PROVINCIAL AND TERRITORIAL PROFILES: COMMUNITY COLLEGES AND TECHNICAL INSTITUTES

Transcription

1 PROVINCIAL AND TERRITORIAL PROFILES: COMMUNITY COLLEGES AND TECHNICAL INSTITUTES Karen Corkery Senior Policy Analyst Industry Canada August 1, 2002

2 Table of Contents Provinces Page Quebec 2 Ontario 11 Alberta 14 Manitoba 16 British Columbia 18 New Brunswick 20 Newfoundland and Labrador 24 Nova Scotia 26 Nunavut 29 Northwest Territories 30 Prince Edward Island 32 Saskatchewan 33 Yukon 35 1

3 Quebec There is a high degree of legislated and funding support for college R&D. Legislation The duties of college professors do not include research, but colleges may support college researchers pursuant to the General and Vocational Colleges Act. Favourable conditions for research in Quebec colleges was formalized in the Act in Operating Grants Accroître la recherche au collégial Colleges determine how they wish to allocate operating grants and may choose to invest in R&D activities public privé 20 R&D Programs M$ 15 The Quebec government invests about $10M per year in college research, equipment, infrastructure and networks. This is complemented by a $20M private sector investment The Quebec government has a number of programs that support college research: Programme d aide a la recherche sur l enseignment et l apprentissage (PAREA) Programme d aide a la recherche technologique (PART) matching CFI contributions The Program for Equipment Aquisitions Technology Transfer Centres Programme de soutien aux chercheurs et aux chercheuses des colleges (PSCCC) Fonds quebecois de la recherche sur la nature et les technologies (was Fonds FCAR) Fonds de la recherche en sante du Quebec (FRSQ) Fonds quebecois de la recherche sur la societe et la culture (was CQRS) Faculty Agreements Collective agreements do not formally recognize faculty research. However, the faculty union negotiates release time for a total of 200 teachers per year across the province. The release time allocated to a specific college is a function of the size of the college and amount of research performed. 2

4 Technology Transfer Centres In 1983, Quebec started to create College Centres for the Transfer of Technologies (CCTT). There are now 23 CCTTs in 12 regions of Quebec. The Centres have revenues of $30M, of which $6M is from the provincial government. The CCTT network has a budget of $4M for equipment acquisitions over two years (99-00 and 00-01). CCTT s have successfully created spin-off companies, although their mandate is more modest: perform applied research on SME needs; perform applied research on behalf of SMEs; disseminate research results through technology transfer; carry out intelligence activities for businesses; and establish a research network with universities and others. 23 College Technology Transfer Centres: Centre collegial de translert de technologie en biotechnologies (TransBIOtech) Centre collegial de translert de technologie en musique et son (MUSlLAB) Centre d'enseignement et de recherche en foresterie inc. (CERFO) Centre d'etude des procedes chimiques du Quebec (CEPROCQ) Centre de geomatique du Quebec inc. Centre de metallurgie du Quebec Centre de production automatisee Centre de recherche et de developpement en agriculture du Saguenay-Lac-Saint -Jean Centre de robotique industrielle inc. (CRI) Centre de technologie des s~s ordines inc. (CETSO) Centre de technologie minerale et de plasturgie inc. Centre des materiaux composites (CMC) Centre des peches maritimes de Grande-Riviere Centre des technologies textiles Centre d'innovation technologique agroalimentaire (Cintech AA inc.) Centre Microtech inc. (production assistee par ordinateur) Centre national en electrochimie et en technologies environnementales inc. Centre specialise de la mode du Quebec (CSMQ) Centre specialise de technologie physique du Quebec inc. Centre specialise en pates et papiers Centre technologique en aerospatiale (CTA) Centre d aide technique et technologique EQMBO Entreprses inc. Institut des communications graphiques du Quebec (ICGQ) Levis-Lauzon Drummondville Sainte-Foy Montre al Chicoutimi Trois-Rivieres Jonquiere Alma Levis-Lauzon Sainte-Therese Thetford Mines Saint-Jerome Grande-Riviere Saint-Hyacinthe Saint-Hyacinthe Sherbrooke Shawinigan Montreal La Pocatiere Trois-Rivieres Saint-Hubert Victoriaville Montreal 3

5 In 1989 a college network of technology transfer centres was created, Reseau Trans-Tech, to establish partnerships with universities and other research institutes in Quebec. 4

6 Research Association Established in 1988, the Association pour la recherche au collegial (ARC) is mandated to: promote college research represent its members promote and defend the interests of college researchers facilitate the implementation of research policy and development plans, and procedures for the administration of research bring together, inform and encourage those interested in the development of college research The ARC publishes 4 news letters per year and awards prizes to college researchers: Reconnaissance : for contributions to the development of college research Contribution a la recherche technologique : for specific technology research Etudiants : recognizes the involvement of students: The ARC organizes an annual symposium to review the work of college researchers at which approximately 50 scientific papers are presented. The ARC also offers research training seminars and workshops to develop and upgrade research skills. It has published guides on a variety of topics linked to educational research. See Research Professionals College staff have published numerous articles and are often integrated into university research teams and research centres. An assessment of the quality of college research by the Fonds FCAR in 1996 revealed that the productivity of college researchers who participated in university research teams was comparable to university participants. In the deficit fighting years (mid 1990s), the Quebec government reduced the number of college faculty, including those that performed R&D. Even though they did not reduce the size of research budgets, fewer college researchers engaged in R&D projects. In response to this trend, Quebec implemented a joint MRST/MEQ/Fonds FCAR program in 1999/00 to release college researchers from teaching duties. A $30,000 contribution enables colleges to pay for back-up teachers. By releasing faculty members from part of their teaching duties, they are able to devote more time to research and development. This led to remarkable growth in the number of research projects proposed by colleges (from 70 in to 144 in ). Number of College Instructors Released to Engage in Research 92/93 93/94 94/95 95/96 96/97 97/98 98/99 #

