIO

090 Campus Network: service design, operation, maintenance and evolution


091 Telephones: service design, operation, maintenance and evolution


110 Director's Office Office of the VP Finance and Resources; Consumer Services

114 Other retail services (including clothing, gifts, etc, whether located in the bookstore or elsewhere)

Office of the VP Finance and Resources; Consumer Services: Bookstore

120 Food sales separate from residence meal services Office of the VP Finance and Resources; Consumer Services: Culinary Services

129 Executive Office Office of the AVP Facilities Management & University Architect

135 Capital Renewal and Strategic Analysis Office of the AVP Facilities Management & University Architect; Finance and Administration

142 Logistics Management (moves, set-‐ups, events) Office of the AVP Facilities Management & University Architect; Operations and Maintenance

143 Building Services (Custodial) Office of the AVP Facilities Management & University Architect; Operations and Maintenance

144 Trades Services (Maintenance Services) Office of the AVP Facilities Management & University Architect; Operations and Maintenance

146 Grounds (grounds maint, construction, landscaping, snow removal, Griffiths Stadium and Rutherfod Rink)

Office of the AVP Facilities Management & University Architect; Operations and Maintenance

150 Work Control Centre Office of the AVP Facilities Management & University Architect; Operations and Maintenance

167 Detailed annual budget -‐ implementation, management and analysis


169 Research/project accounting and reporting Office of the AVP Financial Services & Controller; Office of the Director of Financial Reporting

172 Payroll Office of the AVP Financial Services & Controller 173 Pensions Office Office of the AVP Financial Services & Controller 179 Financial Services / Human Resources / Communications /

Facilities Management Office of the AVP Human Resources

186 Total Compensation and Rewards Office of the AVP Human Resources 191 Staff Sergeant and 24 Hour Patrol Service Office of the AVP Human Resources; Campus Safety 196 Occupational Health, Safety and Environmental Services Office of the AVP Human Resources; Workplace

Safety and Environmental Protection (WSEP) 207 Commercialization of Research Office of the VP Research; Industry Liaison Office 209 Animal Research Ethics Compliance Office of the VP Research; Research Ethics 210 Human Research Ethics Compliance Office of the VP Research; Research Ethics 215 Executive Office Office of VP Advancement and Community

Engagement 222 Prospect Research Office of VP Advancement and Community

Engagement; Advancement Services 226 Affinity Partnerships Office of VP Advancement and Community


ID 3. Retain with reduced resourcing Unit Engagement; Alumni Relations

246 Internal Communications Office of VP Advancement and Community Engagement; Office of the AVP Communications

249 Dean's Office University Library 252 Information Services University Library 253 Teaching Information Literacy Skills (Library Instruction) University Library 254 Information Technology University Library 255 Administration University Library 269 Communications, Alumni and Development College of Arts and Science; Dean's Office 279 Kenderdine Gallery College of Arts and Science 287 Student dental clinic College of Dentistry 291 Dean's Office College of Education; Dean's Office 293 Progams Office College of Education; Dean's Office 295 Information Technology Services College of Education; Dean's Office 333 Coaching and Athlete Recruitment for Huskies Athletic

teams (15 teams, 400 students) College of Kinesiology; Huskie Athletics Office

344 Dean's Office College of Nursing; Dean's Office 352 Student Advising College of Nursing; Dean's Office 353 Continuing Education & Development for Nurses College of Nursing 355 Office of Clinical Coordination College of Nursing 363 Dean's Office College of Veterinary Medicine; Dean's Office 367 Human Resources College of Veterinary Medicine; Dean's Office 368 Information Technology Services College of Veterinary Medicine; Dean's Office 379 Veterinary Medical Centre College of Veterinary Medicine 403 Continuing Professional Development College of Medicine 434 Executive Director's Office School of Environment & Sustainability 445 Parking Services Office of the VP Finance and Resources; Consumer

Services


ID 4. Reconfigure for efficiency/effectiveness Unit 030 Executive Office (includes Dean's Council, PCIP and PCIP Advisory,

College of Medicine Restructuring) Office of the Provost and VP Academic

034 Suppy and Distribution Centre (Stores) Office of the Provost and VP Academic; Council of Health Science Deans

040 Faculty Relations Office of the Provost and VP Academic; Office of the Vice Provost Faculty Relations

057 Undergraduate Student Recruitment Office of the AVP Student Affairs 061 Equipment Services Office of the Vice Provost Teaching and

Learning; EMAP -‐ Media Access & Production

063 New Media Office of the Vice Provost Teaching and Learning; EMAP -‐ Media Access & Production

068 Certificate in English for Academic Purposes (Fulltime ESL) Office of the Vice Provost Teaching and Learning; CCDE -‐ University of Saskatchewan Language Centre

073 Community Education (Nature+Tours, Community Arts, Music, Horticulture, Seniors)

Office of the Vice Provost Teaching and Learning; CCDE -‐ Professional Development & Community Education

079 Degree Credit Class Distance Development (On-‐line, TV, Independent Studies, SPEC)

Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

080 Degree Credit Class Distance Delivery (On-‐line, TV, Ind. Studies, SPEC) Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

081 Degree Credit Off-‐campus Delivery (Regional Colleges, PA, ITEP, Ed Masters, NORTEP)

Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

084 Undergraduate Support and Development Office of the Vice Provost Teaching and Learning; ULC -‐ University Learning Centre (incl. GMCTE)

087 Executive Office Office of the AVP ICT & CIO 101 Supporting teaching and learning Office of the AVP ICT & CIO; ICT 103 End User Help and Training Office of the AVP ICT & CIO; ICT 105 Institutional Effectiveness Office of the Assistant Provost IPA;

Institutional Planning and Assessment 106 Resource Allocation Office of the Assistant Provost IPA;

Institutional Planning and Assessment 107 Institutional Planning Office of the Assistant Provost IPA;

Institutional Planning and Assessment 111 Financial Services / Human Resources / Communications / Information

Technology Services / Facilities Management Office of the VP Finance and Resources; Consumer Services

112 Textbook sales Office of the VP Finance and Resources; Consumer Services: Bookstore

116 Mailroom Office of the VP Finance and Resources; Consumer Services

118 Hospitality services/conferences Office of the VP Finance and Resources; Consumer Services: Culinary Services

130 Finance and Administration Office of the AVP Facilities Management & University Architect; Finance and Administration


ID 4. Reconfigure for efficiency/effectiveness Unit 134 Accounting (accounts payable, capital projects, special projects,

business operations analysis) Office of the AVP Facilities Management & University Architect; Finance and Administration

145 Trades Services (Project Construction Services) Office of the AVP Facilities Management & University Architect; Operations and Maintenance

148 Stores and Purchasing Office of the AVP Facilities Management & University Architect; Operations and Maintenance

153 Infrastructure Information Services Office of the AVP Facilities Management & University Architect; Planning and Development

154 Space Planning Office of the AVP Facilities Management & University Architect; Planning and Development

155 Project Planning Office of the AVP Facilities Management & University Architect; Planning and Development

156 Project Management (Major and Minor) Office of the AVP Facilities Management & University Architect; Planning and Development

158 Mechanical Engineering Office of the AVP Facilities Management & University Architect; Planning and Development

159 Electrical Engineering Office of the AVP Facilities Management & University Architect; Planning and Development

161 Sustainability and Infrastructure Office of the AVP Facilities Management & University Architect; Planning and Development

162 Room Scheduling Office of the AVP Facilities Management & University Architect; Planning and Development

165 Financial Services / Human Resources / Communications / Facilities Management


166 Institutional Financial Oversight for major capital projects Office of the AVP Financial Services & Controller

168 Oversight, monitoring and training of institutional accounting and internal controls

Office of the AVP Financial Services & Controller; Office of the Director of Financial Reporting

174 Purchasing Services Office of the AVP Financial Services & Controller

175 Systems Support and Development Office of the AVP Financial Services & Controller

185 Data Information Office of the AVP Human Resources 189 Diversity/Employment Equity Office of the AVP Human Resources 193 Electronic Prevention Office of the AVP Human Resources;

Campus Safety 197 Executive Office Office of the VP Research 203 Research Development Office of the VP Research; Research Services 204 Research Award Finalization Office of the VP Research; Research Services


ID 4. Reconfigure for efficiency/effectiveness Unit 205 Post-‐Award Support Office of the VP Research; Research Services

206 Research Systems, Data, and Metrics Office of the VP Research; Research Services 208 Legal Services -‐ Commercialization and Research Office of the VP Research; Industry Liaison

Office 212 Research Mentorship Program for New Faculty Office of the VP Research; Office of the AVP

Research -‐ Health (UofS) and VP Research and Innovation (SHR)

219 Ufriend Management and Development Office of VP Advancement and Community Engagement; Advancement Services

223 IT support (for University Advancement) Office of VP Advancement and Community Engagement; Advancement Services

225 Alumni Networks and Volunteer Engagement Office of VP Advancement and Community Engagement; Alumni Relations

227 Events Office of VP Advancement and Community Engagement; Alumni Relations

241 College-‐based Development Office of VP Advancement and Community Engagement; Office of the AVP Development

247 Marketing Office of VP Advancement and Community Engagement; Office of the AVP Communications

248 Strategic Communications Office of VP Advancement and Community Engagement; Office of the AVP Communications

260 Human Resources College of Agriculture and Bioresources; Dean's Office

278 Arts & Science Transition Program (Royal West Campus) College of Arts and Science 290 Dentistry Stores College of Dentistry 292 Financial Services / Human Resources / Communications / Facilities /

Alumni and Development College of Education; Dean's Office

301 Technology Support Edwards School of Business 307 Research College of Engineering 308 Partnerships College of Engineering 309 Academic Program Administration & Student Support College of Engineering 313 Information Technology College of Engineering 316 Human Resources College of Engineering 320 Stores and Shops College of Engineering 322 Dean's Office College of Kinesiology; Dean's Office 323 Financial Services College of Kinesiology; Dean's Office 334 Events coordination, promotions and tickets, athletic director, sports

information and communications. College of Kinesiology; Huskies Athletic Services

347 Communications; Alumni and Development; Outreach College of Nursing; Dean's Office 348 Human Resources College of Nursing; Dean's Office 349 Research Support College of Nursing; Dean's Office 351 Facilities (Space Planning, College-‐level technicians, etc.) College of Nursing; Dean's Office 356 E-‐Learning Support Services (includes IT) College of Nursing 358 Financial Services / Human Resources / Communications / Information

Technology Services / Facilities (Space Planning, College-‐level technicians, etc.) / Alumni and Development


