Cape Breton UniversityAccountability Report 2013/14

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I am delighted to present Cape Breton University’s first Annual Accountability Report. In a time of massive transformation in higher education and increasing pressure on universities to deliver results for their students and communities, we are proud to present our track record and signal our future commitments and aspirations.

Cape Breton University serves approximately 3,300 students in Cape Breton and 500 students overseas who are working toward CBU degrees awarded through partnership arrangements. Around 30 per cent of our students in Cape Breton come from around the world and just over half originate from Cape Breton Island.

As Cape Breton Island’s only university, we serve approximately 15 per cent of the population of our province and we are uniquely committed to deep engagement with the social, cultural and econom-ic life of Cape Breton. We add $87 million to the regional economy and we are directly and indirectly responsible for nearly 1,400 jobs in the University and in surrounding communities.

In the 40 years since we were first incorporated as an independent institution, we have graduated approximately 20,000 alumni, of whom more than half still live and work in Cape Breton Island.

We are a relatively young institution but we have high ambitions. Our long-term vision is to be “a flourishing, entrepreneurial, multicultural and sustainable global university committed to students and community through teaching excellence and world changing research.”1

We are determined to play our full part in the renaissance of the economy of Cape Breton Island and Nova Scotia through our entrepreneurial approach to programming and research, exemplified by our exploration of clean technology, cultural industries, tourism, social enterprise and other opportunities for employment growth in the industries of the future.

Dr. David Wheeler, President and Vice-Chancellor

Foreword.

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Innovation is natural to the people of Cape Breton and, in the past year, we have learned that Dr. David Wheeler is both a believer and a man of action when it comes to inspiring the academic and the entrepreneurial spirit. His focus, and that of his colleagues, has clearly been on establishing a roadmap for the future of Cape Breton University and the many contributions it can make to both the Island, provincial and world economies, short, medium and long-term. Thanks to the efforts of many, CBU now has a revitalized strategy that will drive a broad range of measurable outcomes in the months and years to come.

As the proud Chancellor of Cape Breton University, I see excellent opportunities for the business success of our First Nations people; leadership linked to research, commercialization, cleantechnologies; and entrepreneurship, to name but a few of the possibilities that are gaining traction

internally and externally. Most of all, I believe in the spirit, tenacity and capacities of our outstanding faculty, staff and students. They are our greatest assets and will be the drivers of the new economy.

It would be remiss if I did not mention in this message the impact of a dear friend and supporter of CBU and my personal mentor, the late Purdy Crawford. Through the Purdy Crawford Chair in Aboriginal Business Studies, Purdy’s legacy of supporting Canada’s aboriginal people will live on through the work of the Chair. Annette Verschuren, O.C.Chancellor, Cape Breton UniversityChair and CEO, NRStor Inc.

Message from the Chancellor.

Table of Contents.03. Foreword.

06. Putting Students First.

14. Contributing to Our Island and Our Provincial Economy.

18. Building a Multicultural Community.

21. Changing the World through Research, Innovation, Creativity and Commercialization.

26. Building Partnerships at Home and Overseas.

31. Our Financial Health. 34. CBU’s Board of Governors and Advisory Boards.

90 per cent of senior-year students rated their CBU education positively, compared to the national average of 81 per cent.

1strategy for cape breton university 2014-2019, cape breton university, sydney, ns, spring 2014.6

Putting Students First.With a long-term vision to be “a flourishing, entrepreneurial, multicultural and sustainable global university committed to students and community through teaching excellence and world changing research,” comes a mandate to continue to put our students first. The faculty and staff at Cape Breton University pride themselves on the attention and care for students that is a central part of our culture.

In the new Strategy for Cape Breton University 2014-20191, we recognize that global and provincial forces will require CBU to be differentiated and competitive. To respond,the University must be a leader within the region in key areas such as program quality, student satisfaction, and student employability. We are taking steps to track our progress in these key areas. We will set targets, measure our performance, report the results, and then determine how we can achieve even better results.

“For me it always comes back to the students. We really need to be answering students’ needs; they don’t want to be a number. Students want to have a voice and want to know their professor. Students do want to learn, but they also want to be involved in their learning.”

sarah farrow, communication lab instructorschool of arts and social sciences

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1national survey of student engagement, indiana university center for postsecondary research, bloomington, in, 2013. 2http://www.macleans.ca/education/unirankings/nsse-survey-shows-student-satisfaction-levels-at-33-universities/ 7

Student Satisfaction.

One of the objectives in our new strategy is to set targets for student satisfaction and retention. Various student satisfaction measures are being collected annually from our participation in the National Survey of Students Engagement (NSSE)1. This survey is used by degree-granting institutions throughout Canada and the United States to measure the extent to which students engage in effective educational practices linked to learning, personal development, and other outcomes such as persistence, satisfaction, and graduation.

One important measure of student satisfaction is the quality of interactions between students and faculty. Since our first participation in NSSE in 2011, our students have consistently responded very positively to measures related to their interactions with faculty members (see charts opposite). As a result, we deliver some of the highest student-faculty interaction scores in the country.

Through NSSE, our senior students report the highest “excellent” senior-year student satisfaction of any university in Nova Scotia (as reported in Maclean’s University Rankings, November 2013)2. Over the three years of the survey, the senior-year satisfaction rate is 90 per cent at CBU, compared to 81 per cent at all Canadian universities. For first-year students, this number is 84 per cent, compared to a national average of 83 per cent. Our strategy aims to increase senior year satisfaction to a minimum of 92 per cent for senior students and 87 per cent for first-year students.

Close attention to the feedback received through NSSE has allowed us to make informed decisions on how to best support our students in their progresstowards graduation. We have enhanced our academic support services and are moving toward a comprehensive model of student advising to better attend to the varied needs of our diverse student body. Our already strong student satisfaction results and the ongoing work to enhance both our student satisfaction and student support illustrates our commitment to helping each and every student in our CBU community find their success.

