Support Services Report UoS

1ransformUS
keport of the
Support Serv|ce 1ransformat|on 1ask Iorce

November 30, 2013

University of Saskatchewan Report of the Support Service Transformation Task Force Page 2 of 95
november 30, 2013

llene 8usch-vlshnlac
resldenL, unlverslLy of SaskaLchewan

uear resldenL:

We hereby submlL Lo you Lhe flnal reporL of Lhe SupporL Servlce 1ransformaLlon 1ask lorce. 1hls
reporL fulflls our obllgaLlon Lo rank programs and servlces accordlng Lo prlorlLy wlLh a vlew Lo poLenLlal
budgeLary changes. As sLaLed ln our mandaLe, Lhese ranklngs are lnLended Lo consLlLuLe advlce Lo Lhe
unlverslLy's declslon-maklng bodles.

1he members of Lhe Lask force have Laken Lhe process of prlorlLlzaLlon very serlously. uslng Lhe
lnformaLlon avallable, we have faced Lhe dlfflculL Lask of prlorlLlzlng admlnlsLraLlve and supporL
servlces whlle belng consclous of Lhe very real lmpacL !"#$%&'"()* may have on many of our valued
colleagues. We are aware LhaL Lhls reporL conLalns recommendaLlons LhaL may be dlfflculL for some ln
Lhe campus communlLy Lo hear. uesplLe Lhe challenglng conversaLlons Lhls reporL wlll prompL, we
belleve LhaL Lhe unlverslLy musL fundamenLally re-shape and sLreamllne lLs admlnlsLraLlve sLrucLure,
noL only Lo address flnanclal reallLles buL Lo beLLer supporL Lhe core mlsslon of Lhe unlverslLy: Leachlng,
research and ouLreach.

We would llke Lo express our appreclaLlon for Lhe many people on campus who conLrlbuLed Lo Lhls
work, lncludlng Lhe hundreds of people who helped prepare LemplaLes on supporL servlces. We
acknowledge and appreclaLe Lhe supporL LhaL we recelved from Lhe daLa supporL Leam LhroughouL Lhe
process. llnally, we Lhank you and Lhe co-champlons, 8reLL lalrbalrn and Creg lowler, for Lhe
opporLunlLy Lo be a parL of Lhls process.

Slncerely,
SupporL Servlce 1ransformaLlon 1ask lorce

1ab|e of Contents
LkLCU1IVL SUMMAk ....................................................................................................................... S
IN1kCDUC1ICN .................................................................................................................................. 8
1ASk ICkCL CLkA1ICNS AND DLLI8LkA1ICNS ................................................................................. 8
A. Genera| 1ask Iorce Cperat|ons 8
8. Deve|op|ng the u|nt||es, Cr|ter|a and We|ght|ngs 10
C. Deve|op|ng the Support Serv|ce L|st 11
D. Deve|op|ng the 1emp|ate and Gu|de 12
L. rocess for De||berat|on 13
I. rocess Cbservat|ons 14
UIN1ILL ALLCCA1ICNS ................................................................................................................... 14
C8SLkVA1ICNS AND 1nLMLS .......................................................................................................... 16
Centra||zed Serv|ces w|th D|str|buted and]or Lmbedded Serv|ce Support 16

Adm|n|strat|ve Increase, Structure and Accountab|||ty 17
kesearch Support 18
Interna| Cost kecover|es and 1ransfers 19
Lxterna| kevenue Generat|on 19
Abor|g|na| Lngagement 20
Cutreach In|t|at|ves 21
Graduate Student and ost-Doctora| Support 21
Internat|ona| Student Serv|ces and Support 22
|ann|ng and r|or|t|zat|on 23


ALNDICLS ..................................................................................................................................... 24
Append|x A: 1ask Iorce Members 2S
Append|x 8: Agreement of Conf|dent|a||ty 27
Append|x C: Cr|ter|a and u|nt||es 28
Append|x D: 1emp|ate 29
Append|x L: Gu|de 3S
Append|x I: Scor|ng kubr|c 41
Append|x G: Support Serv|ces by u|nt||e 42
Append|x n: Support Serv|ces 8y Un|t S8

LkLCU1IVL SUMMAk

1he SupporL Servlce 1ransformaLlon 1ask lorce was charged wlLh asslgnlng each of Lhe admlnlsLraLlve
and academlc supporL servlces dellvered by Lhe unlverslLy Lo one of flve qulnLlles: 1. CandldaLe for
enhanced resourclng, 2. MalnLaln wlLh currenL resourclng, 3. 8eLaln wlLh reduced resourclng, 4.
8econflgure for efflclency/effecLlveness, or 3. CandldaLe for phase ouL, sub[ecL Lo furLher revlew.
AsslgnmenLs were based on slx crlLerla: 1. lmporLance Lo Lhe unlverslLy, 2. lnLernal demand, 3. LxLernal
demand, 4. CuallLy, 3. CosL effecLlveness, and 6. CpporLunlLy analysls. Lach supporL servlce was
descrlbed ln Lerms of Lhese crlLerla ln a Lask-force-deslgned LemplaLe compleLed by Lhe respecLlve
admlnlsLraLlve and academlc unlLs.

Cver a perlod of approxlmaLely Lhree-monLhs, Lhe Lask force revlewed nearly 400 LemplaLes. lLs
observaLlons and recommendaLlons form Lhe basls of Lhls reporL. 1he qulnLlle asslgnmenLs and
assoclaLed supporL-servlce-speclflc commenLs are presenLed ln Lhe appendlces Lo Lhls reporL. 1he maln
body of Lhe reporL comprlses Lwo ma[or secLlons - a descrlpLlon of processes and procedures
employed by Lhe Lask force, and a serles of broader observaLlons and recommendaLlons.

1he amounLs of Lhe operaLlng budgeL asslgned Lo each of Lhe qulnLlles were $34 mllllon, $33 mllllon,
$33 mllllon, $43 mllllon and $16 mllllon for qulnLlles 1, 2, 3, 4 and 3, respecLlvely. AL Lhe ouLseL of Lhe
process, lL was anLlclpaLed LhaL equal proporLlons of Lhe operaLlng budgeL would be allocaLed Lo each
qulnLlle. Powever, lL soon became clear LhaL Lhe process of forclng supporL servlces lnLo qulnLlles Lo
achleve an equal allocaLlon Lo each qulnLlle compromlsed Lhe declslon-maklng processes of Lhe Lask
force. lL warranLs menLlon LhaL asslgnmenL Lo a parLlcular qulnLlle was noL a commenLary on Lhe
performance of Lhose dellverlng Lhe servlce. CulnLlle ranklngs reflecLed prlorlLy wlLh respecL Lo Lhe
unlverslLy's mlsslon of Leachlng, research and ouLreach. uemand, apparenL cosL effecLlveness,
admlnlsLraLlve sLrucLure, and Lhe quallLy and magnlLude of ouLcomes were key conslderaLlons ln Lhe
Lask force's declslons.

As menLloned, Lhe Lask force has commenLed brlefly on many of Lhe supporL servlces revlewed.
CommenLs were noL provlded on many of Lhe supporL servlces asslgned Lo CulnLlle 2 as Lhls was
deemed noL Lo be necessary. Cur general observaLlons on recurrlng Lhemes observed durlng revlew of
Lhe LemplaLes are as lmporLanL as commenLs on lndlvldual supporL servlces. 8eaders of Lhls reporL are
encouraged Lo revlew Lhe secLlon where Lhese Lhemes are dlscussed, as Lhe Len Lhemes ldenLlfled are
summarlzed only brlefly here.

ln Lhe oplnlon of Lhe Lask force:

1he unlverslLy should revlew Lhe exlsLlng balance beLween servlces dellvered and accessed
cenLrally, and Lhose dellvered wlLhln unlLs. 1hls balance wlll dlffer dependlng on Lhe naLure of
Lhe supporL servlce, as someLlmes lL ls more efflclenL Lo dellver a servlce cenLrally whereas ln
oLher slLuaLlons lL ls more efflclenL, lf noL essenLlal, Lo dellver Lhe servlce aL Lhe local level. 1he
unlverslLy musL deLermlne Lhe approprlaLe balance of servlce dellvery for each supporL servlce,

and musL also ensure Lhe approprlaLe naLure and level of cenLral overslghL and coordlnaLlon of
servlces dellvered locally.