369 Alumni and Development College of Veterinary Medicine; Dean's


ID 4. Reconfigure for efficiency/effectiveness Unit Office

371 Recruitment and Admissions College of Veterinary Medicine; Dean's Office

386 Dean's Office College of Medicine 387 Financial Services College of Medicine 388 Instructional Support -‐ Undergraduate Medical Education College of Medicine 396 Human Resources College of Medicine 397 Information Technology Services College of Medicine 398 Alumni and Development College of Medicine 399 Research Support College of Medicine 412 Vice Dean's Office College of Medicine; Medicine, Regina

Programs 419 Research Support College of Medicine; Medicine, Regina

Programs 440 Alumni Relations Account Office of VP Advancement and Community

Engagement; Alumni Relations 441 Center for Integrative Medicine College of Medicine; N/A 444 Alumni Communications Office of VP Advancement and Community

Engagement; Office of the AVP Communications

446 Office Copiers Office of the VP Finance and Resources; Consumer Services


ID 5. Candidate for phase out, subject to further review Unit 032 Financial Services Office of the Provost and VP Academic; Council of

Health Science Deans 041 Executive Office Office of the AVP Student Affairs 046 Planning, Program Development and Assessment Office of the AVP Student Affairs 058 Executive Office Office of the Vice Provost Teaching and Learning 059 Director's Office Office of the Vice Provost Teaching and Learning;

EMAP -‐ Media Access & Production 060 Financial Services / Human Resources / Communications /

Information Technology Services / Facilities Management Office of the Vice Provost Teaching and Learning; EMAP -‐ Media Access & Production

062 Media Production Office of the Vice Provost Teaching and Learning; EMAP -‐ Media Access & Production

064 Executive Director's Office Office of the Vice Provost Teaching and Learning; CCDE -‐ Centre for Continuing & Distance Education

065 Financial Services / Human Resources / Information Technology Services / Facilities Management

Office of the Vice Provost Teaching and Learning; CCDE -‐ Centre for Continuing & Distance Education

066 Marketing and Communications Office of the Vice Provost Teaching and Learning; CCDE -‐ Centre for Continuing & Distance Education

067 Administration Office of the Vice Provost Teaching and Learning; CCDE -‐ University of Saskatchewan Language Centre

070 Other languages Office of the Vice Provost Teaching and Learning; CCDE -‐ University of Saskatchewan Language Centre

071 Administration, Registration, U of S Employee Professional Development

Office of the Vice Provost Teaching and Learning; CCDE -‐ Professional Development & Community Education

072 Professional Development (Leadership, Agriculture) Office of the Vice Provost Teaching and Learning; CCDE -‐ Professional Development & Community Education

074 Other Programs (Math, UEP, UEP Sundry, etc.) Office of the Vice Provost Teaching and Learning; CCDE -‐ Professional Development & Community Education

075 Administration Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

076 Certificate level programs (PHC) Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

077 Certificate in Adult and Continuing Education (CACE) Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

078 Certificate in Teaching English as a Second Language (CERTESL) Office of the Vice Provost Teaching and Learning; CCDE -‐ Distance Learning, Off Campus & Certificates

082 Director's Office Office of the Vice Provost Teaching and Learning; ULC -‐ University Learning Centre (incl. GMCTE)

083 Financial Services / Human Resources / Communications / Information Technology Services / Facilities Management

Office of the Vice Provost Teaching and Learning; ULC -‐ University Learning Centre (incl. GMCTE)


ID 5. Candidate for phase out, subject to further review Unit 085 Curriculum Development + Instructional Design Office of the Vice Provost Teaching and Learning;

ULC -‐ University Learning Centre (incl. GMCTE) 086 Educational Development Office of the Vice Provost Teaching and Learning;

ULC -‐ University Learning Centre (incl. GMCTE) 104 Office of the Assistant Provost Office of the Assistant Provost IPA; Institutional

Planning and Assessment 109 Student Initiatives Office of the VP Finance and Resources; Student

Initiatives 113 General book sales (non-‐text) Office of the VP Finance and Resources;

Consumer Services: Bookstore 121 Printing services Office of the VP Finance and Resources;

Consumer Services 128 Emma Lake Kenderine Campus Office of the VP Finance and Resources;

Corporate Admin 132 Information Technology Office of the AVP Facilities Management &

University Architect; Finance and Administration 136 Human Relations Administration Office of the AVP Facilities Management &

University Architect; Human Relations 138 Communications Office of the AVP Facilities Management &

University Architect; Human Relations 139 Customer Relations Office of the AVP Facilities Management &

University Architect; Human Relations 147 Maintenance Planning Office of the AVP Facilities Management &

University Architect; Operations and Maintenance

151 FMD Safety Office of the AVP Facilities Management & University Architect; Operations and Maintenance

152 Planning and Development Administration Office of the AVP Facilities Management & University Architect; Planning and Development

160 Controls Design Office of the AVP Facilities Management & University Architect; Planning and Development

182 Recruitment Office of the AVP Human Resources 183 Development Office of the AVP Human Resources 190 Director's Office (Administration and Leadership) Office of the AVP Human Resources; Campus

Safety 192 Crime Prevention and Professional Standards / Investigations Office of the AVP Human Resources; Campus

Safety 202 International Development and Partnerships Office of the VP Research; International Office /

International Research Office 211 Responsible Conduct of Research Office of the VP Research; Research Ethics 213 Health-‐based Research Development and Facilitation Office of the VP Research; Office of the AVP

Research -‐ Health (UofS) and VP Research and Innovation (SHR)

214 Saskatoon Centre for Patient-‐Oriented Research (SCPOR) Office of the VP Research; Office of the AVP Research -‐ Health (UofS) and VP Research and Innovation (SHR)

216 Financial Services / Human Resources / Facilities Management Office of VP Advancement and Community Engagement

218 Senate Roundtable on Outreach & Engagement & RACs Office of VP Advancement and Community Engagement; Community Outreach and


ID 5. Candidate for phase out, subject to further review Unit Engagement

220 HR Support (for University Advancement) Office of VP Advancement and Community Engagement; Advancement Services

229 President's Tour Office of VP Advancement and Community Engagement; Alumni Relations

237 Executive Office Office of VP Advancement and Community Engagement; Office of the AVP Development

243 Executive Office Office of VP Advancement and Community Engagement; Office of the AVP Communications

261 Information Technology Services College of Agriculture and Bioresources; Dean's Office

283 Dean's Office College of Dentistry 284 Financial Services / Human Resources / Communications /

Information Technology Services / Facilities (Space Planning, College-‐level technicians, etc.)

College of Dentistry

288 Faculty practice dental clinic College of Dentistry 306 Faculty Relations College of Engineering 315 Strategic Planning College of Engineering 382 Dean's Office College of Graduate Studies and Research 383 Special projects / International / Recruitment College of Graduate Studies and Research 384 Awards & Scholarships College of Graduate Studies and Research 385 Programs and Operations College of Graduate Studies and Research 391 Faculty Affairs College of Medicine 393 Biomedical Sciences College of Medicine 401 Facilities (Space Planning, College-‐level technicians, etc.) College of Medicine 402 Student Advising College of Medicine 413 Financial Services College of Medicine; Medicine, Regina Programs 416 Human Resources College of Medicine; Medicine, Regina Programs 427 Estey Centre College of Law 431 Executive Director's Office School of Public Health 438 Social Accountability Division College of Medicine


Appendix H: Support Services by Unit

COLLEGE OF AGRICULTURE AND BIORESOURCES

• AgBio Discovery Camps (266) o Candidate for enhanced resourcing (Quintile 1) o Could expand service to Northern communities, high-‐school-‐age students, etc.

• Dean's Office o Dean's Office (256)

! Maintain with current resourcing (Quintile 2) o Financial Services (257)

! Maintain with current resourcing (Quintile 2) o Alumni and Development (258)

! Candidate for enhanced resourcing (Quintile 1) ! Engaging faculty in alumni development is a good model. There is untapped

potential in the College of Agriculture and Bioresources to engage its supportive alumni.

o Communications (259) ! Maintain with current resourcing (Quintile 2)

o Human Resources (260) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Already reconfiguring.

o Information Technology Services (261) ! Candidate for phase out, subject to further review (Quintile 5) ! Have already phased out position in college and now contract with ICT for all IT

services. o Research Support (262)

! Candidate for enhanced resourcing (Quintile 1) o Facilities (Space Planning, College-‐level technicians, etc.) (263)

! Maintain with current resourcing (Quintile 2) o Student Services (recruitment, admissions, Advising, Graduate & undergraduate (264)

! Maintain with current resourcing (Quintile 2) o AgBio Shipping, Receiving and Stores (265)

! Maintain with current resourcing (Quintile 2) COLLEGE OF ARTS AND SCIENCE

• Student Advising and Student Services (276) o Maintain with current resourcing (Quintile 2)

• Aboriginal Student Services (277) o Candidate for enhanced resourcing (Quintile 1)

• Arts & Science Transition Program (Royal West Campus) (278) o Reconfigure for efficiency/effectiveness (Quintile 4)


o Could benefit from a new location nearer to the campus (e.g., downtown) to ease transition to the main university campus and provide better accessibility for students. Need to advertise successes and undertake a thorough review of achievements to date. The financial aspects of this service lack transparency.

• Kenderdine Gallery (279) o Retain with reduced resourcing (Quintile 3) o Need to "bring together" all museums on campus to reduce operating costs and free up

resources for marketing. Current visibility to public is low for most. • Museum of Antiquities (280)

o Maintain with current resourcing (Quintile 2) o See comments for 279.

• Museum of Natural Sciences (281) o Candidate for enhanced resourcing (Quintile 1) o See comments for 279. Very well utilized by public, great PR value, needs updating and

an education program. • Digital Research Centre (282)

o Candidate for enhanced resourcing (Quintile 1) o Very good results to date. A relatively new service.


! Maintain with current resourcing (Quintile 2) o Financial Services (268)

! Candidate for enhanced resourcing (Quintile 1) ! Additional financial support for researchers might be helpful.

o Communications, Alumni and Development (269) ! Retain with reduced resourcing (Quintile 3) ! Budget allocation seems large.

o Human Resources and Collegial Processes (270) ! Maintain with current resourcing (Quintile 2)

o Information Technology Services (271) ! Maintain with current resourcing (Quintile 2)

o Research & Graduate Student Support (272) ! Candidate for enhanced resourcing (Quintile 1) ! A large need exists for more direct graduate student support in the College of

Arts and Science. o Facilities and Space Planning (273)

! Maintain with current resourcing (Quintile 2) o Academic Programs and Supports (274)

! Maintain with current resourcing (Quintile 2) o Science Outreach (275)

! Candidate for enhanced resourcing (Quintile 1) ! A very effective program that could be expanded to other communities and

colleges.