“Quality of education is great. It has expanded my mind to think in ways I never thought I could. The faculty members I have dealt with in the Math Department at Cape Breton University are second to none. They are always there to help and guide you along your way.”

anonymous student response in national survey of student engagement 2013

Another area that is key to putting students first in the pursuit of our long-term vision is the commitment to program quality and innovation. As part of the strategy, we aim to become a university that pioneers innovation in programming.

A Focus on Innovative ProgramsCBU has a history of offering innovative programming. Students in Bachelor of Arts Community Studies (BACS), CBU’s original degree program, work in a holistic learning environment that promotes collaboration and discussion among students as well as hands-on and self-directed learning. Students develop the skills and knowledge to be actively engaged in society.

The Bachelor of Engineering Technology (BET) program is regularly updated to meet the changing needs of key industries. This focus on relevance has resulted in BET graduates working all over Canada and around the world, many advancing to managerial positions.

“Currently, we have four workers who have graduated from the [BET] program. Since they started, all have been promoted or taken on bigger roles in the company.”

donald godreauthermon technologies – calgary, alberta

Within the BSc Nursing program, a strong partnership has been formed with the Cape Breton District Health Authority (CBDHA). Of the 63 program graduates this year, 59 chose to remain in the CBDHA and were given positions. In their senior year, 56 of these students chose to do their practicum with the CBDHA and every attempt is made to match students to their entry level positions. Through the strong partnership with the Healthy Authority, 52 of the 56 students were matched, creating an almost seamless transitional process from nursing student to graduate nurse to a registered nurse who is fully integrated into their workplace. Our university-district health authority partnership is viewed as a model province-wide, both for the educational experience and for employment outcomes.

These are just three examples of the innovative programs currently offered and their results. The University will introduce a number of revitalized and new programs over the next few years. These programs will have a clear emphasis on cutting edge educational approaches with flexible learning modes, experiential learning and remote delivery of the programs where appropriate.

A Commitment to Program Quality and Innovation.

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“[The Shannon School of Business] is nationally recognized for its educational and research leadership in the fields of community economic development and Aboriginal business.”

george, e.w. & ellisr.j., external reviewers’ report on

the shannon school of business

To encourage program innovation and renewal, an Innovation Fund has been introduced to support efforts around program opportunities. A President’s Council on Teaching and Learning has been initiated and is already making a major contribution to the University in areas such as on-line learning and enhancing the first-year experience for students. Both the Innovation Fund and the President’s Council on Teaching and Learning are expected to drive a renaissance in programming at CBU.

Of 63 Nursing graduates this year, 59 were employed by the Cape Breton District Health Authority.

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Responses of Senior Year Students to Service Learning

“About how many of your courses this term included a community-based project?”

Source: National Survey of Student Engagement 2013

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CBU is becoming known for providing undergraduate students with opportunities to participate directly in faculty research programs. In the 2013 National Survey of Student Engagement, 27 per cent of our senior students reported doing research with a faculty member, compared to the national average of 22 per cent.1

1national survey of student engagement, indiana university center for postsecondary research, bloomington, in, 2013.

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A key component of putting our students first involves giving them opportunities to get engaged in their education in meaningful ways that go beyond the classroom. This includes opportunities to participate in such activities as working with faculty on research projects, participation in community-based projects, completing an internship or clinical placement, or studying abroad.

The National Survey of Student Engagement designates these activities as “high-impact practices” and the NSSE Director, George Kuh, recommends that “institutions should aspire for all students to participate in at least two [high-impact practices] over the course of their undergraduate experience – one during the first year and one in the context of their major.”1

At CBU, our reputation is growing for offering high-impact practices to our students. CBU is ahead of the national average in overall participation in high impact practices by first- and senior-year students.

In the specific area of service learning, which involves taking part in community-based projects, CBU has an exceptional track record. As illustrated in the chart on the left, 65 per cent of our senior students reported participating in service learning, compared to only 48 per cent nationally. Not only does this speak to our commitment to student learning, but also to our connection to the community.

CBU is ahead of the national average in overall participation in high impact practices by first- and senior-year students.

Student Engagement in their Education.

“Through the Study Abroad Program, I was able to have the full university experience close to home, but also far away!”2

paige westburybachelor of arts graduate, communications major

1national survey of student engagement, indiana university center for postsecondary research, bloomington, in, 2013.2http://www.cbu.ca/features/grad-paige-westbury, cape breton university website.

Committed Faculty.

Not only does CBU offer innovative programs, it is home to a faculty that is driven by passion for student success. CBU continues to attract new additions to our faculty who bring exciting new fields of study and enhance the impact of our teaching and research.

One such faculty member is Dr. Patrick Maher, an associate professor of Community Studies. Dr. Maher was awarded a 2014 3M National Teaching Fellowship, considered to be Canada’s top teaching honour.1

“Much of my nomination document focused on my use of experiential learning and it’s great to see that style of teaching and learning recognized,” states Dr. Maher. “I’ve been a long-time advocate of this philosophy/method and that passion brought me 7,000 kilometers across the country from the University of Northern British Columbia to join Community Studies at CBU.”

Another new member of our inspirational faculty is Dr. Ashlee Cunsolo Willox, a Tier 2 Canada Research Chair in Determinants of Healthy Communities. Dr. Cunsolo Willox was recently featured on CBC’s Quirks and Quarks2. She spoke to the CBC’s Bob McDonald about the work that she is doing in partnership with the five Inuit communities of Nunatsiavut, Labrador, on the impacts of climate change on mental health and well-being, as well as the implications this could have for the wider global community.

“I am incredibly excited to be able to do this work at such an innovative, community focused institution such as CBU, which is committed tofostering strong, healthy communities,” says Dr. Cunsolo Willox.

With the work of Dr. Cunsolo Willox, Dr. Maher, and many others, CBU has a growing national reputation in the impacts of climate change on people and the environment. They represent a generation of university educators at CBU who are delivering an inspirational education to our students.

Dr. Patrick Maher of CBU was awarded a 2014 3M National Teaching Fellowship, considered to be Canada’s top teaching honour.