7 Future Directions The Quebec Government s general goals and future priorities are to: consolidate the research potential of colleges; foster close integration of college and university research; provide additional funding support to college professors with doctorate degrees, usually in collaboration with university researchers; and ensure that CCTTs offer specialized services to SMEs in more regions. Recommendations from Science and Innovation Policy, Knowledge to Change the World, 2001: 1. Encourage more college professors with doctorate degrees to conduct research and participate in the Quebec research network through the joint MRST/MEQ/Fonds FCAR program. Qualifying professors will be released from teaching duties and provided with a start-up research grant. 2. Support capital expenditures (research infrastructure) of non-profit agencies, including colleges. 3. Increase the funding base for Fonds FCAR; focus efforts on natural sciences and engineering; and establish research partnerships with universities, colleges, industry and others. 4. Increase funding to support existing CCTTs, create new ones and strengthen networks. This will involve creating a new program CCTT Network Consolodation Program. CCTTs must submit 3 year strategic plans and their performance is evaluated every two years. Contacts Francois Hardy Direction des programmes et de la recherche Ministère de l'education du Québec 1035, rue de la Chevrotière, 18e étage Tel: Fax: courriel: francois.hardy@meq.gouv.qc.ca Russell Ducas Conseiller au développement de la recherche Direction de la recherche et des technologies Ministère de la recherche, de la science et de la technologie 1150, chemin Saint-Louis, Quebec Quebec G1S 4Y9 Tél: fax: russell.ducasse@mrst.gouv.qc.ca 6

8 Québec Il existe un degré élevé de soutien financier, prescrit par la loi, pour les travaux de R-D réalisés dans les collèges. Législation Les fonctions des professeurs de collèges n englobent pas la recherche, mais les collèges peuvent appuyer leurs chercheurs en vertu de la Loi sur les collèges d enseignement général et professionnel. Les conditions favorables à la recherche dans les collèges du Accroître la recherche au collégial Québec ont été officialisées dans la Loi en public privé Subventions d exploitation Les collèges déterminent comment ils souhaitent allouer les subventions d exploitation et peuvent choisir d investir dans des activités de R-D. Programmes de R-D M$ Le gouvernement du Québec investit environ 10 millions de dollars par an dans la recherche, le matériel, l infrastructure et les réseaux des collèges. Un investissement de 20 millions de dollars du secteur privé vient compléter ce montant. Le gouvernement du Québec a un certain nombre de programmes qui appuient la recherche dans les collèges : Programme d aide à la recherche sur l enseignement et l apprentissage (PAREA) Programme d aide à la recherche technologique (PART) Programme de contrepartie des contributions de la FCI Programme des acquisitions de matériel Centres de transfert de technologie Programme de soutien aux chercheurs et aux chercheuses des collèges (PSCCC) Fonds québécois de la recherche sur la nature et les technologies (auparavant Fonds FCAR) Fonds de la recherche en santé du Québec (FRSQ) Fonds québécois de la recherche sur la société et la culture (auparavant CQRS) 7

9 Contrats avec le corps professoral Les contrats collectifs de travail ne reconnaissent pas officiellement la recherche réalisée par le corps professoral. Toutefois, le syndicat des professeurs négocie le congé pour activités professionnelles pour un total de 200 enseignants par an dans toute la province. Le congé accordé à un collège en particulier dépend de la taille du collège et du volume de la recherche effectuée. Centres de transfert de technologie En 1983, le Québec a commencé à mettre sur pied les centres collégiaux de transfert de technologie (CCTT). Il existe maintenant 23 CCTT dans 12 régions du Québec. Les centres ont un revenu de 30 millions de dollars, dont 6 millions proviennent du gouvernement provincial. Le réseau des CCTT dispose d un budget de 4 millions de dollars pour l acquisition de matériel pendant une période de deux ans ( et ). Les CCTT ont créé avec succès des entreprises dérivées dont le mandat est cependant de moindre envergure : réaliser des travaux de recherche appliquée sur les besoins des PME; effectuer des travaux de recherche appliquée pour le compte des PME; communiquer les résultats de la recherche au moyen du transfert de technologie; entreprendre des activités visant à renseigner les entreprises; établir un réseau de recherche avec des universités et d autres organismes. 23 Centres collégiaux de transfert de technologie Centre collégial de transfert de technologie en biotechnologies (TransBIOtech) Levis-Lauzon Centre collégial de transfert de technologie en musique et son (MUSlLAB) Drummondville Centre d'enseignement et de recherche en foresterie inc. (CERFO) Sainte-Foy Centre d'étude des procédés chimiques du Québec (CEPROCQ) Montréal Centre de géomatique du Québec inc. Chicoutimi Centre de métallurgie du Québec Trois-Rivières Centre de production automatisée Jonquière Centre de recherche et de développement en agriculture du Saguenay-Lac-Saint -Jean Alma Centre de robotique industrielle inc. (CRI) Levis-Lauzon Centre de technologie des systèmes ordinés inc. (CETSO) Sainte-Thérèse Centre de technologie minérale et de plasturgie inc. Thetford Mines Centre des matériaux composites (CMC) Saint-Jérôme Centre des pèches maritimes de Grande-Rivière Grande-Rivière Centre des technologies textiles Saint-Hyacinthe 8