COLLEGE OF DENTISTRY

• Dean's Office (283) o Candidate for phase out, subject to further review (Quintile 5) o A relatively small college with relatively large administrative overhead. Amalgamation of

the College of Dentistry with the College of Medicine should be considered as the latter is restructured.

• Financial Services / Human Resources / Communications / Information Technology Services/ Facilities (Space Planning, College-‐level technicians, etc.) (284)

o Candidate for phase out, subject to further review (Quintile 5) o See comment for 283. Services would be provided by the College of Medicine.

• Student Services and Admissions (285) o Maintain with current resourcing (Quintile 2)

• Alumni Relations (286) o Candidate for enhanced resourcing (Quintile 1) o Untapped potential to obtain funds from donors, both corporate and alumni.

• Student dental clinic (287) o Retain with reduced resourcing (Quintile 3) o A clinic is necessary. Could it generate more revenue in the summer months and enable

a reduction in its operating allocation? • Faculty practice dental clinic (288)

o Candidate for phase out, subject to further review (Quintile 5) o Should function as a self-‐sustaining entity.

• Saskatoon West dental clinic (289) o Maintain with current resourcing (Quintile 2) o Excellent outreach. Provides students with a valuable experience and delivers dental

services where needed. • Dentistry Stores (290)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Combine with central stores in Academic Health Sciences to realize operating

efficiencies. COLLEGE OF EDUCATION


! Retain with reduced resourcing (Quintile 3) ! Budget allocation seems large.

o Financial Services / Human Resources / Communications / Facilities / Alumni and Development (292)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Greater utilization of centrally-‐available services and reconfiguration of office

may result in cost savings. o Progams Office (293)


! Retain with reduced resourcing (Quintile 3) ! Budget allocation seems large.

o Research Support (294) ! Maintain with current resourcing (Quintile 2)

o Information Technology Services (295) ! Retain with reduced resourcing (Quintile 3) ! Opportunity to reconfigure, make greater use of centrally-‐available services,

reduce duplication of services available elsewhere. COLLEGE OF ENGINEERING

• Faculty Relations (306) o Candidate for phase out, subject to further review (Quintile 5) o Departments in departmentalized colleges generally carry out most of this service. Is

service necessary? • Research (307)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Reason for separation from 308 is unclear. Should reconfigure with more resources.

There is a need for a dedicated financial officer to support researchers. • Partnerships (308)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Reason for separation from 307 is unclear. Is service delivery efficient? What is the

reason for the vacant research facilitator position? Is position necessary? • Academic Program Administration & Student Support (309)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Consider reconfiguration to improve effectiveness and improve student outcomes, e.g.

retention. • Financial Administration (310)

o Maintain with current resourcing (Quintile 2) o Recommend centralization of current departmental services.

• General Administration (311) o Maintain with current resourcing (Quintile 2)

• Facilities Management (312) o Maintain with current resourcing (Quintile 2)

• Information Technology (313) o Reconfigure for efficiency/effectiveness (Quintile 4) o Have restructured already. Should take greater advantage of centrally-‐available IT

services, website development expertise and data systems. • Strategic Planning (315)

o Candidate for phase out, subject to further review (Quintile 5) o Service has been eliminated.

• Human Resources (316) o Reconfigure for efficiency/effectiveness (Quintile 4) o Recommend greater use of services available centrally from HR.


• Advancement (317) o Maintain with current resourcing (Quintile 2)

• SciFi camps (318) o Candidate for enhanced resourcing (Quintile 1)

• Student Organizations and Services (319) o Maintain with current resourcing (Quintile 2)

• Stores and Shops (320) o Reconfigure for efficiency/effectiveness (Quintile 4) o Integrate with physics shops to increase efficiency. Not currently having to use all

available hours on college work, hence opportunity to undertake outside work. Is this external revenue necessary to fund current level of service to the university? Is this a unique/highly valuable service for the rest of campus?

COLLEGE OF GRADUATE STUDIES AND RESEARCH

• Dean's Office (382) o Candidate for phase out, subject to further review (Quintile 5) o As the College of Graduate Studies and Research (CGSR) is currently under review, it is

anticipated that the structure of the Dean's Office and at least some of the services provided by CGSR will be reconfigured. This administrative structure may not be needed.

• Special projects / International / Recruitment (383) o Candidate for phase out, subject to further review (Quintile 5) o Consider transferring responsibility to SESD, International Office, etc. for delivery of this

service. • Awards & Scholarships (384)

o Candidate for phase out, subject to further review (Quintile 5) o Allocation of awards and scholarships could be carried out by SESD. New resources may

be required to automate processes. Greater utilization of central IT services is recommended for this purpose.

• Programs and Operations (385) o Candidate for phase out, subject to further review (Quintile 5) o Move responsibility for programs as much as possible into colleges, schools and

departments. COLLEGE OF KINESIOLOGY

• Commercial space planning (Griffiths) (337) o Maintain with current resourcing (Quintile 2)

• Community and Campus Programs o Campus Recreation: intramurals, co-‐ed leagues and tournaments (338)

! Maintain with current resourcing (Quintile 2) o Athletic camps: spring & summer camps, dance classes for children and other fee-‐for-‐

service clinics (339) ! Maintain with current resourcing (Quintile 2)


! These are outreach programs and should be prioritized relative to all other outreach programs at the university.


! Reconfigure for efficiency/effectiveness (Quintile 4) ! Unable to fully understand current service from information in the template.

o Financial Services (323) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Unable to fully understand current service from information in the template.

Service appears to be efficient but difficult to assess. o Communications/Instructional Support/Recruitment & Admissions/Research Support

(324) ! Candidate for enhanced resourcing (Quintile 1) ! Transparency of revenues under the oversight of the College of Kinesiology,

including Huskies, PAC, Community Programs, is difficult to discern and should be improved. The Dean's Office seems understaffed compared to other colleges.

o Human Resources (326) ! Candidate for enhanced resourcing (Quintile 1) ! Current level of resources is insufficient to deliver the service. Need to make

greater use of central HR services. o IT Services (330)

! Maintain with current resourcing (Quintile 2) o Student Advising (332)

! Candidate for enhanced resourcing (Quintile 1) ! This service seems under-‐resourced in the College of Kinesiology compared to

other colleges. • Equipment and Facilities Services

o The Physical Activity Centre (PAC) operations (PAC Equipment room) -‐ capture F/S and Student recreation related to the area (340)

! Maintain with current resourcing (Quintile 2) o Campus Fit Centre -‐ capture F/S and Student recreation related to the area (341)

! Maintain with current resourcing (Quintile 2) o Education Building gym, pool and squash court (342)

! Maintain with current resourcing (Quintile 2) o Hockey and curling Rink and Griffith stadium (use by Huskies and rentals) (343)

! Maintain with current resourcing (Quintile 2) ! Large indirect operating budget contribution to operation of facilities could not

be captured in template. • Human Performance Centre

o Personal trainer, fitness appraisal, athletic dev (331) ! Maintain with current resourcing (Quintile 2)

• Huskie Athletics Office


o Coaching and Athlete Recruitment for Huskies Athletic teams (15 teams, 400 students) (333)

! Retain with reduced resourcing (Quintile 3) ! Need to increase contribution from donors. Should move off operating budget

over time since level of funding for elite athletes not available to other students. Unable to determine destination of transferred funding.

! Huskie athletics raises significant revenue independently of other university units and receives a significant amount of revenue from the university through student fees and operating budget support of facilities. The task force recommends the full expenditures of Huskie athletics, including potential future revenue, be subject to an in-‐depth review with the goal of ensuring the supports and services provided to the athletic program are consistent with the academic mission of the university and are not unnecessarily reliant on the operating budget. It may in fact be reasonable to expect Huskie athletics to provide a dividend to the university as a result of its ability to successfully leverage external support for the institution. Further, the task force noted the considerable discrepancy between the level of support for Huskie athletics and that for other students and encourages the university to find a better balance in support of all student experiences. Student unions and associations should be partners in this work.

• Huskies Athletic Services o Events coordination, promotions and tickets, athletic director, sports information and

communications. (334) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Need to direct more of revenue stream to the university to cover facility costs,

etc. • Huskies Athletic Health Centre

o Health services for athletes (336) ! Maintain with current resourcing (Quintile 2)

• Huskies Director of Marketing o Marketing and promotion (335)

! Maintain with current resourcing (Quintile 2) COLLEGE OF LAW

• Dean's Office (423) o Maintain with current resourcing (Quintile 2)

• Financial Services / Human Resources / Information Technology Services / Facilities (Space Planning, College-‐level technicians, etc.) (424)

o Maintain with current resourcing (Quintile 2) • Alumni and Communications (425)

o Maintain with current resourcing (Quintile 2) • Development (426)

o Maintain with current resourcing (Quintile 2)


• Estey Centre (427) o Candidate for phase out, subject to further review (Quintile 5) o Decision to leave university already made.

• Pro Bono Students (428) o Maintain with current resourcing (Quintile 2)

• Saskatchewan Law Review (429) o Maintain with current resourcing (Quintile 2)

• Career Services Office (430) o Maintain with current resourcing (Quintile 2)

COLLEGE OF MEDICINE

• Dean's Office (386) o Reconfigure for efficiency/effectiveness (Quintile 4) o As the College of Medicine is currently undergoing major restructuring, many of the

services delivered by the college have been placed in Q4. • Financial Services (387)

o Reconfigure for efficiency/effectiveness (Quintile 4) o See comment for 386. Utilize services available centrally.

• Instructional Support -‐ Undergraduate Medical Education (388) o Reconfigure for efficiency/effectiveness (Quintile 4) o See comment for 386. Service would be better classified as academic overhead. Make

better use of technology. Reconfigure to improve outcomes for medical graduates. • Instructional Support -‐ Postgraduate Medical Education (389)

o Maintain with current resourcing (Quintile 2) • Faculty Affairs (391)

o Candidate for phase out, subject to further review (Quintile 5) o Faculty affairs should primarily be the responsibility of departments/central.