DR. ASHlEE CUNSOlO WIllOx

DR. PATRICk MAHER

1http://www.cbu.ca/news/professor-wins-top-teaching-honour, cape breton university website, february 13, 2013.2http://www.cbu.ca/features/ashlee-cunsolo-willox, cape breton university website.12

Committed Faculty.

Cape Breton University also puts the success of our student athletes first. Over the past 12 years, the University has built a program that fosters excellence on the field and in the classroom. As described by John Ryan, Director of Athletics, “While striving to reach a championship level in all of our sports, it’s also very important to understand that the student athlete’s academic success rate should be enhanced by the athletic experience.”

The program has delivered consistent results. Prior to 2002, CAPERS Athletics had only one year in its history with more than 10 students being honoured as Academic All-Canadians. In the past 12 years, there has never been less than 11 with a record high of 23 being established last year.

Results on the field of play have been substantial, including:

• Five Canadian Interuniversity Sport (CIS) Medals

• 19 Atlantic University Sport (AUS) Championships

• 42 CIS All-Canadians

• 156 AUS All-Stars

• 54 AUS Major Awards

2013/14 saw the CAPERS Women’s Soccer team capture the AUS title and finish fourth nationally.

With a student population of about 3,300, CBU has won 14 AUS championships in the prominent sports of men’s and women’s basketball and soccer, outpacing many universities with larger student populations. Michelle Healey, Former Athletic Director at Memorial University has said she doesn’t know what Cape Breton University’s philosophy has been, “but they’ve definitely chosen sports as a mechanism to put their institution on the map.”

“If you asked schools from across Canada 15 years ago, nobody could tell you where CBU, or UCCB at the time, was located. Now everyone in the country knows about Cape Breton University.”

michelle healey former athletic director, memorial university

Our Student Athletes.

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“One of the things we need to do as a province is to stop apologizing for the number of post-secondary institutions we have. They are among our greatest assets and we must recognize them as the economic driver they truly are and help them to foster innovation and create good economic opportunities for the next generation of Nova Scotians.”

– premier stephen mcneil

It is generally recognized that Cape Breton University plays a unique and very significant role in the economic and cultural life of the Island. This special relationship has been the subject of academic research as far back as the early nineties.

Many people recognize the contributions of the University as an employer and as a purchaser of goods and services in the community, but it is likely that few people understand the full extent of the University’s impact, not only on Cape Breton Island, but in the province as a whole.

Contributing to Our Island and Our Provincial Economy.

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“Cape Breton University is a force for positive economic change on this Island.”

ian mcneil, manager of the prosperity framework for cape breton island and mulgrave

“The University is an economic engine in our community, creating employment and attracting students and investment from around the world. Cape Breton University’s contribution to our economic and social development make it one of our region’s most valued and significant assets.”

mayor cecil clarkecape breton regional municipality

In late 2013, Canmac Economics Limited conducted an economic impact assessment of Cape Breton University.1 By examining the University’s interactions with the local economy and inputting the data into its Input-Output Model, Canmac was able to quantify CBU’s overall economic impact.

Canmac found that CBU’s impact has two main components: 1) the university cluster, which serves as a catalyst for economic development, and 2) the impact of its students. In terms of the university cluster, CBU spent $59.6 million on purchases of goods and services, including $28.8 million on salary and wages, in 2013/14. In terms of the student impact, students spend $33.7 million in the local economy, in addition to their tuition. “CBU has a total economic impact of $94.4 million to the gross domestic product (GDP) of the province.”

canmac economics limited

Canmac estimates that CBU has a total economicimpact of $94.4 million to the gross domestic product (GDP) of the province, which includes an impact of $86 million to the GDP of the Cape Breton economy. Canmac further puts this into perspective by stating that 2.2 per cent of total Cape Breton household income is attributable to the economic impact of CBU. In terms of employment, Canmac estimates that 1,392 jobs in Nova Scotia are attributed to the economic contirbution of CBU.

The Canmac report also examined the impact of international students on the economy, as CBU’s international enrolment has increased from 10 per cent of total enrolment in 2008/09 to approximately 30 per cent of total enrolment in 2013/14. As stated by Canmac, this growth is “transforming the University into a dynamic export industry.” The economic impact of international student expenditures is $6.3 million to the GDP of the province and attributes to the creation of 173 jobs.

Measuring Cape Breton University’s Economic Impact.

151canmac economics limited, cape breton university – an economic impact assessment, february 2014.

The University plays a critical role in driving growth within key sectors of the Cape Breton economy: energy, clean technology, culture, tourism, and many others. With accolades like the number one Island Destination in North America and number three in the World by Travel & Leisure (2011), it is no wonder that tourism is one of the major sectors driving growth on the Island. CBU plays an important role in this sector by educating many of its future leaders.

Mary Tulle, CEO of Destination Cape Breton, states, “A solid tourism destination is only as strong as the industry that delivers the experience. Visitors to our province and our Island are looking for an authentic and culturally stimulating experience. In order for Cape Breton to thrive in delivering a quality tourism product, understanding how to develop, create and execute all elements that encompass a visitor’s experience is paramount.”

Contributing to Cape Breton’s key Sectors.

“The Bachelor of Hospitality and Tourism Management (BHTM) degree at Cape Breton University is a critical building block for students who aspire to leave their mark within the growing tourism industry.”

mary tulleceo of destination cape breton

The BHTM ensures that students understand tourism’s diverse sectors and provides them with the knowledge to understand what specific elements are required to create a successful tourism business.

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CBU has long made an important contribution to the cultural sector of Cape Breton. This has included the operation of vital cultural assets for the community, including the Art Gallery, Boardmore Playhouse and Beaton Institute, and through the contributions of faculty members and programs in such areas as ethnomusicology, folklore, drama, and many others. CBU is striving to play a leadership role in driving a public discussion to influence positive changes, including the cultural sector.