10 Centre d'innovation technologique agroalimentaire (Cintech AA inc.) Saint-Hyacinthe Centre Microtech inc. (production assistée par ordinateur) Sherbrooke Centre national en électrochimie et en technologies environnementales inc. Shawinigan Centre spécialisé de la mode du Québec (CSMQ) Montreal Centre spécialisé de technologie physique du Québec inc. La Pocatière Centre spécialisé en pâtes et papiers Trois-Rivieres Centre technologique en aérospatiale (CTA) Saint-Hubert Centre d aide technique et technologique EQMBO Entreprises inc. Victoriaville Institut des communications graphiques du Québec (ICGQ) Montréal En 1989, un réseau collégial des centres de transfert de technologie, Réseau Trans-Tech, a été créé pour établir des partenariats avec les universités et d autres instituts de recherche au Québec. Association de recherche Établie en 1988, l Association pour la recherche au collégial (ARC) a pour mandat : de promouvoir la recherche dans les collèges; de représenter ses membres; de faire valoir et de défendre les intérêts des chercheurs des collèges; de favoriser la mise en oeuvre de politiques de la recherche, de plans de développement de la recherche et de procédures relatives à l administration de la recherche; de regrouper, d informer et d encourager les personnes intéressées au développement de la recherche au niveau collégial. L ARC publie quatre bulletins par année et décerne des prix aux chercheurs des collèges : Prix «Reconnaissance» pour les contributions au développement de la recherche dans les collèges Prix «Contribution à la recherche technologique» dans le cas d une recherche technologique particulière Prix «Étudiants» pour souligner la participation des étudiants. L ARC organise un symposium annuel afin d examiner le travail des chercheurs des collèges; environ 50 documents scientifiques y sont présentés. L ARC donne également des séminaires et des ateliers de formation en recherche visant à inculquer et à perfectionner les compétences en recherche. Elle a publié des guides sur divers sujets liés à la recherche pédagogique. On peut consulter le site Spécialistes de la recherche 9

11 Le personnel des collèges a publié de nombreux articles et fait souvent partie des équipes de recherche universitaire et des centres de recherche. Une évaluation de la qualité de la recherche dans les collèges effectuée par le Fonds NATEQ en 1996 a révélé que la productivité des chercheurs des collèges qui ont fait partie des équipes de recherche universitaire était comparable à celle des participants du niveau universitaire. Au cours des années de la lutte contre le déficit (milieu des années 90), le gouvernement du Québec a réduit le nombre des professeurs de collèges, y compris ceux qui réalisaient des travaux de R-D. Même si la taille des budgets consacrés à la recherche n a pas diminué, moins de chercheurs de collèges ont entrepris des projets liés à la R-D. En réponse à cette tendance, le Québec a mis en oeuvre un programme commun MRST/MEQ/Fonds NATEQ en afin de libérer les chercheurs de leurs fonctions d enseignement. Une contribution de $ permet aux collèges de payer les professeurs de soutien. Dégagés d une partie de leurs activités d enseignement, les membres du corps professoral ont pu consacrer plus de temps aux travaux de recherche-développement. Le nombre de projets de recherche proposés par les collèges a ainsi beaucoup augmenté (passant de 70 en à 144 en ). Nombre d enseignants au niveau collégial dégagés de leurs fonctions d enseignement 92/93 93/94 94/95 95/96 96/97 97/98 98/99 # Orientations futures Les objectifs généraux et futures priorités du gouvernement du Québec sont : de consolider le potentiel des collèges en matière de recherche; de favoriser l intégration étroite de la recherche dans les collèges et les universités; d accorder des fonds supplémentaires aux professeurs de collèges titulaires d un doctorat, habituellement en collaboration avec les chercheurs des universités; veiller à ce que les CCTT offrent des services spécialisés aux PME dans un plus grand nombre de régions. Recommandations formulées dans le document Politique québécoise de la science et de l innovation - Savoir changer le monde, publié en 2001: 1. Encourager un plus grand nombre de professeurs de collèges titulaires d un doctorat à effectuer de la recherche et à participer au réseau de recherche du Québec dans le cadre du programme commun MRST/MEQ/Fonds NATEQ. Les professeurs admissibles seront libérés de leurs fonctions d enseignement et recevront une subvention de démarrage à la recherche. 2. Appuyer les dépenses en capital (infrastructure de recherche) des organismes sans but lucratif, y compris les collèges. 10