Cver Llme, Lhe unlverslLy has developed a deep admlnlsLraLlve layer. 1hls compllcaLed
organlzaLlonal sLrucLure ls noL only expenslve buL has resulLed ln an lnequlLy of roles, reporLs
and responslblllLles ln admlnlsLraLlve poslLlons aL Lhe same level, reporLlng sLrucLures LhaL lack
Lransparency and are lnefflclenL, and dlffuse accounLablllLles. 1he Lask force appreclaLes LhaL
admlnlsLraLlve growLh has ln parL been ln response Lo demands placed on Lhe unlverslLy from
ouLslde. Powever, we seem Lo have been qulck Lo add new admlnlsLraLlve poslLlons Lo our
hlsLorlc sLrucLure over Llme wlLhouL ln some cases adequaLe conslderaLlon of sLrucLural and
organlzaLlonal changes LhaL would lmprove efflclency and effecLlveness.

1he unlverslLy has recognlzed Lhe need for lncreased supporL for researchers lf lL ls Lo become a
Lruly research lnLenslve lnsLlLuLlon. Powever, lL ls anyLhlng buL clear wheLher Lhe very large
lnvesLmenL Lhe unlverslLy has made ln admlnlsLraLlve supporLs has achleved Lhe deslred effecLs.
1he Lask force observed lnequlLles ln research supporL for academlc unlLs, overlap and
dupllcaLlon of roles of unlLs wlLh respecL Lo flnanclal servlces and communlcaLlons, lack of
clarlLy wlLh respecL Lo cenLral vs. unlL level supporL, and a pauclLy of meLrlcs and mechanlsms Lo
deLermlne Lhe lmpacL of our lnvesLmenLs ln research supporL.

A slgnlflcanL number of Lhe supporL servlces on campus are funded Lhrough cosL recovery, l.e.
fee-for-servlce, ln comblnaLlon wlLh dlrecL operaLlng budgeL supporL. Much of Lhls revenue
derlves from Lransfers of operaLlng budgeL from servlce reclplenLs Lo servlce provlders. As a
resulL, Lhe unlverslLy expends a loL of resources on movlng money around". erhaps [usL as
lmporLanL, Lhls ablllLy-Lo-pay model dlsadvanLages unlLs wlLh real needs buL no ablllLy Lo pay.
1he Lask force recognlzes Lhe role of fee-for-servlce ln raLlonlng servlces. Powever, lL
encourages Lhe unlverslLy Lo underLake a comprehenslve revlew of supporL servlces funded
subsLanLlally by Lransfer of Lhe operaLlng budgeL and deLermlne, ln each case, Lhe proper
balance of dlrecL operaLlng budgeL supporL and cosL recovery. ln some cases, lL may be more
efflclenL Lo fund an enLlre servlce dlrecLly from Lhe operaLlng budgeL and reallze a concomlLanL
lmprovemenL ln access Lo servlce.

A number of unlLs generaLe slgnlflcanL operaLlng revenues from exLernal sources. ln many
cases, Lhls ls enLlrely approprlaLe. Powever, lL ls lmporLanL Lo ldenLlfy Lhose slLuaLlons where
provldlng servlces Lo exLernal cllenLs reduces avallablllLy of Lhe servlce Lo lnLernal users, where
revenues generaLed may be used by unlLs Lo supporL acLlvlLles whlch are noL well allgned wlLh
unlverslLy prlorlLles, or where Lhe unlverslLy ls compeLlng unfalrly wlLh prlvaLe secLor vendors
who have Lo cover Lhe overhead cosLs of Lhelr operaLlons.

1he unlverslLy has placed a hlgh prlorlLy on Lhe developmenL of supporL servlces for Aborlglnal
sLudenLs. 1he Lask force ls fully supporLlve of Lhe unlverslLy conLlnulng Lo LargeL operaLlng funds
Lo acLlvlLles relaLed Lo recrulLmenL of Aborlglnal sLudenLs and Lhelr academlc success, buL ls of
Lhe oplnlon LhaL much could be done Lo lmprove Lhe coordlnaLlon of such acLlvlLles, Lo reduce

overlap and dupllcaLlon of servlces, and Lo lmprove ouLcomes. 1he unlverslLy ls encouraged Lo
revlew Lhe hosL of supporL servlces lL now provldes Lo Aborlglnal sLudenLs ln mulLlple academlc
and admlnlsLraLlve unlLs wlLh a vlew Lo bulldlng on currenL successes wlLhouL prollferaLlon of
admlnlsLraLlon.

1he unlverslLy engages ln ouLreach ln many ways, some dlrecL and some lndlrecL. 1he Lask force
recommends LhaL Lhe unlverslLy underLake a revlew of lLs broad array of ouLreach acLlvlLles,
wlLh a vlew Lo prlorlLlzlng Lhese acLlvlLles. ComponenLs of Lhls revlew would lnclude
conslderaLlon of complex lssues such as revlslLlng Lhe unlverslLy's phllosophy on operaLlng
budgeL supporL for Puskle aLhleLlcs and Lhe apparenL lnequlLles of dlrecLlng fundlng Lo sLudenL
aLhleLes vs. oLher sLudenL groups, Lhe dellvery of malnly communlLy-dlrecLed programs Lhrough
Lhe CenLre for ConLlnulng & ulsLance LducaLlon (CCuL), and Lhe esLabllshmenL of communlLy-
based saLelllLe operaLlons such as Lhe SaskaLoon WesL denLal cllnlc. 1he revlew also would
address relaLlvely slmple lssues such as Lhe exLenL of Lhe unlverslLy's lnvesLmenL ln exLernal
communlcaLlons and lLs supporL for alumnl acLlvlLles.

LssenLlal Lo lncreaslng research lnLenslveness and enrolmenL goals aL Lhe unlverslLy ls Lhe
aLLracLlon and reLenLlon of greaLer numbers of graduaLe sLudenLs and posL-docLoral
researchers. CurrenL approaches Lo dellvery of graduaLe sLudenL and posL-docLoral supporL,
lncludlng LargeLed recrulLmenL, processlng of appllcaLlons, allocaLlon of graduaLe awards and
famlllarlzaLlon of lnLernaLlonal sLudenLs, appear Lo be fragmenLed and plecemeal. ueslgn and
lmplemenLaLlon of a more coordlnaLed and Lherefore effecLlve approach Lo graduaLe sLudenL
and posL-docLoral supporL ls recommended.

8elaLed Lo Lhe above Lheme ls Lhe level of supporL avallable for lnLernaLlonal sLudenLs aL Lhe
unlverslLy. SupporL servlces dlrecLed Lo lnLernaLlonal undergraduaLe and graduaLe sLudenLs
appear Lo be mlnlmal and, once agaln, fragmenLed. 1he unlverslLy ls encouraged Lo revlew Lhe
naLure, level and quallLy of supporL servlces provlded Lo lnLernaLlonal sLudenLs. Cnly ln Lhls way
can Lhe unlverslLy successfully compeLe for lnLernaLlonal sLudenLs.

1he Lask force undersLands Lhe need for slgnlflcanL lnvesLmenL ln plannlng and prlorlLlzaLlon
acLlvlLles. Where Lhe unlverslLy appears Lo come up shorL ls wlLh respecL Lo lmplemenLaLlon of
plans, and ln prlorlLlzaLlon of exlsLlng acLlvlLles vs. proposed new ones. 1he Lask force also
noLed LhaL more Lhan a few unlLs employ plannlng speclallsLs or have plannlng groups
conslsLlng of several lndlvlduals. 1he unlverslLy musL ensure LhaL lLs lnvesLmenL ln plannlng has
maxlmum lmpacL and meeLs Lhe needs of boLh senlor admlnlsLraLlon and academlc and
admlnlsLraLlve unlLs.

IN1kCDUC1ICN

!"#$%&'"()* ls a program prlorlLlzaLlon process for Lhe unlverslLy of SaskaLchewan announced by Lhe
resldenL on !anuary 11, 2013. lL ls a process by whlch all academlc and admlnlsLraLlve programs
supporLed by Lhe unlverslLy operaLlng budgeL were revlewed slmulLaneously and equally agalnsL
crlLerla LhaL were developed by Lhe Lask forces. lollowlng recelpL of Lhe reporLs of Lhe Lask forces,
declslons are expecLed Lo be made Lo lnvesL resources, make no changes, reduce resources,
reconflgure programs for efflclency/effecLlveness, or ellmlnaLe programs and acLlvlLles LhaL rank as
havlng lower prlorlLy.