In May 2014, CBU hosted the Innovation Cape Breton Summit, an exciting and interactive workshop focused on generating a creative and entrepreneurial vision for Cape Breton Island. The Summit envisioned social, economic, and civic bodies working in harmony to grow the social and economic well-being of the Island through harnessing the limitless talent in our creative, cultural and heritage industries. The event was attended by more than 100 people and was broadcast live on CBC Cape Breton’s Mainstreet.

A Cultural leader.

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“There is an enthusiasm for tearing down barriers that have prevented integration on this Island and to stop competing with one another. kelly’s Mountain is falling down!”

jim st. clair at the innovation cape breton summit

Cape Breton historian Jim St. Clair proclaimed, “Our story that inspires us is the breaking down of barriers on this Island between people who live on the other side of Kelly’s Mountain and people who live on this side…there is an enthusiasm for tearing down barriers that have prevented integration on this Island and to stop competing with one another. Kelly’s Mountain is falling down!”

Students have come from over 40 countries to attend the University and international enrolment has approximately tripled since 2008/09.

Building a Multicultural Community.The Strategy for Cape Breton University 2014-2019 contains a long-term vision that imagines “students coming to CBU from Cape Breton Island, Nova Scotia, the rest of Canada, and the rest of the world, in appropriate numbers, quality, and diversity that befits a global campus in an ambitious region.”1 A diversity of cultures adds to the richness of the environment at CBU, as students are introduced to a global village and gain increased understanding, respect, and appreciation for those of other cultures. In fact, it is a continuation of the cultural mosaic that formed Cape Breton society - we live on the traditional lands of Mi’Kma’ki, and the Island has long been a home and a destination for adventurers, inventors, traders and entrepreneurs.

The Strategic Framework for Enhanced Internationalization of Cape Breton University was developed in 2013/14, with a goal to facilitate increased access of students, faculty, staff, and alumni to international engagement through a number of channels, including program enrolment.2 The Strategy has identified that new growth may be obtained by recruiting students in other countries and regions, including:

• India and Bangladesh

• Nigeria, Kenya, Ghana, Gambia, Tanzania and Zambia

• Brazil and the Caribbean

• The Philippines

Europe Latin America/Carribbean

United States

Asia Middle East & North Africa

Sub-Saharan Africa

52.7%40.2%

3% 0.7%

International Student Populationby Geographic Region 2013/14 Fall/Winter

1.2% 2.2%

181strategy for cape breton university 2014-2019, cape breton university, sydney, ns, spring 2014.2strategic framework for enhanced internationalization of cape breton university, cape breton university, sydney, ns, december 2013.

Building a multicultural community has been a focus of the institution from its foundation, when Grand Chief Donald Marshall Sr. participated in the sod turning for the construction of the College of Cape Breton.1 That pivotal moment marked the beginning of a strong relationship between CBU and the Mi’kmaw community that has grown deeper in the subsequent 38 years.

A key component of educational delivery has been in-community programming, which provides opportunities for Aboriginal students to explore and examine their community in various ways through community-based research and community intervention. CBU’s Unama’ki College has led the development of in-community programming, making post-secondary education more accessible for Aboriginal students across the province.2

“Today, we recognize that our fu-ture lies in the hands of our youth, with education

being vital to that future. Cape Breton University, with its focus on Aboriginal learning and research, will continue to be an educa-tional leader and partner in our ongoing education and training initiatives.”

chief terrance paulmembertou first nation

While CBU has a very special connection with the Mi’kmaw community, the University is also building links with Aboriginal communities across Canada. This is particularly evident with the Purdy CrawfordChair in Aboriginal Business Studies, which promotes interest among Canada’s Aboriginal people in the study of business at the post-secondary level, while undertaking pure and applied research specific to Aboriginal communities.

Over the past year, the Purdy Crawford Chair has been laying the foundation for the national expansion of its business mentorship program, which will take place this fall. A number of exciting projects are nearing completion, including the development of a business-related simulation app for smart phones and PCs and the development of an Aboriginal business textbook.

“Meaningful self-govern-ment and economic self-sufficiencyprovide the cornerstone

of sustainable communities. My wish is to enhance First Nations post-secondary education and research to allow for the promotion and development of national Aboriginal business practices and enterprises.”

the late purdy crawford, c.c., q.c.

1http://www.cbu.ca/unamaki/our-history, cape breton university website.2http://www.cbu.ca/news/cbu-receive-almost-400000-funding-through-excellence-innovation-fund, cape breton university website, may 9, 2014.15

Building links with Aboriginal Communities.

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President’s Council on Multicultural learning.

CBU is recognized as a leader in the recruitment, retention, and success of students of diverse cultures. With multiculturalism forming a central part of the University’s long-term vision, the President’s Council on Multicultural Learning was formed to embed multiculturalism into our educational curriculum and into our institutional structure. The Council will spearhead programs designed to further enhance the celebration of diverse cultural backgrounds that make up Cape Breton University.

In order to help facilitate the culture of inclusiveness and diversity, CBU will establish a Multicultural Learning Centre. This space will provide a comfortable and open environment where international, Aboriginal, and Canadian students can experience cultural events, seek out information on other cultures, and enjoy spending time mixing, mingling, and interacting with each other, creating a cultural exchange.

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“We have the framework for building the most culturally diverse and inclusive campus in Canada.”

shawn bethke, dean of the library and multicultural learning

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The long-term vision in the Strategy for Cape Breton University 2014-2019 states that the institution is committed to students and community through teaching excellence and world changing research.”1 This is a bold vision, but we have already made substantive strides in this direction. We are committed to creating a culture that promotes research, and innovative and creative thinking, including the pursuit of commercialization.

Changing the World through Research, Innovation, Creativity and Commercialization.

1strategy for cape breton university 2014-2019, cape breton university, sydney, ns, spring 2014.