• Aboriginal Affairs (392) o Maintain with current resourcing (Quintile 2)

• Biomedical Sciences (393) o Candidate for phase out, subject to further review (Quintile 5) o Consider severing from the College of Medicine and integrating with the College of Arts

and Science and the College of Pharmacy and Nutrition. • Distributed Medical Education (394)

o Maintain with current resourcing (Quintile 2) • Communications (395)

o Maintain with current resourcing (Quintile 2) • Human Resources (396)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Need highly skilled HR personnel in the College of Medicine given its complex structure

and current restructuring efforts. Greater support from central HR also seems in order. • Information Technology Services (397)

o Reconfigure for efficiency/effectiveness (Quintile 4)


o Budget allocation seems large. What is the explanation for the surplus? Explore an expanded role for ICT in delivery of IT services in the college.

• Alumni and Development (398) o Reconfigure for efficiency/effectiveness (Quintile 4) o Reconfigure to improve effectiveness. May need more resources to increase level of

activity, but investment should pay off. Consider working with university-‐level alumni association in addition to college's own.

• Research Support (399) o Reconfigure for efficiency/effectiveness (Quintile 4) o Reconfigure to improve effectiveness.

• Recruitment and Admissions (400) o Maintain with current resourcing (Quintile 2)

• Facilities (Space Planning, College-‐level technicians, etc.) (401) o Candidate for phase out, subject to further review (Quintile 5) o Service provided through Council of Health Science Deans (CHSD).

• Student Advising (402) o Candidate for phase out, subject to further review (Quintile 5) o Actually appears to be a counselling service. This service is available from Student

Affairs. • Continuing Professional Development (403)

o Retain with reduced resourcing (Quintile 3) o Should be cost recovery and not require an operating budget allocation.

• Social Accountability Division (438) o Candidate for phase out, subject to further review (Quintile 5) o An important activity but could be carried out without establishing a separate division.

• Medicine, Regina Programs o Vice Dean's Office (412)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Investigation of more efficient means to deliver this service is recommended.

o Financial Services (413) ! Candidate for phase out, subject to further review (Quintile 5) ! Service can be provided from the university in Saskatoon, so no need for

duplication. o Human Resources (416)

! Candidate for phase out, subject to further review (Quintile 5) ! A large budget allocation for the number of people. Could supply this service

directly from the College of Medicine in Saskatoon. o Information Technology Services (417)

! Maintain with current resourcing (Quintile 2) o Research Support (419)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Nature of support service was unclear. Seemed more like instructional support.

o Facilities (Space Planning, College-‐level technicians, etc. (421)


! Maintain with current resourcing (Quintile 2) • Center for Integrative Medicine (441)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Activity could be connected directly to academic departments.

COLLEGE OF NURSING

• Continuing Education & Development for Nurses (353) o Retain with reduced resourcing (Quintile 3) o Reconfigure to become a cost recovery service. Integrate with similar services in other

Health Science colleges. • Native Access Program to Nursing (NAPN) (354)

o Candidate for enhanced resourcing (Quintile 1) o Successful program, could be broadened to other health science colleges.

• Office of Clinical Coordination (355) o Retain with reduced resourcing (Quintile 3) o Resource allocation seems large. Hard to assess the level of demand for this service.

• E-‐Learning Support Services (includes IT) (356) o Reconfigure for efficiency/effectiveness (Quintile 4) o Need to maximize interaction and sharing of services with all units on campus engaged

in distance learning delivery. • Dean's Office

o Dean's Office (344) ! Retain with reduced resourcing (Quintile 3) ! Resource allocation appears large. Have been reductions due to Work Force

Planning. o Financial Services (345)

! Maintain with current resourcing (Quintile 2) o Communications; Alumni and Development; Outreach (347)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Need to evaluate and further develop current alumni engagement strategy.

o Human Resources (348) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Need to obtain more of this service from central HR or more resources will be

required. Current resource allocation is small in light of size and complexity of college.

o Research Support (349) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Great potential to increase research activity, but need a stronger connection

with Research Services. o Recruitment and Admissions (350)

! Maintain with current resourcing (Quintile 2) o Facilities (Space Planning, College-‐level technicians, etc.) (351)

! Reconfigure for efficiency/effectiveness (Quintile 4)


! This service should be provided by the facility in Regina. Should consider a collaborative delivery model with the College of Medicine via the Council for Health Sciences Deans (CHSD).

o Student Advising (352) ! Retain with reduced resourcing (Quintile 3) ! Resource allocation to advising is very large. Do all off-‐campus locations

require the same level of resources? Do all advisors need to be RNs? COLLEGE OF PHARMACY AND NUTRITION


! Maintain with current resourcing (Quintile 2) o Financial Services / Human Resources / Communications / Information Technology

Services / Facilities (Space Planning, College-‐level technicians, etc.) / Alumni and Development (358)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Insufficient resources described in template to effectively provide all of the

services listed. Need an increase in resources or to share services with other smaller units.

o Associate Dean Academic (undergraduate) responsibilities, including Recruitment and Admissions, Student Advising, Student Monitoring, Student Awards and Instructional Support (359)

! Maintain with current resourcing (Quintile 2) o Associate Dean Research and Graduate Affairs, including Research Support, Graduate

Programs' Administration (360) ! Maintain with current resourcing (Quintile 2)

o MedSASK, Your Medication Information Service (361) ! Maintain with current resourcing (Quintile 2)

o Continuing Professional Development for Pharmacists (362) ! Maintain with current resourcing (Quintile 2)

COLLEGE OF VETERINARY MEDICINE

• Veterinary Medical Centre (379) o Retain with reduced resourcing (Quintile 3) o VMC is an expensive operation. Explore opportunities to reduce administrative

expenses, reduce number of cases (without impacting student experience), scale back ambulatory practice.


! Retain with reduced resourcing (Quintile 3) ! Resource allocation seems large.

o Financial Services (364) ! Maintain with current resourcing (Quintile 2)

o Instructional Support (365)


! Maintain with current resourcing (Quintile 2) o Communications (366)

! Maintain with current resourcing (Quintile 2) o Human Resources (367)

! Retain with reduced resourcing (Quintile 3) ! Investigate potential to reduce allocation while recognizing the diversity of

personnel in WCVM and the VMC. o Information Technology Services (368)

! Retain with reduced resourcing (Quintile 3) ! Resource allocation seems large. Should revisit agreement with IT for this

service. o Alumni and Development (369)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Good return on investment now but should consider utilizing services of

Advancement and Community Engagement where appropriate. o Research Support (370)

! Maintain with current resourcing (Quintile 2) o Recruitment and Admissions (371)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Explore the use of services provided by central recruiting and SESD. With large

applicant to acceptance ratio, how much recruiting effort is necessary? o Student Advising (373)

! Candidate for enhanced resourcing (Quintile 1) o Veterinary Continuing Education Section (376)

! Maintain with current resourcing (Quintile 2) o Waste Disposal (377)

! Maintain with current resourcing (Quintile 2) o Veterinary Diagnostic Services / Prairie Diagnostic Services (380)

! Maintain with current resourcing (Quintile 2) EDWARDS SCHOOL OF BUSINESS

• Dean's Office (297) o Maintain with current resourcing (Quintile 2)

• Financial Services / Human Resources / Communications / Facilities / Alumni and Development (298)

o Maintain with current resourcing (Quintile 2) • Student Services (299)

o Maintain with current resourcing (Quintile 2) • Career Services & Co-‐op Coordinator (300)

o Maintain with current resourcing (Quintile 2) • Technology Support (301)

o Reconfigure for efficiency/effectiveness (Quintile 4)


o Budget allocation seems large and recent increase was not explained. May benefit from greater utilization of services available centrally.

• Executive Education (302) o Maintain with current resourcing (Quintile 2)

• Wilson Centre (303) o Maintain with current resourcing (Quintile 2)

• Hanlon Centre (304) o Maintain with current resourcing (Quintile 2)

JOHNSON-SHOYAMA GRADUATE SCHOOL OF PUBLIC POLICY

• Executive Director's Office (432) o Maintain with current resourcing (Quintile 2)

• Diefenbaker Canada Centre (433) o Maintain with current resourcing (Quintile 2)

OFFICE OF VP ADVANCEMENT AND COMMUNITY ENGAGEMENT

• Executive Office (215) o Retain with reduced resourcing (Quintile 3) o Need to ensure that this office and the services this unit provides deliver the maximum

return on investment and most effectively engage and interface with related activity in administrative and academic units.

• Financial Services / Human Resources / Facilities Management (216) o Candidate for phase out, subject to further review (Quintile 5) o These services are available from other administrative units.

• Government Relations (236) o Maintain with current resourcing (Quintile 2)

• Advancement Services o Ufriend Management and Development (219)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Establish linkage with software systems available in other administrative units.

FTE requirement may be better based on database transactions and not on the total number of entries.

o HR Support (for University Advancement) (220) ! Candidate for phase out, subject to further review (Quintile 5) ! Already phased out through Work Force Planning.

o Report Development and Generation (221) ! Maintain with current resourcing (Quintile 2) ! Should academic units be more involved in this service in light of personal

connections to donors and potential donors? o Prospect Research (222)

! Retain with reduced resourcing (Quintile 3)


! Should make better use of knowledge and resources of academic units in developing prospect lists and in asking for donations. May need additional temporary resources for a large campaign.

o IT support (for University Advancement) (223) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Need to consolidate website and other IT-‐based support services offered by

multiple units on campus. • Alumni Relations

o Alumni Association Support (224) ! Maintain with current resourcing (Quintile 2) ! No direct operating budget support, but there is indirect support from services

that do receive direct operating budget support. Is there any way for this service to be truly cost recovery?

o Alumni Networks and Volunteer Engagement (225) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Should explore whether reconfiguration of service will improve results.

o Affinity Partnerships (226) ! Retain with reduced resourcing (Quintile 3) ! Due to the nature of this service, it should not receive an operating budget

allocation. o Events (227)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! This service should be reconfigured to include other event service providers on

campus, e.g. SESD, Conference Office. This would improve coordination, and provide a single office for events of all kinds, large and small.

o College-‐based Alumni Engagement (228) ! Candidate for enhanced resourcing (Quintile 1) ! Enhanced investment should generate a positive return. Will enable the full

and active engagement of all academic units. o President's Tour (229)

! Candidate for phase out, subject to further review (Quintile 5) ! Need to review this activity to ensure it is effective.

o Alumni Relations Account (440) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Operating allocation seems large.

• Community Outreach and Engagement o Station 20 West (217)

! Maintain with current resourcing (Quintile 2) ! The University needs to identify its priorities for this new service, and identify

cost of outreach relative to goals and effectiveness. What outreach is a lower priority and should be stopped in order to accomplish this ambitious and expensive initiative?

o Senate Roundtable on Outreach & Engagement & RACs (218)


! Candidate for phase out, subject to further review (Quintile 5) ! It's not clear how effective this service has been.