12 3. Augmenter la base de financement du Fonds NATEQ; axer les efforts sur les sciences naturelles et le génie et établir des partenariats de recherche avec les universités, les collèges, l industrie et d autres organismes. 4. Accroître le financement pour aider les CCTT en place, en créer de nouveaux et renforcer les réseaux. Il faudra donc élaborer un nouveau programme («Programme de consolidation du réseau des CCTT»). Les CCTT doivent soumettre des plans stratégiques de trois ans et leur rendement est évalué chaque deux ans. Personnes-ressources Francois Hardy Direction des programmes et de la recherche Ministère de l'éducation du Québec 1035, rue de la Chevrotière, 18 e étage Tél. : Téléc. : Courriel : francois.hardy@meq.gouv.qc.ca Russell Ducas Conseiller au développement de la recherche Direction de la recherche et des technologies Ministère de la recherche, de la science et de la technologie 1150, chemin Saint-Louis, Quebec Quebec G1S 4Y9 Tél: fax: russell.ducasse@mrst.gouv.qc.ca 11

13 Ontario Ontario has 25 colleges of applied arts and technology with more than 100 campuses offering diploma (2-3 year) or certificate programs. Private vocational schools, known as career colleges, are in competition with colleges. They tend to be narrower in the breadth and depth of programs offered, more job-oriented (no general education or generic skills) and are not involved in R&D. There are over 400 private vocational schools currently registered in the province. Legislation The Colleges of Applied Arts and Technology Act 2002 passed third reading in June 2002 and is expected to be proclaimed in early The legislation explicitly recognizes that colleges of applied arts and technology may perform applied research in support of their mandate. This is the first time that legislation explicitly recognizes R&D as a legitimate college activity and was included at the request of colleges. The inclusion of R&D in the legislation is not intended to have a steering effect. Operating Grants Operating grants are based on enrollment in approved programs. They do not recognize or explicitly fund applied research. Operating grants can, however, be allocated as the college sees fit, including to support R&D. R&D Programs Ontario Centres of Excellence: The original focus was on funding research networks across universities and strengthening commercialization capabilities. Colleges are increasingly involved in the networks given their capacity to complement university strengths. Universities come up with important research-based discoveries and train highly qualified personnel at the Masters and PhD levels. Colleges are well placed to do product development and testing, and train the highly qualified technicians required to adopt and use new discoveries. The Centres are increasing their ties to colleges and are exploring cooperative models (e.g. photonics physician training with Niagara and Algonquin Colleges). Ontario Research and Development Challenge Fund: Colleges are eligible under the same rules as universities for provincial funds to support R&D initiatives that bring benefits to Ontario (jobs, more graduates and faculty performing R&D, etc). Industry and the academic institution must commit resources to qualify for provincial support. To date few colleges have applied despite encouragement at a recent symposium. This may reflect difficulties on their part in attracting industrial partners or a lack of interest in expanding beyond a strict teaching/training mandate. Only Sheridan College s Visualization Design Institute has received provincial funding -- $4.6M to hire new faculty and allow some of the current faculty to spend more time on research. Premier s Research Excellence Award: This program supports researchers that have an international reputation, usually at the mid point in their careers. It awards excellence based on the reputation and 12

14 track record of the researchers, more so than on the nature of the research proposal. The program is very competitive, funding about 60 of 200 applications. Colleges are eligible for the program but in the seven funding rounds to date have not been successful. Premium s Platinum Medal for Research Excellence: This program will target young researchers early in their careers. Colleges are eligible to apply for what is expected to be a very competitive process in support of two awards per year. This new program has yet to complete its first competition. Ontario Innovation Trust: Enables colleges to secure CFI funding by providing the required matching contributions. CFI has funded six Ontario colleges to date. Faculty Agreements Some faculty have an interest in research although it is not required under their terms of employment. A 1997 discussion paper entitled A Framework for a Research Policy for Ontario noted that many Ontario colleges are involved in the D side of R&D. Colleges are involved in development, design, transmission and diffusion of technology (e.g. animation at Sheridan; chemicals at Lambton; genetic studies in agriculture at Sir Sandford Fleming; plastics at Humber). Much of this work is directly supported by industry. Future Directions The new Post-Secondary Education Choice and Excellence Act, 2000 enables colleges of applied arts and technology to grant applied degrees -- baccalaureates in applied areas of study. Applied degree programs will address emerging needs of businesses that are not currently being met, consistent with employment-oriented mandate of colleges. The new applied degrees will not duplicate programs offered by universities. The Minister has accepted a recommendation by the Post Secondary Education Quality Assessment Board (PEQAB) to approve 12 applied degree programs in colleges beginning in Sept 2002 or The PEQAB will recommend a further 12 applied degree programs in the fall of If this leads to a research policy discussion (given the link between education and research), this would be an unintended outcome. The Ontario government s growing investment in research is justified on the belief that this will lead not only to the training of highly qualified people, but also to commercial benefits and jobs. The Ministry of Enterprise, Opportunity and Innovation is committed to broadening the reach of its Centres of Excellence program to involve colleges to this end. It will be working with the Council of Presidents for Community Colleges to measure their capacity and better understand the various, and often unique contributions of community colleges. 13