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UnDeRGRADUATe STUDENTS

GRADUATe STUDENTS

Research Assistants at CBU 2013/14

“Our experience shows that CBU is very business friendly, flexible, and approachable and is willing to work with the community to bring prosperity to the region. When we look ahead to our future as a company, we feel our greatest opportunities lie in working with and engaging the expertise of CBU.”

adam mugridgelouisbourg seafoods

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Total Research Funding per Faculty Member

To pursue its long-term vision, CBU is striving to be recognized regionally, nationally, and internationally as a knowledge hub. The Strategic Research, Innovation, and Commercialization Plan states that, “CBU has moved from a knowledge store to a knowledge factory and over the next five years will work to transition to a knowledge hub. Knowledge hubs actively facilitate the exchange of knowledge and know-how between academia and the local private sector and are deeply embedded in theinnovation system.”1

In becoming a knowledge hub, CBU has set research goals that it will strive to reach over the next five years, including:

• Increasing the total external research funding to $6 million annually;

• Increasing publications in academic journals by 50 per cent;

• Increasing the participation of undergraduate and graduate students in research by 20 per cent over current levels; and

• Increasing industry engagement and commercialization of research.

Over the past five years, research activity has increased steadily at the University. As illustrated in the chart below, the three-year average of research funding per faculty member has increased in the last few years, reflecting increased success in obtaining funded research by our faculty.2 Another means of measuring research activity is the dissemination of knowledge. In 2013/14, CBU faculty and researchers

published 96 articles, published 14 books, and made 231 presentations at conferences. In addition, knowledge was disseminated through community events, newspaper articles, radio and televisioninterviews, expert advice, blogs, websites, videos, and a range of other methods.

An important goal for CBU is the participation of undergraduate and graduate students in research. This provides valuable training that facilitates student success. As illustrated in the chart below, 154 undergraduate students and 65 graduate students were engaged in research as assistants in 2013/14. The level of undergraduate research opportunities is particularly significant and is a key point of differentiation that CBU offers over many comparable universities.

The University is also taking steps to expand and enhance its research facilities on campus. In 2013/14, four projects were funded by the Canadian Foundation for Innovation and the Nova Scotia Research and Innovation Trust, including:

• Upgrading recording and performance space in the Centre for Cape Breton Studies;

• The creation of a multimedia laboratory in Folklore and Religious Studies;

• The creation of a new research centre for the determinants of healthy communities; and

• The creation of a performance space for research in culture and communities.

These investments will significantly impact the research environment at CBU.

CBU’s Research Goals and Statistics.

1strategic research, innovation, and commercialization plan summary document, cape breton university, sydney, ns, november 2013.2annual research report 2013, cape breton university, sydney, ns, 2013. 23

A significant amount of the research and innovation activity at CBU comes from the Verschuren Centre for Sustainability in Energy and the Environment. Since its establishment in 2009, the Centre has been fulfilling its mandate to find innovative and sustainable solutions to energy and environmental issues.

It has a commercial focus and is contracted by private sector partners as a research and development provider for the clean technology sector. The Verschuren Centre has five strategic themes:

• Renewable Energy;

• Bioproducts;

• Mine Water Management;

• Environmental Remediation; and

• Green Mining.

Within the Energy theme, the Verschuren Centre was awarded a $140,000 contract by the Nova Scotia Department of Energy to conduct an independent review of hydraulic fracturing in the province. In association with BrightLeaf Technology, the Centre is working on a $2.2 million research and development project that is examining applications for food and water security and seasonal solar energy storage for remote communities and the developing world. Through an agreement with Canadian Wood Fibre Centre, the Verschuren Centre is researching potential product options for woody biomass feed-stocks.

There is a significant amount of research underway or proposed within the Bioproducts area that seeks to add value to waste streams or by-products. The research includes such activities as converting bio-solids to fertilizer, commercializing ocean nutraceuticals and fisheries by-products for the food and feed industry, and developing energy from chicken waste. Private sector partners for these projects include Port Hawkesbury Paper, Louisbourg Seafoods, Saputo, Eyking Farms, and Cooke Aquaculture.

The Verschuren Centre for Sustainability in Energy and the Environment.

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“The Verschuren Centre’s success can be attributed to its interest in co-creating innovative solutions and interactive development with like-minded leaders and their companies.”

andrew swansonchief executive officer, verschuren centre

Mine Water Management was one of the first activities conducted within the Verschuren Centre and it continues today with a $1 million research and monitoring project regarding mine water within former mining and processing sites in the Sydney Coalfield. Building on this expertise, the Centre is developing cost-effective and commercially viable technologies for the monitoring, abatement and control of acid mine water releases to the environment. Another commercialization project involves harvesting geothermal energy from mine water.

25

To capitalize on Cape Breton’s resident expertise in environmental remediation from the Sydney Tar Ponds project and the former DEVCO mine sites, Environmental Remediation is one of the strategic themes of the Centre. Within this theme, the Verschuren Centre organized and hosted the annual Canadian Water Network workshop from June 8-11, 2014, the first time this organization held a workshop in Nova Scotia. The Centre is also working with private sector partner Newalta, on proof of concept research regarding industrial water treatment projects that may be employed in the oil sands, refineries, and offshore platforms.

Within Green Mining, the Verschuren Centre has established a joint venture and collaborative research agreement ($2 million over 5 years) with Yava Technologies Inc. that commenced on April 1, 2014. The Centre is also working on Lithium Ion Manufacturing technology with a Yava investor.

An exciting new initiative is the Island Sandbox pre-incubator, which will be co-hosted in theVerschuren Centre. A collaboration of CBU and the Nova Scotia Community College, the program has received funding of $150,000 per year for up to three years by the Province of Nova Scotia.1

“The Island Sandbox will play a very important role in empowering more people to think in entrepreneurial terms and, as a direct result, empower the region as a whole by creating a place where amazing ideas are born and brought to life.”

dr. dale keefevice president, academic and research

The primary stream of the Island Sandbox will be in Clean Technology, to capitalize on the activities at the Verschuren Centre. There will be secondary streams in Social Entrepreneurship and New Canadian Entrepreneurship. This partnership will allow more businesses to get off the ground, while encouraging students to create their own path to prosperity.

The Verschuren Centre is aiming to double revenues in 2014/15 and triple its research activity over the next ten years.

1http://www.cbu.ca/news/cape-breton-university-and-nscc-collaborate-island-sandbox, cape breton university website, march 19, 2014.