• Finance and Trust o Gift Receipting and Donor Acknowledgements (230)

! Maintain with current resourcing (Quintile 2) o Donor Stewardship (231)

! Maintain with current resourcing (Quintile 2) o Terms of References/Gift Agreements (232)

! Maintain with current resourcing (Quintile 2) • First Nations and Metis Engagement

o English River (233) ! Maintain with current resourcing (Quintile 2) ! Criteria for evaluating effectiveness should be implemented and measured

relative to other Aboriginal initiatives. o Partnerships (234)

! Maintain with current resourcing (Quintile 2) ! Criteria for evaluating effectiveness should be implemented and measured

relative to other Aboriginal initiatives. • Office of the AVP Communications

o Executive Office (243) ! Candidate for phase out, subject to further review (Quintile 5) ! Need to determine whether administrator at this level is essential to the

organizational structure of the unit. Organization is working well but are all of the resources in the field necessary, i.e. is there enough to communicate to justify investment?

o Development Communications (244) ! Maintain with current resourcing (Quintile 2) ! Central coordination is important.

o College Communications (245) ! Maintain with current resourcing (Quintile 2) ! Central coordination is important.

o Internal Communications (246) ! Retain with reduced resourcing (Quintile 3) ! Question whether the university needs the level of resources it invests in

internal communications. o Marketing (247)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Need to integrate existing and potential marketing efforts across campus. This

should improve effectiveness and consistency. Greater oversight of communications spending in units would provide a true picture of the total cost of marketing efforts on campus.

o Strategic Communications (248) ! Reconfigure for efficiency/effectiveness (Quintile 4)


! Reconfigure to ensure most effective targeting and maximum quality and effectiveness. Need to ensure alignment with university priorities. Must ensure support is available for units without an embedded communicator.

o Alumni Communications (444) ! Reconfigure for efficiency/effectiveness (Quintile 4)

• Office of the AVP Development o Executive Office (237)

! Candidate for phase out, subject to further review (Quintile 5) ! Determine whether this administrative office is really necessary. If not, apply

resources directly to fund raising. o Planned Giving (238)

! Maintain with current resourcing (Quintile 2) ! Should always generate positive returns and have targets that are transparent

and measured and that show accountability. o Annual Giving (239)

! Maintain with current resourcing (Quintile 2) ! Should always generate positive returns and have targets that are transparent

and measured and that show accountability. o Corporate Giving (240)

! Candidate for enhanced resourcing (Quintile 1) ! Increased investment here should generate a positive return.

o College-‐based Development (241) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Need to re-‐evaluate college-‐based model for effectiveness, efficiency and

resource utilization in light of differences in size and alumni "connectedness" among colleges.

o Major Giving (242) ! Candidate for enhanced resourcing (Quintile 1) ! Increased investment here should generate a positive return.

OFFICE OF THE AVP FACILITIES MANAGEMENT & UNIVERSITY ARCHITECT

• Executive Office (129) o Retain with reduced resourcing (Quintile 3) o Operating budget allocation appears small but much is generated by fee-‐for-‐service, i.e.

transfer of operating budget from other units. The balance between cost recovery and direct funding from operating budget should be reviewed. Organizational structure of unit should be reviewed. The template did not clearly articulate the role of the University Architect.

• Finance and Administration o Finance and Administration (130)



! Seems to be potential to reduce FTEs for this service. Is there overlap with FSD here or with similar service in sub-‐units of FMD? If cost-‐recovery is simplified, fewer resources should be needed.

o Budget Management and Financial Planning (131) ! Maintain with current resourcing (Quintile 2)

o Information Technology (132) ! Candidate for phase out, subject to further review (Quintile 5) ! Currently reconfiguring by transferring some activities and resources to ICT.

Suggest continuing this process to the extent that service is delivered more efficiently by ICT.

o Utilities Business Operations (133) ! Maintain with current resourcing (Quintile 2)

o Accounting (accounts payable, capital projects, special projects, business operations analysis) (134)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Reduce operating budget allocation and/or cost recovery since operating at a

surplus. o Capital Renewal and Strategic Analysis (135)

! Retain with reduced resourcing (Quintile 3) ! Any overlap in service with that occurring in other units (IPA, VPFR) should be

eliminated. Potential to reduce activity since we seem to be in a new building construction slowdown and our knowledge of priority for capital renewal far exceeds our budgetary capability. Implementation of Enterprise Asset Management System should reduce resource requirement.

• Human Relations o Human Relations Administration (136)

! Candidate for phase out, subject to further review (Quintile 5) ! Why is this service needed? The task force sees value in HR capacity, but HR

oversight should be provided by central HR. o Human Resources (recruitment, human resources & payroll admin, development and

labour relations) (137) ! Maintain with current resourcing (Quintile 2)

o Communications (138) ! Candidate for phase out, subject to further review (Quintile 5) ! Unclear that the demand is sufficient to warrant the level of resources.

Centralize in communications. Need for service has declined with slowdown in construction activity on campus.

o Customer Relations (139) ! Candidate for phase out, subject to further review (Quintile 5) ! Why is this service necessary? Training can be contracted out if needed.

o Divisional Services (central clerical support, billings, etc.) (140) ! Maintain with current resourcing (Quintile 2) ! Have already seen some reductions through Work Force Planning.


• Operations and Maintenance o Operations and Maintenance Administration (141)

! Maintain with current resourcing (Quintile 2) o Logistics Management (moves, set-‐ups, events) (142)

! Retain with reduced resourcing (Quintile 3) ! Could the size of the vehicle pool be reduced? How much inventory (exam

tables, etc.) do we need? Could it be stored where used? o Building Services (Custodial) (143)

! Retain with reduced resourcing (Quintile 3) ! Need to assess outcomes of Work Force Planning before considering any

additional changes/reductions. The quality of the service delivered is high. Is there room to reduce service level and reduce costs?

o Trades Services (Maintenance Services) (144) ! Retain with reduced resourcing (Quintile 3) ! Need to assess outcomes of Work Force Planning before considering any

additional changes/reductions. Could administrative costs be reduced? o Trades Services (Project Construction Services) (145)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Continue with the nature of changes already implemented. Whether this

service should be funded via fee-‐for-‐service or funded directly by the operating budget should be examined.

o Grounds (grounds maint, construction, landscaping, snow removal, Griffiths Stadium and Rutherford Rink) (146)

! Retain with reduced resourcing (Quintile 3) ! Some services, e.g. snow removal, are essential, others are low priority with

respect to teaching, learning and outreach. The physical environment is important regarding student satisfaction so this may not be a place to realize major savings. Perhaps some activities could be outsourced.

o Maintenance Planning (147) ! Candidate for phase out, subject to further review (Quintile 5) ! The task force questioned the need for this service. In any event, budget

allocation seems high. An Enterprise Asset Management (EAM) system may eliminate the need for this service.

o Stores and Purchasing (148) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! FMD appears to have a need for a unique stores service. Is level of inventory

appropriate? Is the unique purchasing function necessary? Markups charged to underwrite services consume operating budget of units. To what degree could purchasing be direct between buyer and seller via U of S Purchasing Services?

o Heating Plant Operations (149) ! Maintain with current resourcing (Quintile 2)

o Work Control Centre (150) ! Retain with reduced resourcing (Quintile 3)


! EAM system should reduce costs. Are higher levels of self-‐service possible? o FMD Safety (151)

! Candidate for phase out, subject to further review (Quintile 5) ! Could use outside service providers to train university employees. There is

overlap between this service and that provided by contractors for own people. Do we really need one FTE for asbestos and mould?

• Planning and Development o Planning and Development Administration (152)

! Candidate for phase out, subject to further review (Quintile 5) ! Appears to be an additional layer of administration that could be reconfigured.

o Infrastructure Information Services (153) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Better integration of this service with other FMD services should be possible.

o Space Planning (154) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Needs greater focus on planning the use of existing space. This service should

be integrated with services provided by units. Need equitable space requirement standards for all units.

o Project Planning (155) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! One of many planning functions in FMD. What is the possibility for

amalgamation? Cost recoveries are much greater than costs and should be reduced and eliminated.

o Project Management (Major and Minor) (156) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Contract out more project management. Eliminate internal cost recovery and

fund directly from operating budget. o Mechanical Engineering (158)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Could increase level of outsourcing. Mandatory use of this service increases

operating costs for all units. Are we staffed for a higher level of capital projects than is currently the case?

o Electrical Engineering (159) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Could increase level of outsourcing. Can role in projects be reduced? Customer

satisfaction is low, service is slow and behind. o Controls Design (160)

! Candidate for phase out, subject to further review (Quintile 5) ! Does current level of capital projects justify level of service/resources? Could

contract out since revenues are largely from contracts anyway. o Sustainability and Infrastructure (161)



! Is there a major central role for FMD, e.g. in coordinations? Each unit must play a role in sustainability.

o Room Scheduling (162) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Would this service be a better fit in a different unit, e.g. SESD to better

integrate with Class Build? An investment in software would benefit connection to course scheduling and correct service and technology problems.

• Project Governance o Project Governance Administration (163)

! Maintain with current resourcing (Quintile 2) OFFICE OF THE AVP FINANCIAL SERVICES & CONTROLLER

• Executive Office (164) o Maintain with current resourcing (Quintile 2) o Should work toward more standardization of policies and systems across campus.

Responsibilities of each service area and organizational structure should be clarified. • Financial Services / Human Resources / Communications / Facilities Management (165)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Need to evaluate balance between services within this unit and similar services available

from other units. • Institutional Financial Oversight for major capital projects (166)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Is there overlap with FMD planning and governance functions? The requirement for this

service should decline as the number of major capital projects declines. • Detailed annual budget -‐ implementation, management and analysis (167)

o Retain with reduced resourcing (Quintile 3) o Explore ways to reconfigure service delivery and reduce costs by eliminating low-‐value

processes. Increase level of interaction with other units offering related services. • Institutional Reporting (170)

o Maintain with current resourcing (Quintile 2) • Payment Services (171)

o Candidate for enhanced resourcing (Quintile 1) o A one-‐time investment in e-‐procurement would improve efficiency.

• Payroll (172) o Retain with reduced resourcing (Quintile 3) o Attempt to reduce costs through automation (resources may be required to purchase

software) and reduction in pay period options. • Pensions Office (173)

o Retain with reduced resourcing (Quintile 3) o Plan members could, to a greater extent, interact directly with administration of

pension plans. Plan members may need to pay more of university's pension administration costs.