Comprlsed orlglnally of 23 faculLy and sLaff, Lhe supporL servlce LransformaLlon Lask force (herelnafLer
referred Lo as Lhe Lask force) was creaLed Lo provlde an lndependenL revlew and prlorlLlzaLlon of Lhe
non-academlc work of Lhe unlverslLy. 1ask force members were nomlnaLed by Lhe campus communlLy
and appolnLed by Lhe presldenL on Lhe advlce of a selecLlon commlLLee. Members of Lhe selecLlon
commlLLee were Lhe presldenL, Lhe provosL and vlce-presldenL academlc, Lhe vlce-presldenL flnance
and resources, Lhe chalr of unlverslLy councll (!ay kalra), and Lhe chalrs of Lhree unlverslLy councll
commlLLees (SLephen urquharL - research, scholarly and arLlsLlc work, 8oy uobson - academlc
programs, Pans Mlchelmann - lnLernaLlonal acLlvlLles).

Members were speclflcally Lasked wlLh adopLlng a unlverslLy-wlde perspecLlve and Lo focus on whaL ls
besL for Lhe lnsLlLuLlon as a whole, noL lLs lndlvldual parLs. 1he Lask force was lnLended Lo - and dld -
operaLe lndependenLly of senlor admlnlsLraLlon. SupporL was provlded Lo Lhe Lask force Lhrough a
varleLy of admlnlsLraLlve unlLs lncludlng lnformaLlon and CommunlcaLlons 1echnology, llnanclal
Servlces ulvlslon, lnsLlLuLlonal lannlng and AssessmenL, and Puman 8esources ulvlslon.

1ASk ICkCL CLkA1ICNS AND DLLI8LkA1ICNS

1he Lask force dellberaLlons Look place from March Lo november 2013. 1he flrsL subsLanLlve meeLlng
of Lhe Lask force was a Lwo-day, off-campus workshop on March 19-20
Lh
whlch was faclllLaLed by an
exLernal consulLanL. 1he remalnder of Lhe Lask force meeLlngs Look place on campus. ln LoLal, Lhe Lask
force meL for approxlmaLely 110 hours over a nlne-monLh perlod, wlLh much of Lhls concenLraLed ln
Lhe fall monLhs when LemplaLes were belng evaluaLed and assessed from Lhe perspecLlve of Lhe
predeLermlned crlLerla. 1ask force members also were responslble for revlewlng and lndlvldually
ranklng Lhe nearly 400 LemplaLes prlor Lo Lhe meeLlngs.

A. Genera| 1ask Iorce Cperat|ons

+'$&,-.$/,#0,/1

1he Lask force was ln full agreemenL LhaL all dellberaLlons would be held ln Lhe sLrlcLesL confldence.
ersonal oplnlons or perspecLlves of Lhe Lask force members, wheLher provlded verbally or ln wrlLlng
(e.g. vla emall, as parL of Lhe voLlng process, eLc.) wlll noL be shared under any clrcumsLances ouLslde

of Lhe Lask force. 1he Lask force expecLs LhaL all elecLronlc documenLs LhaL conLaln any Lask force
member's voLes or oplnlons wlll be deleLed from all unlverslLy records.

All Lask force members were asked Lo slgn a confldenLlallLy agreemenL (aLLached as Appendlx 8). MosL
Lask force members complled, oLhers belleved LhaL Lhe walver represenLed an unreasonable resLrlcLlon
on academlc freedom and dld noL slgn.

34'"4( #$- 5'/,$6

1he Lask force esLabllshed 73 per cenL for boLh quorum and declslon maklng, l.e. voLlng. SevenLy-flve
per cenL of Lhe Lask force needed Lo be elLher physlcally ln aLLendance or parLlclpaLlng by dlsLance (e.g.
Skype, Lelephone) for Lhe meeLlng Lo proceed ln a formal capaclLy and for any voLlng Lo Lake place.
1ask force members excluded because of a confllcL of lnLeresL were noL counLed for Lhe purpose of
quorum. voLlng a supporL servlce lnLo a qulnLlle requlred Lhe supporL of 73 per cenL of Lhe enLlre Lask
force aL Lhe Llme of Lhe voLe, lrrespecLlve of Lhe number of members ln aLLendance. Any Lask force
members ln confllcL of lnLeresL reduced Lhe number of members requlred Lo carry Lhe voLe, buL 73 per
cenL supporL sLlll was requlred from Lhe members noL ln confllcL. voLes submlLLed elecLronlcally prlor
Lo Lhe meeLlng were consldered valld and ln cerLaln clrcumsLances Lask force members provlded
speclflc lnsLrucLlons on voLlng for speclflc supporL servlces LhaL were consldered ln Lhe voLes.

+'$&0,7/ '& 8$/.".%/

ConfllcL of lnLeresL was dlscussed by Lhe Lask force boLh ln Lheory and as pracLlcal challenges arose.
1he Lask force revlewed and complled wlLh Lhe unlverslLy's confllcL of lnLeresL pollcy. 1ask force
members were expecLed Lo exerclse Lhelr [udgemenL and declare a confllcL of lnLeresL:

9 :;.$ /;.". ,% # -,<."6.$7. =./:..$ # )$,<."%,/1 (.(=.">% ?",<#/. ,$/.".%/% #$- ?"'&.%%,'$#0
:'"@ '4/%,-. '& /;. )$,<."%,/1 #$- /;.," '=0,6#/,'$% /' /;. )$,<."%,/1 %47; /;#/ #$ ,$-.?.$-.$/
'=%."<." (,6;/ ".#%'$#=01 A4.%/,'$ :;./;." /;. )$,<."%,/1 (.(=."%> ?"'&.%%,'$#0 #7/,'$% '"
-.7,%,'$% #". -./."(,$.- =1 7'$%,-."#/,'$% '& ?."%'$#0 6#,$B &,$#$7,#0 '" '/;.":,%.C
D

ln pracLlce, members Lyplcally declared confllcLs of lnLeresL lf Lhey had parLlclpaLed ln Lhe preparaLlon
of a LemplaLe under conslderaLlon and/or when any famlly members or close frlends were lncluded ln
Lhe supporL servlce. ln all cases, members declared confllcLs of lnLeresL for supporL servlces LhaL
lncluded Lhelr own poslLlon/compensaLlon and for supporL servlces where a dlrecL famlly member had
prepared Lhe LemplaLe or was compensaLed by Lhe unlL offerlng Lhe servlce.

E.7'"-% '& F.7,%,'$

lollowlng Lhe advlce of Lhe consulLanL, Lhe Lask force dld noL malnLaln meeLlng mlnuLes. 1hls reporL
serves as Lhe offlclal record of Lhe dellberaLlons of Lhe Lask force.

1
University of Saskatchewan Conflict of Interest Policy

8. Deve|op|ng the u|nt||es, Cr|ter|a and We|ght|ngs

34,$/,0.%

1he Lask force placed supporL servlces lnLo one of Lhe followlng qulnLlles:

1. CandldaLe for enhanced resourclng
2. MalnLaln wlLh currenL resourclng
3. 8eLaln wlLh reduced resourclng
4. 8econflgure for efflclency/effecLlveness
3. CandldaLe for phase ouL, sub[ecL Lo furLher revlew

1he Lask force was charged wlLh allocaLlng supporL servlces Lo Lhe qulnLlles on Lhe basls of prlorlLy.
Accordlngly, Lhe number of supporL servlces placed ln each qulnLlle and Lhe full cosL of Lhe supporL
servlces ln each qulnLlle varled conslderably.

1he Lask force recognlzed LhaL allocaLlng exacLly 20 per cenL of Lhe budgeL Lo each qulnLlle would
requlre a level of speclflclLy LhaL was unreallsLlc and would noL be helpful Lo Lhe process. 1he Lask
force dld endeavour Lo achleve a reasonably unlform allocaLlon of supporL servlces across Lhe qulnLlles.

+",/.",# #$- G.,6;/,$6

Much of Lhe work on Lhe crlLerla and welghLlngs was done by Lhe Lask force as a whole aL lLs lnlLlal
meeLlng. A worklng group was creaLed Lo lnLegraLe commenLs and recommend flnal crlLerla and
welghLlngs Lo Lhe Lask force. 1he worklng group lncluded MlLchell Anderson, !ames Cook, 8arb Clllls,
8rad SLeeves and !lm 1raves.

As menLloned, Lhe crlLerla were developed ln March and provlded ln drafL form Lo Lhe campus
communlLy on Aprll 1, 2013. CommenLs were recelved unLll Aprll 22, 2013. 1he Lask force recelved
some feedback on Lhe drafL crlLerla and ln response made mlnor ad[usLmenLs Lo Lhem. 1he crlLerla are
aLLached as Appendlx C.