Building Partnerships at Home and Overseas.The University remains fully engaged in the community as Cape Breton Island’s only university. The long-term vision in the Strategy for Cape Breton University 2014-2019 aims to strengthen CBU’s position as a global university while building on its commitment to community.1 An important means of achieving this vision is via partnerships, both through strengthening existing partnerships and by establishing new partnership relationships.

26 1strategy for cape breton university 2014-2019, cape breton university, sydney, ns, spring 2014.

CBU enjoys a strong partnership with the Cape Breton-Victoria Regional School Board that was recently formalized in a Memorandum of Understanding (MOU). Through the MOU, both organizations have committed to establish an academic working group that will explore avenues to enhance the education system from postgraduate teacher education and training to academic exchanges. CBU and the School Board will also organize joint conferences, symposia or meetings of mutual interest and explore opportunities for joint research and collaborations.

The University engaged youth in the community with the CBU Children’s University. The initiative, based on a concept that started in Europe, introduces learning experiences to children aged 8 to 13 years old to show them that learning can be fun and exciting. Once a month from March to June 2014, members of the CBU faculty raised topics that included such areas as Reality vs. Myth: Late Medieval Warfare to Crazy Crystal Creations and Bubble-ology.1

“Children’s University presents an excellent opportunity for Cape Breton University to share, with the wider Cape Breton community and, particularly, its kids, the exciting knowledge being created here at CBU.”

kellie whitesenior laboratory instructor of biology

and event organizer

Cape Breton is renowned as an island of music and the University plays a role in promoting this important aspect of our cultural fabric through the Rita MacNeil Music Award. The award was established when friends of Rita held a gala concert to celebrate her life shortly after the musical icon’s passing in April 2013. All proceeds from the concert went to the award that ensures that Rita’s legacy will forever live on in CBU students following their dreams of studying music. The proceeds, along with donations received since the event, have brought the total in the Rita MacNeil Music Fund to almost $100,000.2

“We knew that we had to acknowledge all that Rita did for the community and this showcase was an exceptional and overwhelming example of just how powerful her presence was. Making sure the proceeds from the evening would help studentspursuing music studies would make Rita smile.”

joella foulds

co-organizer of the rita macneil tribute

Connected to Our Community.

271http://www.cbu.ca/news/childrens-university-can-universe-fit-inside-your-mind, cape breton university website, april 25, 2014. 2http://www.cbu.ca/news/legacy-rita-macneil-live-cbu, cape breton university website, may 16, 2014.

A vital component of CBU’s commitment to our community is our relationship with our 20,000 member strong alumni. Graduates of the University have become today’s leaders and many cite their experience at CBU as providing a strong foundation for their professional careers and enriching their personal lives. Many maintain close ties to the University and there are now examples of families with multiple generations of graduates. While there are certainly strong bonds, we intend to build greater links with alumni.

On September 9, 2013, the first ever CBU Alumni Day was organized. The event was an opportunity for alumni members to demonstrate pride in their alma mater and to raise awareness of how many of them are active members of the community. Members of the alumni “Owned the Orange” as they wore orange shirts to work, at school or within the community.1

“My time at CBU inspired me to see the transformative impact post-secondary education can have on people and communities. It’s whereI developed the passion for my chosen profession.”

mark frison, bba ’94, bsc ’95president, assiniboine community college, brandon, mb

22

Building links with Alumni.

28 1http://www.cbu.ca/alumni/alumni-day, cape breton university website.

Building links with Alumni.Demographic change has seen enrolment in Nova Scotia high schools decline in recent years. As a result, CBU has looked to international partnerships to ensure its overall enrolment stays at sustainable levels. This includes the intake of international students at the CBU campus, but also overseas, most notably through the Canadian International College in Egypt, The Australian College of Kuwait, and through our affiliate company Learncorp International in Angola, Russia, Malaysia, Italy and Papua New Guinea. There are currently over 500 CBU students enrolled in Egypt and Kuwait, in addition to Learncorp International programming.

The partnership between CBU and the Australian College of Kuwait (ACK) is a great example of partnership for mutual benefit. Kuwait is one of the world’s leading producers of petroleum products with a demand for specialized education within that sector. CBU has developed an expertise in training for the petroleum sector that was a natural fit for ACK. CBU’s Bachelor of Engineering Technology program is now offered at ACK, providing students

the opportunity to complete a degree program. Students can choose between an Engineering and Technology program focused on petroleum or on Electronics and Control. According to the ACK website, “graduates are qualified to work in Petroleum industries including the oil and gas sector exploration, drilling, and production operations in the marine environment”. Annual enrolment is over 100 students.

LearnCorp International (LCI), a ‘spinout’ company that is wholly owned by the Cape Breton University Foundation, is a training provider for the petroleum sector. A preferred training partner to ExxonMobil, LCI has delivered training on four continents as well as at the CBU campus. Over the past year, LCI has worked cooperatively with the Nova Scotia Community College in the management and delivery of technical training programs delivered in Malaysia for ExxonMobil’s PNGLNG Project. The organization also worked on projects in Savannah, Georgia and Kenya in 2013/14.

There are currently over 500 CBU students enrolled in Egypt and Kuwait, in addition to Learncorp International programming.

Developing International learning Partnerships.

291http://www.cbu.ca/alumni/alumni-day, cape breton university website.

30

Making an Impact in South Sudan.Early in 2014, Cape Breton University was awarded research funding from Grand Challenges Canada to investigate social enterprise approaches to improving the health of mothers and children in South Sudan. Newly independent after decades of civil war, South Sudan’s severely limited health infrastructure and personnel demands innovative approaches to improving maternal and child health. Working with South Sudanese-Canadian doctors and BRAC (a large international non-governmental organization), CBU is helping research and implement novel social enterprise solutions to allow networks of mobile community health workers to outreach to underserved communities with health messages and basic medicines. CBU Professor Dr. Kevin McKague is working with CBU nursing faculty, staff, students and local high schools to discuss opportunities for additional research and partnerships in South Sudan.