15 Contacts: Jane Kirkwood College Charter Pierre Labay Council of Ministers of Education, Canada Barbara MacPherson Ontario Institute of Technology Jack Krepel (238) Ontario Research and Development Challenge Fund Mark D. Garscadden Manager, Applied Science and Technology Ministry of Energy, Science and Technology 56 Wellesley Street West, 11th Floor Toronto, Ontario Canada M5M 1P5 (416) Kathryn Wycliffe 14

16 Alberta Alberta has two technical institutes: Southern Alberta Institute of Technology and Northern Alberta Institute of Technology. Public colleges by legislation can not grant academic degrees. However, a university can collaborate with a public college to offer a degree program on the site of that college -- the university grants the credential. For example, the University of Alberta offers a Bachelor of Education program at the Grande Prairie Regional College. Legislation The Technical Institutes Act is silent on the role of Alberta s two technical institutes in performing R&D and technology transfer. The Colleges Act is similarly silent on this topic. This does not prevent these institutions from engaging in R&D and technology transfer. Operating Grants Operational grants are formula-driven and based largely on student enrollment. They cannot be used by colleges and technical institutes to support R&D and technology transfer. The province monitors spending to ensure that operating grants support the instructional role of these institutions. Colleges and technical institutes can engage in R&D and technology transfer provided that these activities are fully funded by industrial partners. Olds College, for example, has a Centre for Innovation that is industry funded. R&D Programs The province has a program that supports equipment and other infrastructure requirements for universities, research hospitals, colleges and technical institutes. This program can be used to provide matching CFI contributions. In addition, provincial departments periodically choose to enter into one-off agreements with colleges and institutes to support specific R&D projects, as in the case of the Ministry of Agriculture. The Ministry of Learning has no objection provided that operating grants are not diverted from instruction to support this effort. Faculty Agreements Faculty agreements do not recognize R&D and technology transfer. They are silent on this topic. If faculty perform R&D, they do so outside of the purview of their collective agreements and can not expect compensation or promotions for successful efforts. 15

17 Future Directions Colleges and technical institutes are pressing for a greater role in R&D and technology transfer. The province is not contemplating changes at this time. They are comfortable concentrating research in universities and positioning colleges first and foremost as teaching institutions. Contacts Brenda Davis Legislative Consultant Alberta Ministry of Learning 6 th floor, Devonian Building West Tower Jasper Ave. Edmonton Alberta T5K 0L2 Tel: brenda.davis@gov.ab.ca Dr. Harald Zinner Manager Institutional Planning and Coordination Branch Alberta Ministry of Leaning 11 th floor Commerce Place Street Edmonton Alberta T5J 4L5 Tel: Fax: harald.zinner@gov.ab.ca Steve Vossos A/Director, Research Funding Ministry of Innovation and Science 9 th floor, Brownlee Building Street, Edmonton Alberta T5G 3W7 Tel: Fax: steve.vossos@gov.ab.ca 16

18 Manitoba There are three main community colleges in Manitoba. They are governed by a Board; the province does not have direct operational oversight of their activities. The colleges are technical in nature. They do not offer degrees. Students tend to choose a college or university education. There is little movement between the two institutions. There are no technical institutes in Manitoba. Legislation Manitoba s legislation governing its three colleges is silent on the role of colleges in performing R&D or helping firms adopt technologies. Operating Grants The rules governing operating grants are also silent in terms of whether these funds can be used to support R&D. The province would not object as long as the college does not unduly compromise its teaching mandate. Research Programs The colleges perform R&D and provide business support with industry funding, but at low levels. The Manitoba Innovation fund provides matching contributions to facilitate access by universities and colleges to the Canada Foundation for Innovation. To date Manitoba colleges have not been funded under these programs. There are no dedicated provincial research funds for colleges, although individual departments may support college research on a one-off basis. To the extent this occurs, it is likely by way of research contract as opposed to grants. Faculty Agreements Each of the three colleges has negotiated a separate collective agreement. There is no explicit recognition of faculty R&D in these agreements. Future Directions Manitoba is not contemplating any significant change to the legislation or programs governing community colleges. 17

19 Contact: Dan Smith Senior Policy Analyst Council on Post-Secondary Education (COPSE) Portage Avenue Winnipeg, Manitoba R3C 0C (voice) (fax) 18

20 British Columbia Legislation The Ministry of Advanced Education s College and Institute Act covers university colleges, community colleges and Aboriginal institutes. It is silent on the role of colleges in conducting R&D and working with firms to support technology adoption. The B.C. Institute of Technology Act is similarly silent. Operating Grants Core operating grants for universities are provided as block funding. The province does not specify how the funds should be allocated, although it is understood that they cover instruction, support services, student services, administration and research costs. Beginning in 2002/03, university colleges, colleges and institutes also receive core operating grants as block funding. Research has not traditionally been a core activity of these institutions. Nonetheless, they may allocate some core funding to support research. This information is not collected by the province. Research Funding University colleges seek federal research grants and were recently awarded Canada Research Chairs. The three most active research institutions are the University College of the Cariboo, Malaspina University-College, and Okanagan University-College. The Ministry of Advanced Education provides matching CFI contributions through the British Columbia Knowledge Development Fund. All PSE institutions are eligible; the CFI has funded three colleges to date. Other Ministries provide one-off support for college research as required to advance their mandates. For example, the Forestry Ministry funds a Chair at the University College of the Okanagan. The Ministry of Competition, Science and Enterprise provides modest funding to three university colleges to support technology transfer centres. Faculty Agreements Each university college, college and technical institute have separate faculty collective agreements. To date, only four of the five university colleges have included language regarding research activities. Future Directions B.C. s five university colleges that grant undergraduate degrees are seeking a more formal research mandate from the provinces in the legislation. To date, the province has not made any formal changes to legislative mandates to include research for university colleges or provincial 19

