By Paul Davidson, president of the Association of Universities and Colleges of Canada

Convocation halls across the country will be full in the coming weeks as new graduates, rightly proud of their achievements, reach out to receive their degrees. While a few steps toward the podium complete a years-long journey for each individual, the scrolled parchment represents a decades-long evolution that has established Canada’s position as a global leader in quality post-secondary education.

Among the audience, parents and guests will think back to their own time on campus. Make no mistake: This is not your father’s degree. Nor is it your mother’s university.

In sheer numbers, there is no comparison. In the past dozen years, Canadian universities have made space for a 50% increase in full-time enrolment, bringing the number of students served each year in credit programs to more than 1.2 million. Why the increase? Because the labour market has demanded it; because, as a country, we need the continued advantage of a well-educated population.

But consider this. While universities have opened their doors wider, ensuring greater opportunities for more people, per student funding has dropped to a historic low. Clearly, universities are doing so much more today with a lot less.

No one will argue the effects of the new economy. The resulting challenges for many sectors have been substantial. Always institutions of ideas, universities have stepped up, perhaps earlier than some, with creative and innovative responses.

Universities have repurposed space, converting physical infrastructure to meet needs, whether that has meant turning classrooms into labs or offices into teaching spaces. For example, two deteriorating buildings on the university of British Columbia campus were transformed into state-of-the-art natural life sciences research and teaching laboratories. The structures now employ innovative — and cost-effective — sustainability features, including a method invented at UBC of collecting and channeling sunlight to provide lighting, even on cloudy days.

Increasingly, Canada’s universities have worked to pursue strategic partnerships and collaborations that make our economy stronger. A program developed with Irving Oil and the university of New Brunswick, for instance, sees employees studying for a tailored executive MBA program in an onsite workplace classroom.

Our universities have been relentless in reviewing operations and shifting resources to match priorities. They are meeting the needs not just of their own institutions, but of their surrounding communities and the country.

While they honour tradition, universities are open to change. Many have merged faculties where there are affinities. Far from the classic model of professors and lecterns, online tools have inverted classrooms, putting lectures online and using class time for discussion and hands-on learning. And they have opened up higher education and specialty programs to Canadians, no matter where they live or when they can study.

It’s not just the “how” of learning that has evolved; it’s also the “what.” In Ontario alone, 44 new programs were introduced in 2012 — just at the master’s and Phd levels. These programs are in emerging areas such as health science policy, non-profit leadership, community relations in extractive industries, palliative nursing, health industry management and design engineering.

While the dexterity is admirable, as a community we have to ask: Is it sustainable? Quite simply, it has to be made so. Here’s why.

Other countries, including the united Kingdom, Norway and Korea, have financed their university systems to an even greater extent than Canada. These countries chose to invest in their universities to sharpen their competitive edge.

Thirty years ago, Canada was a leader among OECD nations in university attainment rates. Look to those parents in the audience at convocation.

Among adults aged 55 to 64, Canada ranks fourth in the OECD. Not bad. But by 2010, university attainment rates for the 25 to 34 age cohort — the children of some of those audience members — put Canada 15th among OECD countries. Our competitive advantage is eroding because we are not ensuring the financial sustainability of universities so that they can continue growing at global rates.

In the increasingly competitive global knowledge economy, Canada has to compete on its wits. As Irving Oil president Mike Ashar recently told an audience of university presidents and parliamentarians: “The only way we can win — the only way — is through our people. And our people cannot just be 5% or 10% better [than our competitors]; they have to be much better.”

Universities can help make this happen. Increased federal research support would give more students, in both undergraduate and advanced degree programs, the kinds of hands-on research opportunities that prepare them for careers in industry and civil society. Funding support for more internships, coops and other experiential learning opportunities would ease the transition for students from study to the workforce. And financial sustainability would help universities respond to areas of growing demand in the labour market.

Let’s remember that the most in-demand jobs in Canada today require a university degree. These include managers in health, education, social and community services, human resources and business service professionals, and supervisors in manufacturing and processing.

This is a time of dramatic change in higher education. We must come together to chart a course for the future, recognizing that public investments in our universities consistently yield results.

That means sustainable funding models in every province and with our federal research councils, that will see Canada continue to be a global leader in quality university education. And it means standing up for universities, acknowledging their importance and expecting more from our political leaders. Without it, we’ll drift further from the podium.

Paul Davidson is president of the Association of Universities and Colleges of Canada

The Directory of Canadian Universities is the authoritative guide to Canadian universities. It includes everything from scholarship information and fees, to programs and housing facilities, at 97 Canadian universities.

• updated annually
• compiled by AUCC and the universities
• national in scope
• bilingual
• articles on undergraduate and graduate studies
• international student information
• university location map
• index of over 10,000 academic programs available in Canada

Frequency: Annual (May 2013 release)
Format: 7″ x 9.25″, 592 pages, bilingual
ISBN: 978-0-88876-308-5
Cost: $49.95

Download an order form

Ottawa, April 25, 2013: A delegation of Canadian universities is travelling to Brazil this week to promote higher education in Canada and strengthen existing research collaborations between the two countries.