“This project is a great opportunity for our professors and our students to work with like-minded institutions and partners in Africa to learn together while researching and implementing innovative ideas in health care.”

dr. david wheelerpresident, cape breton university

Fundraising at CBU.In recent years, CBU has made a conscious effort to step up its fundraising efforts. From 2005 to 2013, the number of donors increased from 900 to 3,000. The Canadian Association of University Business Officers (CAUBO), in its annual survey of endowment funds for the year ended December 31, 2013 reports that Cape Breton University realized a 21.9% growth in its endowment fund for the 2013 calendar year, being the 6th most significant increase reported by all universities in Canada.

In 2005, CBU launched the Future First Campaign, chaired by Joe Shannon, with a goal to double the University’s endowment fund from $7 million to $14 million. Today, CBU’s endowment fund is now approaching $26 million.

Additionally, in recognizing the need to find sustainable sources of clean energy and to successfully manage industrial pollution, CBU Chancellor, Annette Verschuren, chaired a campaign to build an environmental research centre, with assistance from J.D. (Jim) Irving and Purdy Crawford. In 2011, the Verschuren Centre for Sustainability in Energy and the Environment was officially opened and a national advisory board was announced.

In December 2010, the Cornerstone Campaign was launched with a goal to build a new school of business building and to establish the Purdy Crawford Chair in Aboriginal Business Studies. In 2013, the Shannon School of Business building was officially opened and $5 million was announced to expand the Purdy Crawford Chair nationally.

Since 2005, CBU has secured more than $40 million dollars in government and private sector money through fundraising. Donors have increased by more than 200 per cent and the average gift size by approximately 500 per cent.

31

Our Financial Health.

32

Financial Statements.

Cape Breton UniversityStatement of Operations

Year ended March 31, 2014, with comparative figures for 2013

REVENUES Tuition and related fees Government grants and contracts Scholarship revenue Sale of services Investment income Other income Ancillary enterprises Special purpose and research revenue (note 8) Amortization of deferred capital contributions (note 13)

EXPENSES Instruction and non-sponsored research Library Student services Administration and general Development and recruiting Facilities management Computing Ancillary enterprises Special purpose and research expenses (note 9) Amortization of capital assets Transition and renewal costs Service awards, net periodic benefit cost recognized (note 14) Net change in vacation accrual

EXCESS (DEFICIENCY) OF REVENUES OVER EXPENSES

OperatingFund

$ 23,509,67421,593,736

650,350 175,422 1,145,902 1,902,144 3,858,394

–

–

52,835,622

25,132,948 1,824,963 4,804,492 3,202,566 3,029,442 5,054,620 1,351,727 4,222,174

– – 431,218

297,661 (67,619)

49,284,192

$ 3,551,430

Capital Fund

$ – – – –––

–

–

2,403,159

2,403,159

– –

– 4,456,875 –

– –

4,456,875

$ (2,053,716)

2014

Total

$ 23,509,674 21,593,736

650,350 175,422

1,414,1681,902,144

4,088,460

7,471,542

2,403,159

63,208,655

25,132,948 1,824,963 4,804,492 3,202,566 3,029,442 5,054,620 1,351,727 4,231,583

7,471,542 4,456,875

431,218

297,661(67,619)

61,222,018

$ 1,986,637

2013

Total

$ 22,494,747 22,177,006

707,693 171,860341,158

1,215,842 4,799,295

6,447,134

1,978,703

60,333,438

24,610,557 1,665,737 4,878,139 3,360,932 2,498,540 5,031,323 1,637,470 4,043,922

6,447,134 4,058,402

189,561

286,98958,986

58,767,692

$ 1,565,746

Special Purposeand Research

Fund

$ – – – –

268,266

230,066

7,471,542

–

7,969,874

– – – – – – – 9,409

7,471,542 – –

– –

7,480,951

$ 488,923

EndowmentFund

$ – – – –––

–

–

–

–

– –

– – –

– –

–

$ –

33

Cape Breton UniversityStatement of Changes in Fund Balances

Year Ended March 31, 2014, with comparative figures for 2013

BALANCE, BEGINNING OF YEAR Transactions during the year Excess (deficiency) of revenues over expenses Contributions Investment income on scholarship endowments in excess (deficiency) of scholarships awarded Change in fair value of investments Net change in investment in capital assets (note 15) Capital assets to be funded from future operations Roads and parking Capital assets temporarily financed by operations Interfund transfers (note 17)

BALANCE, END OF YEAR Fund balances are comprised of Investment in capital assets (note 15)

Internally restricted funds (note 18)

Endowment funds

Unrestricted

OperatingFund

$ (473,209)

3,551,430–

––

(3,081,234)

(220,657)

(881,385)784,584

152,738

$ (320,471)

$ –

–

–

(320,471)

$ (320,471)

Capital Fund

$ 9,869,170

(2,053,716)–

– –

3,301,891

220,657

881,385–

2,350,217

$ 12,219,387

$ 12,219,387

–

–

–

$ 12,219,387

2014

Total

$ 43,723,954

1,986,637478,530

359,7932,326,948

–

–

––

5,151,908

$ 48,875,862

$ 12,219,387

8,256,624

28,720,322

(320,471)

$ 48,875,862

2013

Total

$ 38,012,249

1,565,7462,568,126

(26,401)1,604,234

–

–

––

5,711,705

$ 43,723,954

$ 9,869,170

9,041,208

25,286,785

(473,209)

$ 43,723,954

Special Purposeand Research

Fund

$ 15,949,908

488,923152,189

–504,288

(220,657)

–

–(784,584)

140,159

$ 16,090,067

$ –

8,256,624

7,833,443

$ 16,090,067

EndowmentFund

$ 18,378,085

–326,341

359,7931,822,660

–

–

––

2,508,794

$ 20,886,879

$ –

–

20,886,879

–

$ 20,886,879

“As a member of the Nova Scotia university network, CBU shares all of the challenges facing the sector including reduced

provincial funding support (10% decline in operating grant over the last three-year period), mounting deferred maintenance

issues regarding campus infrastructure, shrinking external research support, increased competition for students, and provincial

demographics in the traditional age group for university students. In this environment, CBU is the most junior participant,

which creates challenges but also institutional nimbleness that will, with appropriate support, enable it to confront such

challenges. As we move forward in these challenging times, we continue to be committed to a cooperative and transparent

process with a goal of fiscal responsibility and a balanced budget.”gordon m. macinnis, vice president, finance & operations

Cape Breton University Board of Governors and Advisory Boards.