21 institutes. However, the government has made a number of commitments with respect to research, including to: increase research funding for colleges, universities and institutes; increase investment in technology research and post-secondary skills; maximize the province's share of federal research funds; and establish a Leading Edge Endowment Fund which will, in partnership with the private sector, create 20 permanent research chairs. Contact: Christine Massey Education Officer Ministry of Advanced Education, PO Box 9177 Stan Prov Govt Vancouver BC V8W 9H8 Tel: Fax: christine.massey@gems2.gov.bc.ca 20

22 New Brunswick The New Brunswick Community College (NBCC) network is made up of eleven colleges, five of which are designated as Francophone and six as Anglophone. The NBCC operates as a special operating agency with its budget within the Department of Training and Employment Development. Various Centers of Excellence have been developed by the College network: Center of Excellence in Information Technology; Woodworking Center of Excellence; Atlantic Center for Excellence in Tourism; Center for Excellence in Agriculture and Biotechnology; Multimedia Learning Technology Center of Excellence; and Center of Excellence in Water and Wastewater. The staff is required to remain abreast of the latest technology, create networks and partnerships with the public and private sectors, and adapt and transfer their skills to a wide range of situations. Legislation The legislation governing community colleges does not address R&D and technology transfer. Operating Grants There is no specific allocation for R&D within the overall college budget. Colleges can, however, choose to direct funding to R&D initiatives. R&D Programs A NB college recently received nearly $187,000 from the Canada Foundation for Innovation to fund a research infrastructure project in the field of distance education. The new infrastructure, a research laboratory on educational interactivity in distance education, will strengthen the college s capacity to perform research on educational technologies used in distance education and in the classroom. One college has been accepted by NSERC as eligible for research and development projects. Another college is part of the of the National Research Council s e-commerce initiative. Faculty Agreements Faculty agreements do not recognize R&D and technology transfer. They are silent on this topic. 21

23 Future Directions The Government of New Brunswick recently released Greater Opportunity: New Brunswick s Prosperity Plan, As part of its innovation agenda, the government is committed to supporting the research infrastructure needs (e.g. laboratories and technologies) of universities and community colleges. Contact: Serge Michaud Educational Consultant Ministry of Training and Employment Development 500 Beaverbrook Court Fredericton, New Brunswick E3B 5H1 Tel: serge.michaud@gnb.ca 22

24 Nouveau-Brunswick Le réseau des collèges communautaires du Nouveau-Brunswick (CCNB) est constitué de onze collèges, dont cinq sont qualifiés de francophones et six, d anglophones. Les CCNB fonctionnent comme des organismes de service spéciaux dont le budget se trouve au ministère de la Formation et du Développement de l emploi. Divers centres d excellence ont été mis sur pied par le réseau des collèges : Centre d excellence des technologies de l information; Centre d excellence pour le travail du bois; Centre d excellence du tourisme de l Atlantique; Centre d excellence de l agriculture et de la biotechnologie; Centre d excellence des technologies d apprentissage multimédia; Centre d excellence des eaux et des eaux usées. Le personnel doit se tenir au courant des dernières technologies, établir des réseaux et des partenariats avec les secteurs public et privé et adapter et transférer leurs compétences à un large éventail de situations. Législation La législation régissant les collèges communautaires ne porte pas sur la recherche-développement ni le transfert de technologies Subventions d exploitation Il n y a pas d allocation particulière au titre de la R-D prévue dans le budget total des collèges. Les collèges peuvent, cependant, choisir de diriger le financement aux initiatives de R-D. Programmes de R-D Un collège du Nouveau-Brunswick a reçu récemment près de $ de la Fondation canadienne pour l innovation afin de financer un projet d infrastructure de recherche dans le domaine de la formation à distance. La nouvelle infrastructure, un laboratoire de recherche sur l interactivité pédagogique dans la formation à distance, renforcera la capacité du collège d effectuer de la recherche sur les technologies éducatives utilisées dans l enseignement à distance et dans les salles de classe. Le CRSNG a accepté qu un collège soit admissible aux projets de recherche-développement. Un autre collège prend part à l initiative sur le commerce électronique du Conseil national de recherches. 23

25 Contrats avec le corps professoral Les contrats avec le corps professoral ne tiennent pas compte des travaux de recherche-développement ni du transfert de technologies. Ils sont muets à ce sujet. Orientations futures Le gouvernement du Nouveau-Brunswick a récemment publié un document intitulé Vers un meilleur avenir : le plan de prospérité du Nouveau-Brunswick, Dans le cadre de son programme d innovation, le gouvernement s engage à satisfaire les besoins en matière d infrastructure de recherche (p. ex. les laboratoires et les technologies) des universités et des collèges communautaires. Personne-ressource Serge Michaud Conseiller pédagogique Ministère de la Formation et du Développement de l emploi 500 Beaverbrook Court Fredericton (Nouveau-Brunswick) E3B 5H1 Tél. : serge.michaud@gnb.ca 24