1he crlLerla welghLlng appears Lo be very speclflc, e.g. quallLy was welghLed aL 16 per cenL, cosL
effecLlveness aL 21 per cenL, and so on. 1hese exacL numbers were developed as a resulL of
conslderable dlscusslon wlLhln Lhe Lask force and vla compromlse, uslng averaglng, LhaL was
saLlsfacLory Lo Lhe group. lL was noL Lhe lnLenL of Lhe Lask force Lo lmply an unwarranLed level of
speclflclLy, Lhe welghLlng should be consldered an lndlcaLlon of Lhe slgnlflcance of each caLegory raLher
Lhan a preclse calculaLlon.

C. Deve|op|ng the Support Serv|ce L|st

1he Lask force esLabllshed a worklng group Lo oversee Lhe creaLlon of Lhe program or supporL servlce
llsL. 1he worklng group lncluded ScoLL 8ell, !an 8axLer-!ones, Alex Moewes, Llsa Shepard and Monlsha
Shukla. MosL Lask force members asslsLed wlLh revlews of supporL servlce llsLs for lndlvldual unlLs as
asslgned by Lhe worklng group. 1he co-chalrs were also lnvolved ln worklng Lhrough a speclflc unlL's
supporL servlce llsL, parLlcularly when consulLaLlon wlLh a unlL was deemed necessary.
1he Lask force lnLeracLed wlLh many people across campus regardlng Lhe supporL servlces llsL. lnpuL
was very helpful as Lhe Lask force sLrlved Lo develop a llsL of supporL servlces LhaL would reflecL Lhe
reallLy of servlce dellvery across Lhe unlverslLy and provlde Lhe approprlaLe level of deLall for Lhe
prlorlLlzaLlon process. 1hls Lask was challenglng ln llghL of Lhe dlverslLy of supporL servlces offered by
Lhe unlverslLy, Lhe varleLy ln Lhe scope and scale of slmllar servlces offered by dlfferenL unlLs, and Lhe
dlverslLy of operaLlonal models LhaL exlsL.
1he Lask force worked Lo dlsLlngulsh beLween acLlvlLles LhaL lncluded and dlrecLly supporLed Lhe work
of Lhe unlL head (e.g., supporL Lo Lhe dean, vlce-presldenL, eLc.) and Lhose LhaL were provlded Lo Lhe
resL of Lhe unlL, Lhe unlverslLy or exLernally. All unlLs were asked Lo prepare an execuLlve/leadershlp
LemplaLe separaLe from oLher supporL servlces wlLhln Lhelr unlL, noLwlLhsLandlng Lhe leader's
conLrlbuLlon Lo Lhese servlces.
ln addlLlon Lo Lhe leader, Lhere was a common seL of supporL servlces for mosL unlLs. unlLs were asked
Lo provlde lnformaLlon on:
! eleven supporL servlces LhaL were more or less common Lo academlc unlLs: alumnl and
developmenL, college-level sLores and shops, communlcaLlons, faclllLles and space plannlng,
flnance, human resources, lnformaLlon Lechnology, lnsLrucLlonal supporL, research supporL,
recrulLmenL and admlsslons, and sLudenL supporL and advlslng.
! flve supporL servlces LhaL were more or less common Lo admlnlsLraLlve unlLs: communlcaLlons,
faclllLles, flnance, human resources and lnformaLlon Lechnology.
WlLhln Lhls general framework, excepLlons were made. 1he Lask force recognlzed LhaL many unlLs
offer addlLlonal and/or unlque supporL servlces. Smaller academlc and admlnlsLraLlve unlLs, e.g.
graduaLe schools, were noL asked Lo provlde Lhls level of deLall and all unlLs were glven Lhe flexlblllLy Lo
comblne Lhelr supporL servlces ln ways LhaL made Lhe mosL sense for Lhem. Whlle Lhls resulLed ln
LemplaLes LhaL lncluded more Lhan one servlce and made Lhe role of Lhe Lask force more dlfflculL, lL dld
allow LemplaLes Lo reflecL Lhe day-Lo-day reallLy wlLhln unlLs.
lL ls slgnlflcanL Lo noLe LhaL admlnlsLraLlve work aL Lhe deparLmenL level wlLhln deparLmenLallzed
colleges was consldered as overhead Lo academlc programs. 1hls admlnlsLraLlve cosL was capLured ln

Lhe work of Lhe academlc LransformaLlon Lask force, noL Lhe supporL servlce LransformaLlon Lask force.
1he Lask force was consclous LhaL Lhls dlsLlncLlon llmlLed Lhe ablllLy Lo compare servlces ln
deparLmenLallzed and non-deparLmenLallzed colleges.
1he co-chalrs consulLed wlLh Lhe academlc LransformaLlon Lask force before Lhe supporL servlce llsL
was flnallzed Lo ensure no overlap or gaps beLween Lhe program llsLs of Lhe Lwo Lask forces.
ApproxlmaLely 400 supporL servlces were ldenLlfled lnlLlally, and Lhe flnal llsL lncluded 388 supporL
servlces.
D. Deve|op|ng the 1emp|ate and Gu|de

1he Lask force esLabllshed a worklng group Lo oversee Lhe creaLlon of Lhe LemplaLe and gulde. 1he
worklng group lncluded Cregg Adams, Lllssa AlLken, Colleen Macdonald and Lrlca Schlndel. 1he group
worked Lhrough a number of lssues, and soughL feedback from Lhe Lask force as a whole. 1he lssues
dlscussed were fundamenLal Lo Lhe process and more Llme consumlng Lhan anLlclpaLed. 1hey
lncluded:
! developmenL of Lhe key quesLlons and descrlpLlons Lo asslsL wlLh compleLlon of Lhe LemplaLe
secLlon relaLed Lo each crlLerlon,
! wheLher unlLs would be asked Lo recommend a qulnLlle for Lhelr supporL servlce,
! wheLher Lhe compleLed LemplaLes would be released Lo Lhe campus communlLy, elLher before,
durlng or afLer Lhe Lask force concluded lLs work,
! whaL daLa was or could be avallable Lo Lhe Lask force, and how lL would be complled and
dlsplayed,
! whaL poslLlons would slgn-off on each LemplaLe, and how many levels of approval would be
approprlaLe, and
! wheLher addlLlonal assessmenLs and surveys could be used Lo demonsLraLe demand or capLure
end-user evaluaLlon of supporL servlces.

1he Lask force esLabllshed a daLa worklng group Lo be Lhe prlmary conLacL wlLh Lhe uaLa SupporL 1eam
(a group of admlnlsLraLlve professlonals ouLslde of Lhe Lask force who provlded Lechnlcal supporL and
asslsLance Lo Lhe !"#$%&'"()* process). 1he Lask force daLa group lncluded !an 8axLer-!ones, Colleen
Macdonald, Monlsha Shukla and !lm 1raves.

1he LemplaLe was released Lo Lhe campus communlLy for feedback and a Lown hall was held Lo dlscuss
Lhe drafL on May 30, 2013. uurlng Lhe monLh of !une, plloLs were underLaken so LhaL a small number
of supporL servlces could LesL Lhe LemplaLe and provlde feedback. lloL supporL servlces were:
! unlverslLy Llbrary - Crganlzlng CollecLlons
! Puman 8esources ulvlslon - uaLa lnformaLlon
! llnanclal Servlces ulvlslon - ayroll
! lnformaLlon and CommunlcaLlons 1echnology - unlL l1 SupporL
! Ldwards School of 8uslness - lnformaLlon 1echnology Servlces.

1he mosL slgnlflcanL revlslon made Lo Lhe LemplaLe as a resulL of feedback from Lhe plloLs was wlLh
respecL Lo word llmlLs. 1he Lask force found LhaL Lhe orlglnal word counLs resulLed ln a very lengLhy
documenL LhaL Lended Lo repeaL lnformaLlon. ConsulLaLlons conflrmed LhaL shorLer word llmlLs would
be accepLable and ln many cases preferable. As a resulL, allowable word counLs were reduced by
abouL 30 per cenL.

1he flnal LemplaLe was released Lo Lhe campus communlLy on !une 28, 2013 wlLh a submlsslon
deadllne of AugusL 16, 2013. 1he vasL ma[orlLy of LemplaLes were recelved by Lhe deadllne.