Board of Governors.

Annette Verschuren, ChancellorDr. David Wheeler, President and Vice ChancellorDr. Dale Keefe, Secretary Mr. Gordon M. MacInnis, TreasurerMr. Ambrose White, Incoming ChairDr. Hayes MacNeil, Outgoing Chair

Ms. Judy BaileyMs. Carol BeatonDr. Dianne Calvert-SimmsMs. Carmelita Chechetto-SheaMr. Ben Cowan-Dewar Mr. Ken CrawfordDr. Nelson DavisDr. Anne Francis D’IntinoMr. Brandon Ellis Mr. Bob FowlerMs. Sarah Hines Ms. Daphne Hutt-MacLeodMr. Rany IbrahimMr. Terry KellyMr. Brian LeblancMr. Clayton LockeMr. Keith MacDonaldMr. Leo MacIntoshMr. Mitch Mader-RamseyDr. Scott MoirMs. Carol RipleyMr. John G. PaulMr. Andrew PetrieMr. Mark ShannonDr. Scott StewartMr. Roland ThornhillMr. Steve Wadden Mr. Howard Windsor

Shannon School of Business Advisory Board.

Joseph P. Shannon, Atlantic Corporation Limited, AIT Services, Seaboard/Harmac Transportation Group, RBC Fund, Stora Enso Port Hawkesbury Limited, Atlantic Shopping Centres, Medavie Blue Cross

Purdy Crawford, C.C., Q.C., Osler, Hoskin, and Harcourt 2000, Allstream, Canadian National Railway Co., Petro-Canada, Maple Leaf Foods

Chief Terrance Paul, Membertou First Nation, National Capital Corporation Association

The Honourable A. Anne McLellan, P.C., O.C., Bennett Jones LLP, Nexen Inc, Agrium Inc., Cameco Corp.

Susan Murray, SAMCI, National Government Relations Committee

John T. McLennan, MTS (Manitoba Telecom Systems) Inc., Emera , Allstream Canada, Air Jazz, Hummingbird Communications

Louis J. Maroun, Sigma Real Estate Advisors, ING Real Estate Canada, Acadian Timber Corp., InStorage REIT, Roycom Inc.

The Honourable Kevin G. Lynch, BMO Financial Group, Government of Canada

Meredith (Sam) Hayes, The CSL Group Inc.

Denis J.P Ryan, Nova Scotian Crystal

Stacey MacNeil, HP, Enterprise Group, Innovatia

The Honourable Howard I. Wetston, Ontario Securities Commission, Ontario Energy Board

34

Unama’ki College Advisory Board.

Patrick Augustine, Aboriginal Researcher and Consultant

Marie Battiste, Director of the Aboriginal Education Research Centre at the University of Saskatchewan

Jason Bernard, First Nation Representative on the Strait Regional School Board

Marie Delorme, PhD, The Imagination Group of Companies

Sandra Germain, Mi’kmaq/Maliseet Bachelor of Social Work Program, Listuguj Education Partnership Program

Anita Olsen Harper, PhD

James Youngblood Sake’j Henderson

Donald M. Julien, Confederacy of Mainland Mi’kmaq

Nancy MacLeod, Director of Education for Potlotek

Albert Marshall, the “designated voice” for the Mi’kmaw Elders of Unama’ki

Sheila Morris

Jeanette Paul, Jen & Jan Consultation Service

John Jerome Paul, Mi’kmaw Kina’matnewey

Laurianne Stevens, First Nation School Success Program

Marjorie Pierro

Purdy Crawford Chair in Aboriginal Business National Advisory Board.

Dr. David Wheeler, President and Vice Chancellor

Dr. Keith G. Brown, Purdy Crawford Chair in Aboriginal Business Studies

Mary Beth Doucette, Associate Chair, Purdy Crawford in Aboriginal Business Studies

Darren Googoo, Director of Education, Membertou Education Department

Grant Anderson, Senior Advisor to the President, Manitoba Métis Federation

Sara Filbee, Assistant Deputy Minister, Lands and Economic Development Canada

John G. Paul, Executive Director, Atlantic Policy Congress of First Nations Secretariat

Paulette Tremblay, ICD. D Director, Education and Training AFOA Canada

Barry Pottle, Special Advisor, Inuit Relations Directorate, Aboriginal Affairs and Northern Development Canada

Ann Denny, Aboriginal Services Coordinator, Cape Breton University

The Verschuren Centre for Sustainability in Energy and the Environment Advisory Board.

Dr. A. Kevin Francis, Chairman, CenterBeam, Accelio Corporation, Xerox

James D. Irving, J.D. Irving, Limited

Dr. Lotfi Belkhir, McMaster University, Kirtas Technologies

Mr. George W. MacDonald, Q.C., McInnes Cooper

Mr. R. Keith MacLeod, P.Eng, Sproule Holdings Limited

Ms. Gail Rudderham Chernin, Q.C., The Breton Law Group

Ms. Marlene Usher, Atlantic Canada Opportunities Agency

Chief Leroy Denny, Eskasoni First Nation

Ex-officio Members:Ms. Annette Verschuren, NRStor Inc., Chancellor, Cape Breton University

Dr. David Wheeler, President and Vice Chancellor, Cape Breton University

Mr. Gordon M. MacInnis, Vice-President Finance and Operations, Cape Breton University

Dr. Dale Keefe, Vice President Academic &Research, Cape Breton University

Dr. Andrew K. Swanson, Verschuren Centre Program Director, Cape Breton University

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