• Purchasing Services (174)


o Reconfigure for efficiency/effectiveness (Quintile 4) o Invest in software and other e-‐tools in collaboration with ICT to improve efficiency and

reduce costs. Purchasing function needs to evolve as technology changes. • Systems Support and Development (175)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Investigate the possibility of greater collaboration with ICT. (In general, need to reduce

the number of separate IT units on campus and ensure they work together.) • Cash, Investment (including Endowments) & Debt management (176)

o Candidate for enhanced resourcing (Quintile 1) o Potential for increased return on investment. Opportunity to increase revenue to the

university through automation. • Tuition and fees reporting and collection & Non-‐student accounts receivable (177)

o Maintain with current resourcing (Quintile 2) • Office of the Director of Financial Reporting

o Oversight, monitoring and training of institutional accounting and internal controls (168) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Investigate reconfiguration of financial services model, particularly as it relates

to centralization-‐decentralization of services. Need to ensure that there are fully capable financial services providers in every unit.

o Research/project accounting and reporting (169) ! Retain with reduced resourcing (Quintile 3) ! Budget allocation seems large. There appears to be some overlap of this

service with service provided by Research Services. Should improve institutional computing systems to enhance information available to researchers. Invoicing processes should be automated and duplication of data entry avoided.

OFFICE OF THE AVP HUMAN RESOURCES

• Executive Office (178) o Maintain with current resourcing (Quintile 2)

• Financial Services / Human Resources / Communications / Facilities Management (179) o Retain with reduced resourcing (Quintile 3) o Should make more use of services available from other units, for communications

support in particular. • Consulting Services (180)

o Candidate for enhanced resourcing (Quintile 1) o Expand the mandate of consultants to include recruitment (see comments for 182) and

expand the consulting team with embedded positions in academic units. Overall, provide better HR support to operational units. Adequate customer-‐focused resources and expertise would eliminate duplicate services provided in units. Important for consultants to understand the culture of units.

• Labour Relations (181) o Maintain with current resourcing (Quintile 2)


• Recruitment (182) o Candidate for phase out, subject to further review (Quintile 5) o Need to review this service to determine relevance, opportunities to interact with

academic and administrative units, and usefulness of service. Could this service be integrated into HR Consulting Services?

• Development (183) o Candidate for phase out, subject to further review (Quintile 5) o Could use external agencies. Costs could be offset by charging a fee to attendees.

Consider redeploying these funds as a "future leader" fund. • Wellness Resources (184)

o Maintain with current resourcing (Quintile 2) • Data Information (185)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Should transfer responsibility directly to ICT to improve efficiency, reduce resources, e.g.

FTE requirements, and to consolidate data from a single source. • Total Compensation and Rewards (186)

o Retain with reduced resourcing (Quintile 3) o Appears to be some overlap with pension analysis, e.g. risk analysis. Seems heavily

resourced. Is there a connection to 181? • Employee Assistance Program (EAP) (187)

o Maintain with current resourcing (Quintile 2) • Discrimination and Harassment Prevention Services (DHPS) (188)

o Maintain with current resourcing (Quintile 2) • Diversity/Employment Equity (189)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Need to revisit strategy and reconfigure the service provided.

• Campus Safety o Director's Office (Administration and Leadership) (190)

! Candidate for phase out, subject to further review (Quintile 5) ! Could this function be delivered in part by other HR personnel, thereby

reducing resource requirement. o Staff Sergeant and 24 Hour Patrol Service (191)

! Retain with reduced resourcing (Quintile 3) ! Review services provided with a view to reducing expenses, while maintaining

level of security on campus. o Crime Prevention and Professional Standards / Investigations (192)

! Candidate for phase out, subject to further review (Quintile 5) ! A low visibility service without a clear audience.

o Electronic Prevention (193) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Perhaps service could be provided by ICT or FMD.

o Emergency Planning (194) ! Maintain with current resourcing (Quintile 2)


• Workplace Safety and Environmental Protection (WSEP) o Occupational Health, Safety and Environmental Services (196)

! Retain with reduced resourcing (Quintile 3) ! Efficiencies should result from move to HR.

OFFICE OF THE AVP ICT & CIO

• Executive Office (087) o Reconfigure for efficiency/effectiveness (Quintile 4) o The current balance between services offered centrally and those provided in units

needs to be evaluated, with a view to maximizing efficiency and timeliness and quality of service. More accountability for the high cost of duplication of services should be placed in this office if to have a true CIO function. The funding model, i.e. fee-‐for-‐service vs. allocation of more operating budget directly to ICT needs to be reviewed. Given the broad role of the portfolio, where the AVP/CIO reports to should be examined.

• Financial Services / Human Resources / Communications / Facilities Management (088) o Retain with reduced resourcing (Quintile 3) o See comment for 087. Why not making more use of central HR? Seems like a large

number of FTEs. • ICT

o Campus Computer Store (089) ! Maintain with current resourcing (Quintile 2) ! A very useful and desirable service for all on campus. Operation may be

efficient but as structured a lack of transparency exists with respect to profitability. The CCS appears to subsidize other ICT functions, but if does, or to what extent, is not clear. Should ICT be both a consumer of services from, and a destination for revenues generated by ICT? Is the CCS most appropriately under the ICT portfolio or would some aspect of it be better reporting to a unit such as Consumer Services? There should be no operating allocation to the CCS to support individual and unit sales (subsidized institutional software licenses and non-‐computer store services may be exceptions).

o Campus Network: service design, operation, maintenance and evolution (090) ! Retain with reduced resourcing (Quintile 3) ! Resource allocation seems large; is it appropriate for this type of support

service? Is the balance right between technical service staff and professionally-‐ credentialed people?

o Telephones: service design, operation, maintenance and evolution (091) ! Retain with reduced resourcing (Quintile 3) ! Should reduce operating allocation to telephone service as use of service,

particularly desktop service, declines. o ICT Platform Services: development, operation, maintenance and evolution (092)

! Maintain with current resourcing (Quintile 2) o Identity and Access Management (093)

! Candidate for enhanced resourcing (Quintile 1)


! Need for this service will continue to grow. o Electronic Communications & Collaboration (094)

! Maintain with current resourcing (Quintile 2) ! Should review funding model, i.e. cost recovery, as some services currently

available only to units with resources. Some activities could be eliminated. o Web Services (095)

! Candidate for enhanced resourcing (Quintile 1) ! New resources may be derived from integration with ICT of web services

offered elsewhere on campus, e.g. EMAP, Communications. Important to provide units with equitable access to web development resources.

o Development, evolution and support of institutional systems (096) ! Candidate for enhanced resourcing (Quintile 1) ! Necessary to continue to improve and expand enterprise services.

o Development, maintenance and evolution of college-‐ and unit-‐specific applications (097) ! Candidate for enhanced resourcing (Quintile 1) ! Review current model where both fee-‐for-‐service and centrally-‐provided

services exist. What is the proper balance? New resources may derive from reallocation of IT resources in unit budgets to ICT and elimination of fee-‐for-‐service. Development of applications in other units should be curtailed to ensure applications can work with other campus systems.

o ICT security (098) ! Maintain with current resourcing (Quintile 2)

o Data Management: acquisition, integration, storage and provisioning (099) ! Candidate for enhanced resourcing (Quintile 1) ! Need to continue to improve access to high quality data. Roles and

responsibilities for data quality need to be made clear. Some opportunity for reallocation of resources from other units to ICT.

o Unit IT support (colleges and units) (100) ! Candidate for enhanced resourcing (Quintile 1) ! Currently there is unevenness among units in the timeliness of service

provision. Service agreements vary. Desirable to standardize level of service available to all units, possibly through greater deployment of ICT in units. Service should be used to the greatest possible extent by all units. Arguments for greater centralization include reduced costs, increased standardization and reduced fragmentation.

o Supporting teaching and learning (101) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! This service needs to be considered when the mandate, etc. of units reporting

to the Vice-‐Provost Teaching and Learning are reviewed. o Supporting research (102)

! Candidate for enhanced resourcing (Quintile 1) ! Need to evaluate effects of recent restructuring.

o End User Help and Training (103)


! Reconfigure for efficiency/effectiveness (Quintile 4) ! A single help desk would be desirable. Is there sufficient demand for training?

Why supply training to external users? OFFICE OF THE AVP STUDENT AFFAIRS

• Executive Office (041) o Candidate for phase out, subject to further review (Quintile 5) o A review and reconfiguration of the structure of SESD is recommended with respect to

organizational design, e.g. amount and layers of administration, accountabilities -‐ AVP vs. Directors, the number of managers. Student services would benefit from further investment, however an appropriate streamlined leadership structure will be important to ensure students are well served.

• Financial Services / Human Resources / Facilities Management (042) o Maintain with current resourcing (Quintile 2)

• Student Central -‐ student inquiries, non-‐academic advising, other student services (043) o Candidate for enhanced resourcing (Quintile 1) o Reconfigure where opportunities exist and broaden responsibilities to include more of

functions currently located within CGSR. Consider centralizing graduate student support here.

• Communications, Reporting and Web development (044) o Maintain with current resourcing (Quintile 2) o Maintain at post-‐Work Force Planning level of funding. Combination of web

development activity with that in other service units should be explored. (Other support services also will share this comment.) Should explore opportunities to work with CGSR, reporting via ICT, etc.

• Student Affairs Case Management (045) o Candidate for enhanced resourcing (Quintile 1) o Although this is a new service, demand is high and more resources might be required for

the service to fulfill its mandate. • Planning, Program Development and Assessment (046)

o Candidate for phase out, subject to further review (Quintile 5) o Planning should be the function of all administrators within SESD and not a separate

service. It appears there is overlap with IPA. • Student Health Services (047)

o Candidate for enhanced resourcing (Quintile 1) o Additional resources could support vaccinations and record keeping for medical

students. • Student Counselling Services (048)

o Candidate for enhanced resourcing (Quintile 1) o Perhaps the unit could outsource to meet demand if unable to hire enough professional

counsellors. • Student Employment and Career Services (049)

o Candidate for enhanced resourcing (Quintile 1)


o Could provide more services for graduate students, particularly those in professional programs.

• Disability Services for Students (050) o Candidate for enhanced resourcing (Quintile 1) o Demand is growing. Enhanced resources could take a load off of academic units and

enable more accurate, effective and timely assessments and more targeted service delivery. Need to ensure we continue to rationalize the level of service as demand could be infinite.

• Awards and Financial Aid (051) o Candidate for enhanced resourcing (Quintile 1) o An investment in technology in collaboration with ICT would enable SESD to do more of

the work that academic units, including CGSR, do now and might make earlier announcement of entrance awards possible.