A gulde accompanled Lhe LemplaLe Lo asslsL unlLs ln undersLandlng and compleLlng Lhe LemplaLe. lour
lnformaLlon sesslons were held durlng !uly and AugusL whlch served as forums for people worklng on
LemplaLes Lo share lnformaLlon and ask quesLlons of Lhe Lask force. A broad array of campus
admlnlsLraLors and oLher lnLeresLed parLles aLLended Lhe sesslons.

L. rocess for De||berat|on

1he general approach used by Lhe Lask force ln prlorlLlzlng supporL servlces was as follows:

! 1ask force members lndependenLly revlewed each supporL servlce LemplaLe and provlded
scores and voLes uslng a secure onllne sysLem.

! 1he Lask force developed a scorlng rubrlc Lo provlde members wlLh addlLlonal guldance ln
placlng supporL servlces lnLo qulnLlles. 1he rubrlc ls lncluded as Appendlx l.

! 1ask force members' voLes were collecLed uslng a secure onllne form developed for Lhls
purpose.

! When Lhe Lask force meL, Lhe prellmlnary voLes and scores were provlded Lo Lhe group as
lnformaLlon. lf Lhere was 73 per cenL agreemenL on a qulnLlle, Lhen Lhe supporL servlce would
proceed dlrecLly Lo a voLe, aL Llmes wlLh some prellmlnary dlscusslon or commenLs. ln all oLher
cases, Lhe Lask force would dellberaLe prlor Lo holdlng a voLe. When a voLe was called, Lhe
supporL servlce was consldered for each of Lhe qulnLlles ln Lurn, unLll Lhere was 73 per cenL
supporL of Lhe full Lask force. lf a voLe passed, Lhe Lask force moved on Lo conslder Lhe nexL
supporL servlce. When a voLe was called and Lhere was noL 73 percenL agreemenL by Lhe full
Lask force Lo place a supporL servlce ln a speclflc qulnLlle, Lhe dellberaLlon would conLlnue. ln a
small number of cases when agreemenL could noL be reached, Lhe lLem was deferred Lo a
subsequenL meeLlng. ApproxlmaLely 40 LemplaLes were revlewed aL each meeLlng.

1he Lask force was orlglnally advlsed LhaL lL would need Lo place supporL servlces ln qulnLlle 3 when lL
was lmposslble Lo arrlve aL a ma[orlLy voLe, l.e. Lhe defaulL for a supporL servlce wlLhouL 73 per cenL
supporL ln any qulnLlle would be qulnLlle 3. 1he Lask force found Lhls approach lnapproprlaLe and lL
was noL used. 8aLher, each supporL servlce consldered was voLed lnLo a speclflc qulnLlle wlLh aL leasL
73 per cenL supporL of Lhe Lask force.

SupporL servlces were consldered lndependenLly of each oLher and ln random order. nelLher unlLs nor
funcLlons were consldered as a group.

lollowlng Lhe lnlLlal ranklng of all supporL servlces, Lhe Lask force re-consldered all supporL servlces ln
qulnLlles LhaL held more Lhan 20 per cenL of Lhe operaLlng budgeL. WlLh Lhe agreemenL of 73 per cenL
of Lhe Lask force, some supporL servlces were moved Lo dlfferenL qulnLlles whlch resulLed ln a more
unlform dlsLrlbuLlon of supporL servlces among qulnLlles.

I. rocess Cbservat|ons

A slgnlflcanL challenge faclng Lhe Lask force was Lhe relevance and usefulness of daLa avallable.
arLlcular challenges lncluded:
! Lhe mosL recenL daLa avallable comprehenslvely was for 2011-12, whlch was nearly a year ouL
of daLe when dellberaLlons began,
! some unlLs had been slgnlflcanLly re-organlzed, whlch reduced Lhe value of hlsLorlcal daLa,
! workforce plannlng had affecLed many supporL servlces, and Lhese changes were explalned or
reflecLed Lo varlous degrees ln Lhe LemplaLes. ln some cases, boLh workforce plannlng and re-
sLrucLurlng had lmpacLed Lhe supporL servlce.

ln all cases, Lhe Lask force used lLs [udgemenL and besL efforLs Lo prlorlLlze Lhe supporL servlce ln lLs
currenL sLaLe based on Lhe lnformaLlon avallable.

UIN1ILL ALLCCA1ICNS

1he caLegorlzaLlon of supporL servlces by qulnLlles ls ouLllned ln Appendlx C (by qulnLlle) and ln
Appendlx P (by unlL and lncludlng commenLs speclflc Lo a supporL servlce).

1he supporL servlce operaLlng budgeL allocaLlon by qulnLlles ls shown ln Lhe followlng Lable:

CulnLlle CperaLlng 8udgeL AllocaLlon number of SupporL Servlces
1 18.9 ($34M)
37.1
11.9 (46)
44.9
2 18.2 ($33M) 33.0 (128)
3 30.1 ($33M)
62.9
13.9 (34)
33.3 4 23.8 ($43M) 23.3 (91)
3 9.0 ($16M) 17.8 (69)

uslng dlfferenL meLrlcs, Lhe allocaLlon by qulnLlles breaks down as follows:


46
128
34
91
69
0
20
40
60
80
100
120
140
1 2 3 4 3
N
u
m
b
e
r

o
f

S
u
p
p
o
r
t

S
e
r
v
|
c
e
s

u|nn|es
Support Serv|ces
34
33
33
43
16
44
108
90
86
23
33
84
107
73
22
0
20
40
60
80
100
120
1 2 3 4 3
5

M
|
|
|
|
o
n

u|nn|es
I|nanc|a| A||ocanons
Cperaung
8udgeL
Allocauon
8evenue
Lxpenses


C8SLkVA1ICNS AND 1nLMLS

1he Lask force ldenLlfled a number of crosscuLLlng Lhemes durlng Lhe prlorlLlzaLlon process. ln Lhls
secLlon we presenL a dlscusslon of Lhe key Lhemes, along wlLh Lhe Lask force's observaLlons and
suggesLlons. We hope Lhese commenLs wlll be valuable Lo unlLs ln provldlng conLexL Lo Lhe qulnLlle ln
whlch a speclflc supporL servlce was placed, and Lo senlor admlnlsLraLlon by provldlng an overvlew of
key lssues LhaL should be consldered ln Lhe lmplemenLaLlon phase.

1he examples used ln Lhe followlng Lhemes should be consldered [usL LhaL. 1he examples referenced
are noL all lncluslve, Lhey are lnLended Lo provlde some addlLlonal conLexL for Lhese general Lhemes
LhaL cuL across many supporL servlces and unlLs. 1he commenLs by supporL servlce (Appendlx P)
should provlde addlLlonal lnslghL lnLo Lhe more speclflc conLexL aL Lhe unlL level.

Centra||zed Serv|ces w|th D|str|buted and]or Lmbedded Serv|ce Support

1he Lask force noLed many lnconslsLencles ln how supporL servlces such as lnformaLlon Lechnology,
audlo-vlsual Lechnology, classroom Lechnology, web Lechnology, faclllLles managemenL, markeLlng and
communlcaLlons, developmenL and alumnl relaLlons, supporL for research, human resources, and
flnanclal servlces are dellvered Lo and accessed by users - faculLy, sLudenLs and sLaff - LhroughouL Lhe
unlverslLy. Conslderlng LhaL Lhls ls Lhe flrsL Llme a comprehenslve revlew of supporL servlces has been
done, Lhls ls noL surprlslng.

lL ls evldenL LhaL Lhese supporL servlces have evolved over Llme and Lhere ls uneven resource allocaLlon
Lo unlLs and varylng levels of servlce dellvery. AlLhough Lhere were a number of sLrengLhs ln Lhe
supporL servlces, Lhe Lask force observed overlap ln mandaLes, dupllcaLlon of servlces, confuslon
regardlng who Lo conLacL for help, and overall lnefflclencles ln Lhe dellvery of many of Lhese supporL
servlces.
336
499
844
631
207
0
200
400
600
800
1000
1 2 3 4 3
I
1
L
s

u|nn|es
Iu||-1|me Lqu|va|ent Lmp|oyees


1he Lask force belleves lL ls necessary Lo clearly deflne Lhe mandaLe and responslblllLles of cenLral and
local unlLs when lL comes Lo servlces LhaL are (or should be) shared and accessed across campus. 1here
ls a need Lo make cenLral unlLs expllclLly accounLable for pollcles and sLandards, seLLlng prlorlLles,
allocaLlng resources, and for managlng servlces aL accepLable levels for fronL-llne unlLs and end users.