26 Newfoundland and Labrador Newfoundland has one community college (the College of the North Atlantic) and one technical institute (the Marine Institute). The college offers first year university courses, diplomas and certificates. Since its affiliation with Memorial University of Newfoundland in 1991, the Marine Institute has maintained its unique identity as a technical institute and continues to offer a suite of education and training at the practitioner, certificate, diploma of technology, advanced diploma and degree levels. Research units and the involvement of industry, faculty and staff in research activities have improved the quality of programming. The aquaculture facility infrastructure has enabled the development of advanced diploma and masters level programs that include first-hand, industry relevant experience for students. Canadian Centre for Fisheries Innovation -- the Marine Institute and Memorial University have supported over 300 projects in the aquaculture, processing and harvesting sectors, with a total value of $40 million. Over the next five years, they will conduct research into salmon and trout farming, waste utilization, value-added shrimp and crab processing, biotechnology, selective fishing and by-catch reduction. Legislation Canadian Centre for Marine Communications -- assists Canadian industry in the development of products and services using advanced marine communications, navigation and information technology. Centre for Aquaculture and Seafood Development -- supports aquaculture R&D and is working with industry to develop medicinal and pharmaceutical products from marine byproducts and to extract valuable materials from shrimp, clamshell and fish waste. The Fishing Technology Unit houses the world s largest circulating water channel or flume tank equipped with an observation window. The tank enables researchers to construct scale models of new fishing gear designs and to simulate their behaviour under controlled conditions. The provincial Act Respecting a Provincial College is silent in terms of addressing the college s role in performing R&D. With a legislated mandate to contribute to applied research and technology transfer, the Marine Institute undertakes activities that are industry-driven, cost-shared by industry, and wherever possible, undertaken collaboratively with industry partners. 25

27 Operating Grants The province does not specify how operating grants must be used by the college. The college provides their faculty with the opportunity to compete for internal research funds. They have, for example, funded projects tied to prostate cancer research. R&D Programs The college received $670,000 from the CFI to support research facility in the area of forestry technology. The Marine Institute also received CFI funding. The college helps faculty secure external funding for research and supports research affiliations with, for example, the aero-space industry. Faculty Agreements The college s collective agreement does not explicitly address R&D. The College of the North Atlantic does not provide bonuses or tie promotion to faculty R&D undertakings. Future Directions The province of Newfoundland is not considering any policy changes at this time. Contacts: Rick Penney Dr. Peter Fisher Director Head of the Division of Degree Studies and Research College Development The Fisheries and Marine Institute of Memorial College of the North Atlantic University of Newfoundland PO Box Ridge Road Stephenville, NFLD Box 4920 A2N 2Z6 St. John s, NFLD (709) A1C 5R3 rick.penney@northatlantic.nf.ca (709) peter.fisher@mi.mun.ca Wayne Oaklay Department of Education Government of Newfoundland wayneoaklay@mail.gov.nf.ca Bill Breckenridge Program Consultant, Skills Development Secretariat Confederation Building, 4th Floor, West Block P.O. Box 8700, St. John's, NF A1B 4J6 Tel: (709) Fax: (709) billbreckenridge@mail.gov.nf.ca 26

28 Nova Scotia The Nova Scotia Community College has 13 campuses. Its mission is to build Nova Scotia s economy and quality of life through education and innovation. Its strategic plan notes intentions to develop applied research, business incubation and technology transfer capacity to strengthen the competitiveness of Nova Scotia businesses. The college supports research in environmental, economic, software and geomatics technology fields with financial support from communities and federal agencies. The college has collaborated with universities on research projects. Faculty and students of the Nova Scotia Agricultural College (a branch of the provincial Department of Agriculture and Fisheries) conduct research in agriculture and related fields, recognizing that research and education are inextricably linked. The purpose of their research is to contribute to the knowledge base of the agri-food industry, develop agricultural technologies and educate highly qualified people. It is the most research intensive educational institution in Nova Scotia with a $2 million research program in The college houses 11 research institutes and centres: Atlantic Centre for Agri-Business, Atlantic Pasture Research Centre, Atlantic Poultry Research Institute, Bio Environmental Engineering Centre, Nova Scotia Wild Blueberry Institute, Nova Scotia Fur Institute, Nova Scotia Soils Institute, Potato Research Centre, Processing Carrot Research Program, Rural Research Centre, and AgriTECH Park. The University College of Cape Breton recognizes research and innovation as essential components of advanced education. Its Strategic Plan for identifies expanded research as key priority. Research and the transfer of research results to facilitate commercial application are key elements of the institution s mandate. The Department of Economics and Technological Innovation was created to support this effort. Legislation The Community Colleges Act gives authority to Boards of Governors to run colleges. The legislation is silent on the colleges role in carrying our R&D. This does not preclude colleges from pursuing applied R&D. Colleges see a strong role for themselves in this area. The University College of Cape Breton and other universities in Nova Scotia are governed by the Universities Act which recognizes their role in carrying out R&D. Since all universities in Nova Scotia offer both degrees and diplomas (like university-colleges in other provinces), the overall legislative environment can be said to be quite supportive of college R&D. Operating Grants Colleges receive block funding from the province. The province does not specify how these funds must be used. Colleges are free to allocate their resources as they wish, including to support R&D. 27