• Student Information Systems (052) o Candidate for enhanced resourcing (Quintile 1) o An investment in technology in collaboration with ICT and reconfiguration to

incorporate shadow systems in academic units, including CGSR, would make service delivery more efficient.

• Registrarial Services (053) o Candidate for enhanced resourcing (Quintile 1) o Automation of manual processes through updating of software systems is

recommended. • Aboriginal Student Centre (054)

o Candidate for enhanced resourcing (Quintile 1) o To meet continued growth in demand for services, especially with opening of Gordon

Oakes-‐Red Bear Student Centre. Investments in services for Aboriginal services need to be strategic and with a view to reducing overlap and duplication associated with existing service delivery. Need more and better coordination of Aboriginal initiatives across the University.

• International Students and Study Abroad Centre (055) o Candidate for enhanced resourcing (Quintile 1) o To support attraction and retention of international students. Need to reconsider

integration and connection of international student services with other internationalization services on campus, e.g. International Research Office.

• Admissions, Credential Evaluation and Transfer Credit (056) o Candidate for enhanced resourcing (Quintile 1) o Important to invest in this service in order to increase enrolment while maintaining

academic standards. Continue to automate processes and take on "mechanical" aspects of admission in non-‐direct-‐entry colleges and in non-‐credit programs, i.e. CCDE.

• Undergraduate Student Recruitment (057) o Reconfigure for efficiency/effectiveness (Quintile 4)


o Need to integrate, better support and establish balance with student recruitment efforts in academic units. This would reduce duplication and create more consistency among academic units. Consider expanding to include graduate student recruitment.

OFFICE OF THE ASSISTANT PROVOST IPA

• Institutional Planning and Assessment o Office of the Assistant Provost (104)

! Candidate for phase out, subject to further review (Quintile 5) ! Recommend that the activities of and services provided by this unit be

reviewed to assess impact, accountability, value for planning at levels below senior administration, degree to which implementation of planning is occurring, the need to integrate and develop planning functions in units campus-‐wide, and the extent to which budgeting and data functions overlap activities and services in other units. Implementation of planning decisions must include deliberate stopping of activities that are of low priority.

o Institutional Effectiveness (105) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 104.

o Resource Allocation (106) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 104.

o Institutional Planning (107) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 104.

OFFICE OF THE PRESIDENT

• Executive Office (021) o Retain with reduced resourcing (Quintile 3) o Endeavour to control increases in expenditures.

OFFICE OF THE PROVOST AND VP ACADEMIC

• Executive Office (includes Dean's Council, PCIP and PCIP Advisory, College of Medicine Restructuring) (030)

o Reconfigure for efficiency/effectiveness (Quintile 4) o Huge range and number of responsibilities, many direct reports. Access to the provost

may be difficult in light of the above. Suggest reconfiguration at senior admin level to reassign some responsibilities elsewhere.

• Council of Health Science Deans o Director's Office and admin services for the Council (031)

! Maintain with current resourcing (Quintile 2) ! CHSD is a new entity. Need to monitor results and impact closely over the next

few years. The CHSD should reconfigure, not add to, administration in total. o Financial Services (032)

! Candidate for phase out, subject to further review (Quintile 5)


! Is this a necessary service once the Academic Health Sciences project ends? What will be the financial services model and role for CHSD as individual colleges are co-‐located?

o Facilities and Operations Services (033) ! Maintain with current resourcing (Quintile 2) ! Amalgamate current resources of this sort from co-‐located colleges.

o Supply and Distribution Centre (Stores) (034) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Amalgamate stores functions of co-‐located colleges.

o Animal Ordering (035) ! Maintain with current resourcing (Quintile 2)

o Research Support Services (036) ! Maintain with current resourcing (Quintile 2)

o Animal Care Services (037) ! Retain with reduced resourcing (Quintile 3) ! Could the admin function be combined with another position? Could the unit

increase fees to users and reduce operating budget requirement? o Clinical Learning Services (038)

! Candidate for enhanced resourcing (Quintile 1) o External Professional Exam Services (039)

! Maintain with current resourcing (Quintile 2) • Office of the Vice Provost Faculty Relations

o Faculty Relations (040) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Recommend that the unit allocate resources maximally to start-‐up packages.

Would support an increase in resources if directed as stated above. Appears to overlap with Human Resources -‐ reconfigure to clarify roles and responsibilities.

OFFICE OF THE UNIVERSITY SECRETARY

• Executive Office (022) o Maintain with current resourcing (Quintile 2)

• Board of Governors (023) o Maintain with current resourcing (Quintile 2)

• Council and Student Academic Appeals (024) o Maintain with current resourcing (Quintile 2)

• Senate and Student Non-‐Academic Appeals (025) o Maintain with current resourcing (Quintile 2) o Perhaps the role of Senate needs to be reconsidered, albeit minimal resources are

directed to Senate activities. • Faculty Promotion and Tenure Appeals (026)

o Maintain with current resourcing (Quintile 2) • Policy Oversight & Development (027)


o Maintain with current resourcing (Quintile 2) • Protocol & Ceremonies (028)

o Maintain with current resourcing (Quintile 2) • Office of Audit Services

o Audit Services (029) ! Retain with reduced resourcing (Quintile 3) ! Resource allocation seems large.

OFFICE OF THE VP FINANCE AND RESOURCES

• Executive Office (108) o Maintain with current resourcing (Quintile 2) o Resource allocation seems commensurate with responsibilities and budget managed.

Redistribution of aspects of Provost's portfolio to VPFR may require associated resources.

• Consumer Services o Director's Office (110)

! Retain with reduced resourcing (Quintile 3) ! A substantial number of FTEs. Should explore further reorganization to reduce

costs. Emphasis should be placed on innovative services and service delivery to improve operating, i.e. financial, performance of business. Not clear that the services are being operated as efficiently as possible.

o Financial Services / Human Resources / Communications / Information Technology Services / Facilities Management (111)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Should determine whether separate building maintenance service is cost

effective and delivers desired results. Consider increased reliance on central administration for these services.

o Post office (115) ! Maintain with current resourcing (Quintile 2) ! Essential service at the present time for student loan function.

o Mailroom (116) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! It is recommended that the handling fee be replaced by a budget allocation to

eliminate transaction costs of cost-‐recovery. Is current service level, i.e. frequency of mail delivery, higher than we need?

o Printing services (121) ! Candidate for phase out, subject to further review (Quintile 5) ! Could outsource printing and relocate graphic designers to Marketing team in

ACE. o Residences (122)

! Maintain with current resourcing (Quintile 2) o Parking Services (445)

! Retain with reduced resourcing (Quintile 3)


! Large revenue stream directed into Consumer Services. If Parking Services is not required to subsidize operations, it could fund other services on campus. Service would be more profitable if Parking Services could reduce its FTE requirement.

o Office Copiers (446) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Could be configured other than as a fee-‐for-‐service activity. Since not intended

to be profit generating, perhaps Office Copiers should be an ICT service rather than provided by Consumer Services.

• Consumer Services: Bookstore o Textbook sales (112)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! An evolving service due to e-‐books, Amazon, etc. Should explore possibility to

reduce footprint and associated occupancy costs. Should investigate innovative ways to deliver services that meet evolving student and faculty needs. Should explore inventory management systems that might be of broader use across campus.

o General book sales (non-‐text) (113) ! Candidate for phase out, subject to further review (Quintile 5) ! Should review sales volumes, competition from e-‐books, Amazon, major

booksellers and determine future of service as currently structured. o Other retail services (including clothing, gifts, etc, whether located in the bookstore or

elsewhere) (114) ! Retain with reduced resourcing (Quintile 3) ! Should be revenue generating beyond cost recovery with no requirement for

an operating budget allocation. Cost recovery would offset occupancy costs borne by university.

• Consumer Services: Culinary Services o Catering (117)

! Maintain with current resourcing (Quintile 2) ! Have made great strides in quality of this service. Could market service

externally if they have excess capacity. o Hospitality services/conferences (118)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Should investigate the potential integration of all conference and events

management services on campus, e.g. this service and that provided by ACE. o Residence meal services (119)

! Maintain with current resourcing (Quintile 2) o Food sales separate from residence meal services (120)

! Retain with reduced resourcing (Quintile 3) ! Losing money overall, so should investigate quality of support service at

satellite locations. Should investigate the potential for more branded locations. o Vending (439)


! Maintain with current resourcing (Quintile 2) ! What do revenues fund within Consumer Services? If not required to subsidize

operations, could they fund other services on campus. Could revenues for the university be increased via a space rental agreement?

• Corporate Admin o Copyright Coordination (123)

! Maintain with current resourcing (Quintile 2) o Risk Management and Insurance Services (124)

! Maintain with current resourcing (Quintile 2) o Legal Services and Contracts (125)

! Maintain with current resourcing (Quintile 2) o Business Opportunities and Real Estate (126)

! Candidate for enhanced resourcing (Quintile 1) ! Additional investment of resources may produce a financial payback for the

university, e.g. scholarship funds from Preston Crossing. o Access to Information and Privacy (127)

! Maintain with current resourcing (Quintile 2) o Emma Lake Kenderdine Campus (128)

! Candidate for phase out, subject to further review (Quintile 5) ! The task force saw value in this service, but the priority is low. Alternative uses

should be explored, and fund raising should be considered to fund reconstruction. The university should retain ownership of land.

• Student Initiatives o Student Initiatives (109)

! Candidate for phase out, subject to further review (Quintile 5) ! Service already discontinued.

OFFICE OF THE VP RESEARCH

• Executive Office (197) o Reconfigure for efficiency/effectiveness (Quintile 4) o It is recommended that the structure of and services offered under this administrative

unit be reviewed to ensure high effectiveness. The review should include consideration of the balance between services offered centrally and those in academic units, and the degree to which researchers feel the research supports offered are meeting their greatest needs.

• Saskatchewan Structural Sciences Centre (437) o Candidate for enhanced resourcing (Quintile 1) o A valuable service that requires operating budget support to be sustainable.

• Awards Facilitation o Awards Facilitation and Faculty Recognition (201)

! Candidate for enhanced resourcing (Quintile 1) ! Secretarial and other support will aid faculty and research facilitators in

developing nominations.


• Industry Liaison Office o Commercialization of Research (207)

! Retain with reduced resourcing (Quintile 3) ! See comments for 197. Should be no net cost to the university.

o Legal Services -‐ Commercialization and Research (208) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! Consider co-‐locating/merging all legal services on campus.