1he Lask force recommends LhaL Lhe unlverslLy ldenLlfy a core seL of admlnlsLraLlve servlces and sLrlve
Lo provlde Lhem equlLably Lo all faculLy, sLaff and sLudenLs regardless of unlL, and wlLhouL fees, hence
ellmlnaLlng Lhe dependency on chargeback fundlng wlLhln cenLral unlLs Lhrough budgeL reallocaLlon.
CurrenLly, subsLanLlal resources are expended aL Lhe unlverslLy ln movlng operaLlng budgeL from unlL
Lo unlL.

1he Lask force suggesLs LhaL Lhe auLhorlLy for plannlng, lmplemenLaLlon, operaLlon and supporL of
Lhese servlces ls besL vesLed ln Lhe approprlaLe cenLral auLhorlLy. AL Lhe same Llme, Lhe cenLral unlLs
musL be held accounLable for meeLlng Lhe needs of users, Lyplcally Lhrough embeddlng supporL sLaff ln
local unlLs. SLudenLs, faculLy and sLaff deserve hlgh-quallLy supporL and Lhls cannoL be provlded
wlLhouL a very close connecLlon and responslveness Lo Lhe end user. CenLral unlLs should operaLe wlLh
a user-cenLrlc aLLlLude - shlfLlng Lhelr mandaLe Lo focus on whaL Lhe users of Lhelr servlces, lncludlng
local unlLs, need.

lurLher, Lhe Lask force observed a need for beLLer coordlnaLlon and sharlng of lnformaLlon beLween
cenLral and local unlLs, and beLween local unlLs. WlLh a greaLer focus on ouLcomes and end user
needs, some of Lhe sLrucLural reslsLance Lo lnformaLlon sharlng hopefully wlll be reduced.

Adm|n|strat|ve Increase, Structure and Accountab|||ty

WlLhln mosL of Lhe non-academlc unlLs, Lhe Lask force observed a leadershlp/managemenL hlerarchy
wlLh many levels or layers: coordlnaLors, managers, asslsLanL dlrecLors, dlrecLors, assoclaLe vlce-
presldenLs or vlce-provosLs, and vlce presldenLs. 1here ls concern LhaL so many layers of managemenL
hlnders effecLlve declslon-maklng and accounLablllLy, and ulLlmaLely lncreases admlnlsLraLlve cosLs
whlle ln facL decreaslng effecLlveness Lhrough unclear asslgnmenL of roles and responslblllLles. 1he
Lask force quesLlons wheLher Lhe overslghL layers are unnecessarlly deep, whaL Lhe spans of conLrol
are, and wheLher Lhe sLrucLure ls worklng efflclenLly for Lhe purposes of accounLablllLy, responslblllLy
and effecLlveness. AL all levels, leaders should have Lhe approprlaLe declslon-maklng auLhorlLy Lo
lmplemenL soluLlons Lo sLreamllne and lmprove servlce processes.

1here has been a subsLanLlal lncrease ln Lhe number of senlor leadershlp poslLlons ln boLh academlc
and admlnlsLraLlve unlLs over Lhe pasL 10-12 years. ln addlLlon, we have seen growLh of admlnlsLraLlve
poslLlons supporLlng Lhe expandlng leadershlp sLrucLure and quesLlon wheLher Lhese leadershlp and
admlnlsLraLlve sLrucLures are acLually havlng a poslLlve lmpacL on Lhe core mlsslon of Lhe unlverslLy:
Leachlng, research and ouLreach. Whlle workforce plannlng Lo some exLenL addresses Lhls concern, Lhe
Lask force suggesLs LhaL Lhere would be value ln revlewlng Lhe unlverslLy's enLlre organlzaLlonal
sLrucLure wlLh a vlew Lo reduclng Lhe number of unlLs (boLh admlnlsLraLlve and academlc) and Lhe

number of senlor admlnlsLraLlve and professlonal poslLlons ln order Lo re-orlenL Lhe work of Lhe
unlverslLy Lowards lLs core mlsslon.

1he Lask force also observed lnequlLy among leadershlp poslLlons ln Lerms of porLfollos and scope of
responslblllLy. AsslsLanL vlce-presldenL and vlce-provosL poslLlons aL Lhe lnsLlLuLlon Lend Lo have elLher
a very broad porLfollo wlLh many operaLlonal unlLs, or a few dlrecL reporLs. lurLher, we observed
lnconslsLency ln reporLlng sLrucLure and lL was unclear wheLher Lhls dlfferenLlaLlon ls necessary Lo
lmprove lnsLlLuLlonal effecLlveness.

lurLher, Lhe Lask force recognlzed LhaL Lhere ls a layer of admlnlsLraLlve commlLLees LhaL was only
parLlally reflecLed ln Lhe LemplaLes and LhaL compllcaLes and confuses admlnlsLraLlve accounLablllLy.
1he unlverslLy should conslder Lhe cosLs and beneflLs of lLs admlnlsLraLlve commlLLee sLrucLure wlLh a
vlew Lo lmprovlng ouLcomes whlle reduclng cosLs.

ln order Lo flnd operaLlonal budgeL savlngs, Lhe Lask force observed LhaL lL ls llkely LhaL cenLral
admlnlsLraLlve unlLs (and perhaps some academlc unlLs) could be comblned and/or senlor leadershlp
poslLlons ellmlnaLed or re-classlfled Lo a lower level. As menLloned above, Lhe Lask force suggesLs a
comprehenslve revlew of Lhe unlverslLy's organlzaLlonal sLrucLure and LhaL of lLs academlc and
admlnlsLraLlve unlLs Lo assess Lhelr effecLlveness and recommend lmprovemenLs.

kesearch Support
1he Lask force dlscussed aL lengLh Lhe cosLs and beneflLs of research admlnlsLraLlon and supporL
servlces. lL was ln unanlmous supporL of Lhe unlverslLy's prlorlLy Lo lncrease research lnLenslveness,
and lL ls apparenL LhaL Lhe unlverslLy has lnvesLed heavlly ln efforLs Lo achleve Lhls goal. Cver Lhe lasL
10 years, Lhe unlverslLy has lnvesLed heavlly ln Lhe research enLerprlse. uesplLe Lhe lnvesLmenL ln
admlnlsLraLlon and oLher supporLs, research revenues have remalned among Lhe lowesL of Lhe u13.
1he Lask force observed a number of supporL servlces LhaL focused on operaLlonal compllance and
flnanclal accounLablllLles, buL llLLle reference Lo researcher or sLudenL needs when conslderlng supporL
servlce demand and quallLy. lL ls undersLood LhaL Lhe lnsLlLuLlon ls consLralned by cerLaln
accounLablllLles, buL expendlLures for such musL be subordlnaLe Lo Lhe prlnclpal mlsslon of Lhe
unlverslLy of excellence ln Leachlng, research and ouLreach. lurLher, Lhere appears Lo be a lack of
clarlLy, or apparenL overlap, ln funcLlons of Lhe flnanclal/accounLlng servlces beLween Lhe 8esearch
Servlces unlL and oLher lnsLlLuLlonal unlLs, prlmarlly llnanclal Servlces ulvlslon. lmproved coordlnaLlon
and connecLlvlLy among Lhe varlous servlces relaLed Lo Lhese funcLlons would slmpllfy admlnlsLraLlve
processes for Lhe researcher.
8eorganlzaLlon and reflnemenL of Lhese supporL servlces would produce a leaner and more dlrecL
sLrucLure wlLh a focus on Lhe researcher as Lhe prlmary cusLomer. 1he effecLlveness of a new sLrucLure
would beneflL from fewer cenLral admlnlsLraLors and more college-/unlL-based faclllLaLors who would
be beLLer able Lo esLabllsh relaLlonshlps wlLh local researchers and relevanL fundlng bodles. lurLher,

several colleges lndlcaLed a deslre for more college-level flnanclal supporL for researchers, whlch
would represenL deslrable re-deploymenL of resources from cenLral admlnlsLraLlve unlLs.
1he Lask force also concluded LhaL addlLlonal lnvesLmenL should be LargeLed Lo sLudenL servlces. 1hls
perLalns Lo Lhe research enLerprlse as well. AlLhough Lhere was no supporL servlce LhaL lncluded such
an lLem, more graduaLe sLudenL and posL-docLoral fellow supporL was consldered Lo be Lhe slngle mosL
lmporLanL lnvesLmenL LhaL could be made Lo fuel research lnLenslveness aL Lhe unlverslLy.
Interna| Cost kecover|es and 1ransfers