Fourteen universities from across Canada are participating in the delegation led by the Canadian Bureau for International Education (CBIE) and the Association of Universities and Colleges of Canada (AUCC). During the week-long visit to Natal, Recife and São Paulo, delegates will meet with institutions and granting councils, and participate in a key conference of Brazilian university leaders.

Research collaboration in the STEM subjects – science, technology, engineering and mathematics –and applied research based on university-industry partnerships relevant to industry in Canada and in Brazil are of particular interest to the delegation.

Canadian universities continue to build successful partnerships with Brazilian universities through the Ciência sem Fronteiras (CsF) (Science without Borders) program which provides one-year international scholarships to Brazilian students. CBIE, in cooperation with Languages Canada, administers a key component of CsF in Canada on behalf of the Brazilian federal granting councils. Since September 2012, CBIE has placed more than 2,000 Brazilian students in Canadian universities. The upcoming visit seeks to augment this success through the promotion of the variety of in-Canada research opportunities available to Brazilian undergraduate and graduate students.

 “Canada provides the perfect mix of high-quality education and cutting-edge research that enables us to attract talented researchers from around the world,” said Karen McBride, CBIE’s President and CEO. “We look forward to facilitating linkages between university research hubs in Brazil and our member institutions, and increasing the application of research in science and technology through deepened education-industry cooperation in both countries.”

“Strengthening partnerships with Brazil is a priority for Canada’s universities,” said Paul Davidson, President of AUCC. “This delegation builds on the success of last year’s mission to Brazil where close to 30 of Canada’s university presidents saw first-hand the tremendous opportunity to build strategic collaboration in research, innovation and higher education with Brazil.”

The itinerary includes a session profiling Canadian universities at the conference of the Brazilian Association of International Relations Offices in Higher Education (FAUBAI); meetings in Recife with the research council of the State of Pernambuco (FACEPE) and in São Paulo with the research council of the State of São Paulo (FAPESP); a visit to Campinas State University (UNICAMP) and São Paulo State University (UNESP); and meetings with private sector representatives.

CBIE is Canada’s national organization dedicated to making Canada a global leader in international education by mobilizing expertise, knowledge, opportunity and leadership. CBIE’s pan-Canadian membership comprises 150 colleges, institutes, universities, school boards and language schools which enrol over 1.2 million students from coast to coast. See www.cbie-bcei.ca.

AUCC is the national voice of Canada’s universities and advocates for higher education and university research with the federal government on behalf of its 97 member institutions.

-30-

For more information contact:

Jennifer Humphries
CBIE Vice-President, Membership, Public Policy and Communications
(613) 237-4820 ext. 246; (613) 882 -0296
jhumphries@cbie.ca

Helen Murphy
AUCC Assistant Director, Communications
(613) 563-1236 ext. 238
hmurphy@aucc.ca

“Today’s university experience is different from that of 10 or 20 years ago in many ways,” says Paul Davidson, president of the Association of Universities and Colleges of Canada. “Excellence in teaching and research remains the foundation of undergraduate education, but the way it is delivered is much more innovative and experiential than it has been in the past. Today’s undergraduates have unprecedented opportunities to work with employers through internships, co-ops and community service learning, and benefit from practical hands-on research experiences. Students are bringing what they learn in the classroom to the community and industry, gaining experience and building networks that help them transition to rewarding careers.”

AUCC’s enhanced web resource on innovation in undergraduate teaching and research features case studies, videos, quick facts and related articles and publications. It is designed to share promising practices and new ideas within the higher education community, for the benefit of all Canadians.

“We invite students, parents and others to learn how universities are changing,” says Mr. Davidson. “Canada’s universities are committed to providing all students with a research-enriched and globally engaged experience within a vibrant campus community. It’s a well-rounded experience that prepares students to succeed in the global knowledge economy.”

University presidents are gathered in Calgary this week for AUCC’s semi-annual membership meeting. The meeting agenda includes a dialogue on undergraduate education, where presidents will continue to share innovative practices and strategies around the undergraduate experience.

-30-

For more information or interview opportunities:

Helen Murphy
AUCC Assistant Director, Communications
hmurphy@aucc.ca
613-563-1236 ext. 238

1. Preparing for rewarding careers
About half of all Canadian university students across all disciplines complete at least one co-op, practicum, internship or field placement by the time they graduate. ^{Canadian University Survey Consortium, 2012 Survey of Graduating Undergraduate Students}

2. High-end research opportunities
University professors often involve undergraduates in their research work: 58 percent of undergraduates report having involvement with faculty research projects. ^{Canadian University Survey Consortium, 2012 Survey of Graduating Undergraduate Students}

3. A global experience on campus
Canada is increasingly becoming a destination of choice for international students seeking a high quality university education. More than 100,000 international students are currently enrolled at our universities. They enrich the learning experience of all students by bringing new perspectives, cultures and languages to university life — inside and outside of the classroom. ^{AUCC estimates adapted from Statistics Canada, Postsecondary Student Information System}