• International Office/International Research Office o International Development and Partnerships (202)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 197. All internationalization-‐related services on campus,

whether undergraduate student, graduate student or researcher oriented, need to be evaluated for the potential to be integrated to improve efficiency and effectiveness without increasing resource allocation.

• Office of the AVP Research -‐ Health (UofS) and VP Research and Innovation (SHR) o Research Mentorship Program for New Faculty (212)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! Mentorship is important and must ensure that resources are used in the most

effective manner, e.g. for the right programs. Maximize emphasis on development of the research program as there are teaching-‐related supports available elsewhere.

o Health-‐based Research Development and Facilitation (213) ! Candidate for phase out, subject to further review (Quintile 5) ! Not clear that service is achieving its objectives considering research

performance of the College of Medicine. o Saskatoon Centre for Patient-‐Oriented Research (SCPOR) (214)

! Candidate for phase out, subject to further review (Quintile 5) ! An important service but should be offered directly by the university and be

fully supported by revenue from clinical trials. • Research Ethics

o Animal Research Ethics Compliance (209) ! Retain with reduced resourcing (Quintile 3) ! Ensure that resources are directed maximally at support functions and as

minimally as possible to policing and enforcement. o Human Research Ethics Compliance (210)

! Retain with reduced resourcing (Quintile 3) ! Ensure that resources are directed maximally at support functions and as

minimally as possible to policing and enforcement. Reduce the administrative overhead for ethics compliance, focus on supporting researchers.

o Responsible Conduct of Research (211) ! Candidate for phase out, subject to further review (Quintile 5) ! Not clear why this is a necessary service beyond policy level.

• Research Services


o Research Development (203) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 197. This support service should be reviewed to identify any

overlap with related services offered by other units. o Research Award Finalization (204)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 197. An important service, but should be evaluated to

determine optimum balance of services delivered centrally and those delivered in academic units in direct contact with researchers. Additional support might be appropriate if researchers determine the model is effective.

o Post-‐Award Support (205) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 197. An important service, but should be evaluated to

determine optimum balance of services delivered centrally and those delivered in academic units in direct contact with researchers. It is important that the service provided adds maximum value to the administrative input of researchers. Relationship to similar services in FSD is unclear.

o Research Systems, Data, and Metrics (206) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 197. The budget allocation seems large. Service should be

reviewed to ensure level of benefit to researchers. OFFICE OF THE VICE PROVOST TEACHING AND LEARNING

• Executive Office (058) o Candidate for phase out, subject to further review (Quintile 5) o It is recommended that the functions and authorities of this office be reviewed in

conjunction with clarification of the mandates and review of the funding models, e.g. operating budget vs. fee-‐for-‐service, of the units that report to this office (EMAP, CCDE and ULC/GMCTE). The goal would be to eliminate overlap, duplication, and competition among these units and with other units on campus (colleges, ICT), hence improving efficiency and effectiveness of service delivery and enhancing accessibility to services. It is not clear that creating a senior administrative position to oversee these units has resulted in better outcomes.

• CCDE -‐ Centre for Continuing & Distance Education o Executive Director's Office (064)

! Candidate for phase out, subject to further review (Quintile 5) ! The services delivered by CCDE are of high quality, and many have good

demand. Substantial cost recovery with some services appears to subsidize delivery of less profitable and often lower priority endeavours. The mandate of CCDE and its linkage to the rest of the university need to be reconsidered. Better integration of activities such as distance delivery with similar activities in other units needs to be explored. All support services -‐ HR, IT, facilities -‐ also should be integrated. The fit of each service/program offered by CCDE with


university priorities needs to be confirmed and more closely tied to the academic work in departments. As described in 058, the task force recommends a review of the structure, mandate and funding model of all units reporting to the Office of the Vice-‐Provost Teaching and Learning with a view to reducing overlap, duplication and costs.

o Financial Services / Human Resources / Information Technology Services / Facilities Management (065)

! Candidate for phase out, subject to further review (Quintile 5) ! See comment for 064. Better integration of this service with those of SESD and

other administrative units on campus is recommended. o Marketing and Communications (066)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064 and 065.

• CCDE -‐ Distance Learning, Off Campus & Certificates o Administration (075)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064. Serves mostly undergraduate students. A valuable

service for small academic units engaged in distance delivery. Should revisit delivery model, i.e. what is the role of the department in distance education? How is revenue used?

o Certificate level programs (PHC) (076) ! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064. Few if any students now in PHC. Concept is good, but

certificate programs would benefit from a stronger link to academic home. Ladder certificate programs into degree programs.

o Certificate in Adult and Continuing Education (CACE) (077) ! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064.

o Certificate in Teaching English as a Second Language (CERTESL) (078) ! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064. Is an example of a unique, high quality program that

should be able to cover all of its costs, including overhead. What, if any, is the role of the College of Education in provision of this service?

o Degree Credit Class Distance Development (On-‐line, TV, Independent Studies, SPEC) (079)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 064. CCDE could be the campus leader for distance delivery,

i.e. a central support unit, working with academic units to deliver courses. However, CCDE mandate would need to be reconsidered to ensure it is meeting the needs of academic units. Revenue sharing model should be reviewed.

o Degree Credit Class Distance Delivery (On-‐line, TV, Ind. Studies, SPEC) (080) ! Reconfigure for efficiency/effectiveness (Quintile 4)


! See comments for 064 and 079. o Degree Credit Off-‐campus Delivery (Regional Colleges, PA, ITEP, Ed Masters, NORTEP)

(081) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 064 and 079.

• CCDE -‐ Professional Development & Community Education o Administration, Registration, U of S Employee Professional Development (071)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064. Seems to be duplication with ESB and HR. Could this

service be provided by other units at the university or outsourced? o Professional Development (Leadership, Agriculture) (072)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064. Important service with respect to community

engagement but is it CCDE's role to deliver this service? Apparent overlap with ESB. Should be evaluated and prioritized against all other outreach activities of the university to determine value and effectiveness.

o Community Education (Nature+Tours, Community Arts, Music, Horticulture, Seniors) (073)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 064. Some very popular and valuable programs associated

with this service, but it needs to be determined which ones should be delivered by the university and which by others, e.g. the private sector, community groups, academic units. Should be evaluated and prioritized against all other outreach activities of the university to determine value and effectiveness.

o Other Programs (Math, UEP, UEP Sundry, etc.) (074) ! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064.

• CCDE -‐ University of Saskatchewan Language Centre o Administration (067)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 064.

o Certificate in English for Academic Purposes (Fulltime ESL) (068) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 064. An important service for international students but

needs to be reviewed with respect to cost recovery, whether recruitment is necessary, alternative structure for delivery of service on campus, e.g. could this service be delivered through an academic unit?

o Part Time ESL (069) ! Maintain with current resourcing (Quintile 2) ! See comments for 064.

o Other languages (070) ! Candidate for phase out, subject to further review (Quintile 5)


! See comments for 064. Need to review with respect to fit with university priorities, value as outreach instrument, and potential for greater revenue generation.

• EMAP -‐ Media Access & Production o Director's Office (059)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 058. It is recommended that the structure, mandate of and

services delivered by this unit be reviewed to improve integration and reduce overlap and competition with units on campus offering some of the same services, e.g. CCDE, ICT, Communications. The fee-‐for-‐service funding model for some services in this unit restricts access to core services. As described in 058, the task force recommends a review of the structure, mandate and funding model of all units reporting to the Office of the Vice-‐Provost Teaching and Learning with a view to reducing overlap, duplication and costs.


! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 059. Administrative costs seem high given size of unit. Cost

recovery model generates administrative costs. o Equipment Services (061)

! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comment for 059. Further investment in equipping classrooms with

technology may reduce costs of mobile technology delivery. o Media Production (062)

! Candidate for phase out, subject to further review (Quintile 5) ! See comment for 059. Mandate is unclear. Activities should be aligned better

with university priorities, with a reduced focus on revenue generation, e.g. external work. Important to better integrate services with activities of ICT and distance delivery activities on campus.

o New Media (063) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 059. An important service. More of the activity perhaps

could be outsourced. Fee-‐for-‐service model restricts access to service. • ULC -‐ University Learning Centre (incl. GMCTE)

o Director's Office (082) ! Candidate for phase out, subject to further review (Quintile 5) ! This unit provides valuable and high quality services. However, demand for

services, more so with GMCTE than with ULC, is not commensurate with the resource allocation. As described in 058, the task force recommends a review of the structure, mandate and funding model of all units reporting to the Office of the Vice-‐Provost Teaching and Learning with a view to reducing overlap, duplication and costs.



! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 082.

o Undergraduate Support and Development (084) ! Reconfigure for efficiency/effectiveness (Quintile 4) ! See comments for 082. Is there a role for the College of Education here?

o Curriculum Development + Instructional Design (085) ! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 082. A useful service for smaller academic units in

particular. Demand is low relative to resource allocation. o Educational Development (086)

! Candidate for phase out, subject to further review (Quintile 5) ! See comments for 082. Demand is low relative to resource allocation. Multiple

programs; are they reaching the right audience? Is there a role for the College of Education here?

SCHOOL OF ENVIRONMENT & SUSTAINABILITY

• Executive Director's Office (434) o Retain with reduced resourcing (Quintile 3) o Allocation to Executive Director's Office appeared to be large in light of size of unit.

SCHOOL OF PUBLIC HEALTH

• Executive Director's Office (431) o Candidate for phase out, subject to further review (Quintile 5) o Restructuring in conjunction with the College of Medicine is recommended.

UNIVERSITY LIBRARY

• Dean's Office (249) o Retain with reduced resourcing (Quintile 3) o Budget allocation seems large relative to the services rendered. The Library is very

important and very expensive. The efficiency of this service is unclear. • Development of Collections (250)

o Candidate for enhanced resourcing (Quintile 1) o It is critically important that the university maintain the diversity and quality of its

collections, including electronic items. • Organizing Collections (251)

o Maintain with current resourcing (Quintile 2) • Information Services (252)

o Retain with reduced resourcing (Quintile 3) o Consider a greater degree of self service, more tutorials and classroom teaching vs. one-‐

on-‐one or small groups. • Teaching Information Literacy Skills (Library Instruction) (253)

o Retain with reduced resourcing (Quintile 3)


o Service would have greater impact and could be delivered at lower cost if better integrated into teaching.

• Information Technology (254) o Retain with reduced resourcing (Quintile 3) o Consider greater use of IT services available centrally and eliminate any overlap with

other library services. Budget allocation seems relatively large. • Administration (255)

o Retain with reduced resourcing (Quintile 3) o FTEs increasing. It is important that resources be directed maximally to delivery of

library services to users.

support services report uos

Documents