A number of supporL servlces have mlnlmal or no operaLlng budgeL allocaLlon. A small number of
supporL servlces have a negaLlve operaLlng allocaLlon, l.e. Lhey are apparenLly reLurnlng more Lo Lhe
operaLlng budgeL Lhan Lhey draw. 1hese supporL servlces were malnly ln laclllLles ManagemenL
ulvlslon, Consumer Servlces, Medla Access and roducLlon (LMA) and CenLre for ConLlnulng and
ulsLance LducaLlon (CCuL). 1he Lask force consldered noL only Lhe operaLlng budgeL allocaLlon for
Lhese supporL servlces buL also Lhe revenue generaLed Lhrough Lransfers and lnLernal cosL recoverles.

lL was evldenL LhaL many of Lhese supporL servlces, whlle noL dlrecLly drawlng on Lhe operaLlng budgeL,
were consumlng a maLerlal amounL of Lhe operaLlng budgeL lndlrecLly Lhrough lnLernal cosL recoverles
and/or Lransfers. 1he Lask force assumed LhaL ln mosL lnsLances Lhe lnLernal cosL recoverles or
Lransfers would come from unlLs LhaL do rely on Lhe operaLlng budgeL.

lL was evldenL LhaL supporL servlces supporLed by revenue generaLlon (lncludlng lnLernal cosL
recoverles and Lransfers) are drlven by Lhe needs of unlLs LhaL could afford Lo pay for Lhe acLlvlLy and
noL necessarlly by lnsLlLuLlonal prlorlLles. 1he Lask force observed LhaL Lhls has led Lo lnlLlaLlves belng
developed ln sllos and noL avallable Lo Lhe wlder lnsLlLuLlon desplLe belng broadly appllcable. lL was
also observed LhaL efforLs were belng dupllcaLed as slmllar pro[ecLs were developed Lo respond Lo
lndlvldual user needs, wlLhouL conslderaLlon of Lhe lmpacL on oLher users or overall lnsLlLuLlonal
efflclency. An example of Lhls ls Lhe C.v. pro[ecL LhaL appears Lo be ln developmenL ln a number of
unlLs, buL may noL lnLegraLe wlLh oLher unlverslLy l1 sysLems and ls noL belng developed for Lhe
campus as a whole, even Lhough a campus-wlde sysLem would beneflL all academlc areas.

1he Lask force belleves, ln general, LhaL supporL servlces LhaL are lmporLanL Lo Lhe unlverslLy should be
supporLed dlrecLly vla operaLlng revenue Lo ensure equlLable access and conslsLency of servlce levels.

Lxterna| kevenue Generat|on

A number of supporL servlces obLaln a maLerlal amounL of revenue from sources exLernal Lo Lhe
unlverslLy. lL was noL always evldenL wheLher Lhe exLernal revenue was opporLunlsLlc, l.e. Lo uLlllze
excess capaclLy, or necessary Lo malnLaln Lhe supporL servlce aL lLs currenL level of acLlvlLy, l.e. was
cross-subsldlzlng Lhe cosL of lnLernal servlces. lL was also unclear wheLher Lhe currenL acLlvlLy levels
were ln excess of Lhe acLlvlLy levels necessary Lo supporL lnsLlLuLlonal prlorlLles or lf Lhe exLernal
acLlvlLy was precludlng Lhe supporL servlce from provldlng servlce Lo Lhe lnLernal communlLy.

lurLher, Lhere appears Lo be lnconslsLency ln Lhe deflnlLlon of revenue generaLlon and ln how revenues
are accounLed for on behalf of Lhe unlverslLy. Some supporL servlces generaLe gross revenue, apply
Lhe full cosL of operaLlons lncludlng space and uLlllLles, and Lhen seL aslde neL revenue for Lhe beneflL
of Lhe unlverslLy or allocaLe an annual dlvldend Lo Lhe unlverslLy. CLher supporL servlces generaLe
revenue, apply parLlal cosLs agalnsL LhaL, and Lhen lnLernally allocaLe neL revenue, lf any, Lo cross
subsldlze oLher acLlvlLles aL Lhe unlL level.

1he lack of clarlLy or conslsLency makes lL dlfflculL Lo undersLand lf Lhere ls a neL flnanclal beneflL Lo Lhe
unlverslLy as a resulL of revenue generaLlon. lL also makes lL dlfflculL Lo ascerLaln lf Lhe revenue
generaLlon ls acLually conLrlbuLlng Lo Lhe overall mandaLe of Lhe unlverslLy. Some supporL servlces'
exLernal mandaLe appeared Lo ln facL lnhlblL Lo some degree Lhelr ablllLy Lo provlde servlce Lo on-
campus users.

1he Lask force also noLed ln some cases LhaL Lhe sLraLeglc advanLage Lhe unlverslLy had ln offerlng a
revenue generaLlng servlce was LhaL lL could prlce below Lhe markeL because of lnLernal cosL subsldles,
l.e. low or no overhead cosLs. lL ls concernlng LhaL ln such cases Lhere may noL be a full undersLandlng
of Lhe LoLal cosL of a supporL servlce and/or no consclous declslon belng made Lo subsldlze Lhe acLlvlLy
vla an operaLlng budgeL allocaLlon.

1he Lask force suggesLs LhaL Lhe full cosL of revenue generaLed musL be Laken lnLo accounL lncludlng all
human resources, equlpmenL, supplles and faclllLy cosLs. lurLher, Lhe Lask force suggesLs LhaL poslLlve
neL revenue should be ldenLlfled ln Lhe annual budgeLlng process and a declslon abouL how lL ls used
should be made by Lhe unlverslLy, noL Lhe unlL LhaL generaLes Lhe revenue. 1hls would ensure LhaL
revenue was used Lo fund unlverslLy prlorlLles. 8evenue generaLlng supporL servlces LhaL are noL
provldlng neL poslLlve revenue should be evaluaLed Lo deLermlne lf Lhe servlce conLlnues wlLh an
operaLlng budgeL subsldy or should be wound down. erhaps mosL slgnlflcanLly, Lhe Lask force
observed LhaL lmprovlng Lransparency and accounLablllLy ln Lhls area would provlde an lncenLlve Lo
prlce revenue generaLlng servlces compeLlLlvely and Lo look for efflclencles ln operaLlng cosLs.

Abor|g|na| Lngagement

1he unlverslLy has made slgnlflcanL lnvesLmenLs ln Aborlglnal engagemenL ln Lhe pasL and ls expecLed
Lo lncrease LhaL lnvesLmenL ln Lhe fuLure. 1hls ls boLh commendable and approprlaLe conslderlng lL ls
an area of focus ldenLlfled ln Lhe Lhlrd lnLegraLed plan.

1here are now many supporL servlces across campus LhaL requlre operaLlng budgeL Lo acLlvely lncrease
efforLs ln Lhe area of Aborlglnal engagemenL. More Lhan 20 supporL servlces lnclude Aborlglnal or llrsL
naLlons ln Lhe LlLle, wlLh many more lndlcaLlng a connecLlon Lo Aborlglnal engagemenL. Some of Lhe
supporL servlces revlewed by Lhe Lask force clearly arLlculaLed measures of success and oLhers dld
noL. Many lnlLlaLlves are new whlch llmlLed Lhe Lask force's ablllLy Lo accuraLely assess ouLcomes.
underLaklng an uncoordlnaLed efforL could puL Lhe unlverslLy aL rlsk of noL meeLlng lLs goals by havlng
fragmenLed accounLablllLy for ouLcomes.

CperaLlng savlngs may be generaLed by beLLer coordlnaLlng and prlorlLlzlng Aborlglnal lnlLlaLlves
Lhrough avoldlng dupllcaLlon and ensurlng LhaL resources are allocaLed Lo lnlLlaLlves LhaL bulld on pasL
successes Lo generaLe measurable resulLs for Lhe unlverslLy. SupporL servlces LhaL demonsLraLe
measurable ouLcomes should expecL Lo aLLracL more prlvaLe and publlc resources and generaLe resulLs
ln Lhe fuLure. Whlle Lhere ls always an argumenL for lnvesLmenL LhaL wlll generaLe long-Lerm resulLs, lL
ls Lhe lmmedlaLe resulLs LhaL wlll provlde Lhe blggesL reLurn and aLLracL and encourage success ln Lhe
long Lerm.

1he Lask force suggesLs LhaL Lhe unlverslLy conslder lnvesLlng ln campus-wlde Aborlglnal engagemenL
supporL servlces, or expandlng successful college-based lnlLlaLlves Lo oLher colleges, raLher Lhan
esLabllshlng many separaLe and lsolaLed supporL servlces for Aborlglnal engagemenL.