4. New approaches in teaching and research
More than half of faculty members at Canadian universities have been hired since 2000. These scholars and scientists bring new approaches in learning and research to their classrooms and labs. They also bring international perspectives gained through their own studies and research partnerships. They’re innovative, interdisciplinary, collaborative and open to the world. ^{AUCC estimates adapted from Statistics Canada, University and College Academic Staff System.}

5. International experiences
About 25,000 undergraduate students take part in a study-abroad experience each year. ^{AUCC estimates adapted from Statistics Canada, Postsecondary Student Information System}

These international experiences help students become global citizens and prepare for future careers. More than half of employers polled said they would hire a student with study abroad experience over a candidate without these experiences. ^{Council of Ontario Universities, Employment Outcomes of 2009 Graduates of Ontario University Undergraduate Programs, November 2012}

6. Becoming global citizens
More than 1,300 Canadian students from three-quarters of Canada’s universities have participated in internships in developing and emerging countries through the CIDA-funded Students for Development since the program was launched in 2005. This is just one of many programs and courses that give undergraduates an opportunity to gain international experience and make a difference in communities around the world. ^{AUCC figures (AUCC has been the managing body of the program over this time period and tracks participation each year for reporting to CIDA)}

The award-winning magazine, owned by the Association of Universities and Colleges of Canada, is also the largest source of career ads for people seeking academic positions in Canada.

Website: www.universityaffairs.ca

Christine Tausig Ford
Vice President
Association of Universities and Colleges of Canada

An important debate is taking place in Quebec and across Canada about the skills shortage. Unfortunately this debate often veers toward misinformed rhetoric, which clouds the real issues. 

Christopher Curtis’ post-budget story (Critics say Ottawa needs to start improving access to post-secondary education, March 21) does just that. Curtis repeats the erroneous statement that the average university graduate leaves campus with $28,000 in debt. It’s simply not true. 

In fact, 40 percent of university students graduate debt-free. Of those with debt, the average is $24,000. 

Thankfully, in this post-budget period, increased attention is being focused on where there are real shortages of qualified employees. As a recent CIBC study points out, most of the in-demand occupations in Canada – including those in health care, science and a variety of management positions – require a university degree.

“One million young people will graduate from Canada’s universities by the year 2017,” says Stephen Toope, president of The University of British Columbia and chair of the Association of Universities and Colleges of Canada. “They’ll be equipped with the knowledge, experiences and skills Canada will need for decades to come. And they’ll have gained the ability to adapt to the jobs of today – and tomorrow.”

“Canada needs more university, college and trades graduates to compete in the new global knowledge economy,” adds Paul Davidson, president of AUCC. According to a recent CIBC report, most jobs in high demand in Canada require a university degree, including managers in health, education, social and community services; human resources and business service professionals; and supervisors in manufacturing and processing.

The federal government’s research investments have made Canada a top research nation. “Even in difficult fiscal times, the government recognizes that university research fuels a competitive advantage for Canada,” says Mr. Davidson. “Over successive budgets, the federal government has increased support for research and innovation in Canada –investments that nurture talent, create jobs and make us more competitive internationally.”

Canada’s universities also welcomed the importance that today’s budget places on international education initiatives. “Investments in international education leverage economic benefits of more than $8 billion a year – and they benefit every region of Canada,” Mr. Davidson points out. “Employers tell us they want a versatile international workforce. Canada benefits – and Canadian students benefit – from a global outlook.”

AUCC is part of an education sector-led consortium that has urged the government to enhance international education efforts to drive Canada’s global competitiveness, and is ready to work with partners to help ensure the international education strategy advances.

A new element of the international education efforts announced today is enhanced funding for Mitacs’ Globalink Program, which brings top undergraduate students from around the world to Canadian universities to undertake research projects and will now allow Canadian students to go abroad for research experiences. “This is an opportunity for Canada’s universities to enhance their profile and attract the brightest international students to our campuses,” says Mr. Davidson.

University leaders also welcomed a new scholarship program that will improve access and achievement for Aboriginal postsecondary students. The budget provides funding to be matched by the private sector for new scholarships for Aboriginal students through an initiative of Indspire, in collaboration with Canada’s universities.

“Aboriginal youth is the fastest growing segment of our population, yet Aboriginal university graduation rates lag far behind those of the non-Aboriginal population,” notes Mr. Davidson. “These measures are a concrete step towards closing the education gap.”

-30-

For interviews and information, please contact:

Helen Murphy
Assistant Director, Communications
Association of Universities and Colleges of Canada
613.563.1236, ext. 238
Cell: 613.608.8749
hmurphy@aucc.ca

Nadine Robitaille|
Communications Officer
Association of Universities and Colleges of Canada
Tel: 613.563.3961, ext. 306
Cell: 613.884.8401
nrobitaille@aucc.ca