29 The Nova Scotia Community Colleges Board uses its operating budget to support research to the tune of $340,000 per year ($170,000 for research staff; $170,000 for an office of applied research, director and manager). The Board provided an additional $350,000 over three years for capital costs. R&D Programs At the federal level, the Canada Foundation for Innovation, Atlantic Canada Opportunities Agency, Department of Fisheries and Oceans and Environment Canada have all supported research at Nova Scotia colleges. In 2001, the provincial government inaugurated an Innovation Trust Fund that supports both universities and community colleges in matching funds should their grants to other bodies be successful. Faculty Agreements Collective agreements at university colleges recognize a role for faculty in performing R&D. Faculty perform R&D as part of their regular assignments. Their R&D productivity is assessed as part of their regular performance appraisals. Faculty are promoted and given tenure based on peer evaluation of performance, taking into account their R&D achievements. The collective agreements of the Nova Scotia Community College and College L Acadie do not have these provisions in their collective agreements. Future Directions The provincial government will soon release a new policy that will highlight innovation and productivity issues for the province. It is expected that this work will have implications for community colleges, university and the private sector. Contacts: David Wellnigh Principal Nova Scotia Community College Annapolis Valley Lawrencetown, Nova Scotia B0S 1M woolno@cogs.ns.ca Bruce Gray Vice-Principal, Academics Nova Scotia Agricultural College P.O. Box 550 Truro, Nova Scotia B2N 5E bgray@nsac.ns.ca 28

30 Carole Macleod Research Grants Officer Research & Academic Institutes Rick Butler Executive Director Training and Financial Analysis Branch Department of Education tel: Kelly McKnight Consultant Nova Scotia Advisory Board on Colleges & Universities Trade Mart Building 2021 Brunswick Street PO Box 2086, Station 'M' Halifax, Nova Scotia B3J 3B7 (902)

31 Nunavut Nunavut Arctic College is committed to research excellence in the fields of culture, language, and the history of the people of Nunavut, particularly through the work of the Nunavut Research Institute. The mission of the Institute is to develop, facilitate and promote traditional knowledge, science, research and technology. The colleges s business plan lays out a significant role for the college and its research institute in performing R&D. Legislation The Public College Act provided the authority for the creation of the Nunavut Research Institute. As such it explicitly recognizes and supports college R&D activity. Operating Grants Operating grants do not include a special envelop to support R&D beyond that required to license northern researchers to ensure appropriate community based consultation and involvement. The college may, however, use operating grants to support R&D, based on the advice of its Research Council (comprising Board Members of the Nunavut Arctic College, industry, Aboriginal and government representatives). R&D Programs As a crown corporation, the Nunavut Arctic College may solicit funds from industry and the federal government. The Institute is a member of the National Research Council s Canadian Technology Network (CTN) and Industrial Research Assistance Program (IRAP). The Government of Nunavut does not have R&D programs that are available to the college outside of its core funding (operating grants). Faculty Agreements While the collective agreement does not preclude faculty from performing R&D, this activity is not recognized or rewarded under the terms of the agreement. Future Directions Although imminent policy changes are not on the horizon, the Institute is a part of an open and ongoing dialogue with the government on how to strengthen its R&D performance. Contact: Mary Ellen Thomas, Acting Executive Director, Nunavut Research Institute PO Box 1720, Iqualuit NU, tel: , slcnri@nunanet.com 30

32 Northwest Territories Aurora College is dedicated to excellence, leadership and innovation in northern education and research. The Aurora Research Institute, a division of the Aurora College, has a mandate to improve quality of life by applying scientific, technological and indigenous knowledge to solve northern problems. It is responsible for licencing and coordinating research, provide support services to researchers working in the NWT and conducting research. The Aurora Research Institute houses two research centres that have become primary research hubs in the north. To date, 1,500 researchers from universities, government and industry have used these Centres facilities and equipment. The Inuvik Research Centre is the largest facility and provides logistical support and services to researchers in the northern area. Approximately 50 researchers used these facilities in This is also the location of the research library which now has a 4,000 volume scientific reference library. The South Slave Research Centre conducts and facilitates research programs in the southern regions of the NWT. Staff at this centre have been extensively involved with internet training and web site development. Work is underway to develop Geographical Information System expertise. Legislation The Public Colleges Act gives responsibility to the college s Board of Governors to establish a science institute (research institute) within the college, establish a Science Advisory Council, and recommend research and development programmes to address social and economic challenges. The NWT Scientists Act requires that all research in the NWT must be licenced. The Aurora Research Institute is responsible for administering the NWT Scientist Act and ensuring that licensed research information is communicated to northerners. It issues 73 scientific licences from July 1, 2000 to June 30, 2001 broken down as follows: Biology 36% Physical Sciences 31% Geology 15% Social Sciences 7% Traditional Knowledge 6% Health 4% Contaminants 1% 31