Cutreach In|t|at|ves

1he unlverslLy ls lnvolved ln a wlde range of ouLreach lnlLlaLlves LhaL are accompllshed Lhrough many
dlfferenL supporL servlces, ranglng from physlcal flLness faclllLles Lo sclence camps for klds Lo SaskaLoon
wesL-slde faclllLles Lo conLlnulng professlonal developmenL. Some supporL servlces were able Lo
provlde a clear raLlonale LhaL connecLs Lo unlverslLy prlorlLles, oLhers provlde a revenue generaLlon
raLlonale, a professlonal developmenL raLlonale, or a developmenL/alumnl relaLlons raLlonale. Many
ouLreach lnlLlaLlves appear Lo be Laklng place as parL of a group of oLher acLlvlLles and lL was dlfflculL Lo
dlscern or dellneaLe Lhe ouLreach acLlvlLles and assess Lhelr effecLlveness.

1he Lask force found lLself asklng how much ouLreach ls enough, whaL Lhe full cosL of LhaL ouLreach ls,
and whaL should reasonably be expecLed as ouLcomes for ouLreach. 1he Lask force suggesLs Lhe
unlverslLy work Lo arLlculaLe speclflc ob[ecLlves for ouLreach programs, and Lake sLeps Lo beLLer
measure success and cosL effecLlveness of Lhese supporL servlces. Whlle Lhere are relaLlvely new
ouLreach acLlvlLles and some currenLly belng developed, many ouLreach acLlvlLles have a long hlsLory
and lL ls unclear wheLher Lhey conLlnue Lo be relevanL Lo Lhe currenL mlsslon of Lhe unlverslLy. 1hls
appears Lo be anoLher area where furLher prlorlLlzaLlon could Lake place.

Graduate Student and ost-Doctora| Support

1he Lask force observed a fragmenLed, lnconslsLenL and somewhaL ad hoc provlslon of graduaLe
sLudenL and posL-docLoral supporL servlces LhaL lnvolves Lhe College of CraduaLe SLudles and 8esearch,
all oLher colleges, schools, deparLmenLs, graduaLe supervlsors and SLudenL and LnrolmenL Servlces
ulvlslon. lor example, Lhe mandaLes of many dlfferenL supporL servlces lncluded lLems such as
graduaLe sLudenL recrulLmenL, wlLh no clear lndlcaLlon of how Lhe supporL provlded by each servlce ls
dlfferenLlaLed Lo ensure effecLlve and coordlnaLed recrulLmenL LhaL meeLs Lhe needs of Lhe sLudenL
and Lhe supervlsor.

1he Lask force ls concerned LhaL Lhe unlverslLy wlll sLruggle Lo meeL lLs goals of lncreaslng graduaLe
sLudenL enrolmenL wlLh Lhe currenL supporL servlce sLrucLure due Lo Lhe overlapplng and confuslng
mandaLes. lurLher, Lhere ls no unlL LhaL ls orlenLed Lo Lhe graduaLe sLudenL, mosL lndlcaLe a
responslblllLy for a unlverslLy process, e.g. admlnlsLerlng graduaLe sLudenL awards, processlng

admlsslons, buL Lhere was a noLlceable lack of supporL servlces LhaL lndlcaLed Lhelr mandaLe lncluded
ensurlng graduaLe sLudenL needs are meL. 1hls appears, based on Lhe LemplaLes recelved, Lo have
resulLed ln a fragmenLed and plecemeal approach LhaL may have slgnlflcanL gaps and be very dlfflculL
for a sLudenL Lo navlgaLe.

1he Lask force suggesLs LhaL lmprovemenLs are llkely needed Lo admlsslon processes, e.g. credenLlal
recognlLlon, fundlng sLrucLures and procedures, pollcles underlylng a research sLudenL's program of
sLudles, sLudenL advlslng and career advlslng. SLudenL servlces may be lmproved and cosLs reduced lf
provlded ln con[uncLlon wlLh Lhe unlLs LhaL provlde slmllar servlces Lo undergraduaLe sLudenLs.

1he Lask force suggesLs LhaL Lhe unlverslLy revlew lLs graduaLe sLudenL and posL-docLoral supporL
servlces Lo sLreamllne processes and ldenLlfy clear accounLablllLles for each supporL servlce lnvolved. lL
ls expecLed LhaL many servlces could be performed dlrecLly by colleges, schools and/or deparLmenLs,
and oLhers could be Lransferred Lo SLSu so as Lo provlde a consolldaLed approach wlLh undergraduaLe
sLudenL supporL servlces where lL makes sense Lo do so.

Internat|ona| Student Serv|ces and Support

lncreaslng lnLernaLlonal sLudenL enrolmenL ls a prlorlLy of Lhe unlverslLy, yeL Lhe Lask force observed
LhaL supporL servlces for lnLernaLlonal sLudenL servlces and supporL aL Lhe lnsLlLuLlonal level ls low,
hlghly fragmenLed and someLlmes non-exlsLenL.

1he unlverslLy also ls lnvolved ln LargeLed recrulLmenL of lnLernaLlonal sLudenLs as well as bllaLeral
agreemenLs wlLh counLrles such as lndla and Chlna, hence, an lncrease ln Lhe number of lnLernaLlonal
sLudenLs ls pro[ecLed for Lhe near fuLure. Servlces Lo supporL Lhe needs of Lhese sLudenLs upon arrlval
are lacklng.

1he Lask force observed LhaL supporL servlces appear Lo be ln place Lo supporL sLudenLs preparlng for
and lnvolved ln exchange programs abroad and formal educaLlonal Lrlps. 1he same ls noL Lrue when
examlnlng Lhe servlces LhaL supporL lncomlng lnLernaLlonal sLudenLs. lnLernaLlonal graduaLe sLudenLs
llkely need more Lallored supporL aL dlfferenL sLages of Lhelr academlc career and may sLruggle Lo
access Lhe approprlaLe lnformaLlon from Lhe llmlLed lnformaLlon avallable across campus. lor
example, LemplaLes dld noL arLlculaLe supporL for pollcles and procedures Lo asslsL sLudenLs ln deallng
wlLh unlque emergency slLuaLlons such as naLural dlsasLers ln Lhelr counLrles of orlgln or closlng of
dlplomaLlc servlces ln Canada for Lhelr counLrles of orlgln. AddlLlonally, Lhere ls no 'one-sLop-shop'
onllne or an offlce for academlc emergencles. 1hese needs may be belng parLlally meL by sLudenLs'
supervlsors, sLudenL groups and oLher non-governmenLal organlzaLlons ln Lhe SaskaLoon communlLy
raLher Lhan belng provlded formally by Lhe unlverslLy. We expecL LhaL greaLer dlrecL lnvolvemenL by
Lhe unlverslLy would LranslaLe lnLo greaLer levels of successful compleLlon of a sLudenL's program of
sLudy.

1he Lask force suggesLs LhaL Lhe unlverslLy adopL an all-encompasslng approach Lo lnLernaLlonal
sLudenL supporL Lo ensure Lhere are clear responslblllLles and good coordlnaLlon of servlces offered by
each unlL, wlLhouL overlap or gaps. 1hls ls an area LhaL could be consldered for furLher lnvesLmenL.


|ann|ng and r|or|t|zat|on

lannlng acLlvlLles were descrlbed ln numerous LemplaLes. 1he unlverslLy has been recognlzed for Lhe
excellence of lLs sLaLe-of-Lhe-arL formal plannlng processes. 1he Lask force undersLands Lhe need for
slgnlflcanL lnvesLmenLs ln plannlng and prlorlLlzaLlon acLlvlLles. Where Lhe unlverslLy comes up shorL ls
wlLh respecL Lo lmplemenLaLlon of plans, and ln prlorlLlzaLlon of exlsLlng acLlvlLles vs. proposed new
ones. 1he Lask force also noLed LhaL more Lhan a few unlLs employ plannlng speclallsLs or have
plannlng groups conslsLlng of several lndlvlduals. Somehow a plannlng eLhos musL be creaLed aL Lhe
unlverslLy where plannlng becomes a conLlnuous funcLlon of leadershlp aL all levels and prlorlLlzaLlon ls
an essenLlal elemenL of all resource allocaLlon conslderaLlons. 1he unlverslLy musL ensure LhaL lLs
lnvesLmenL ln plannlng has maxlmum lmpacL and meeLs Lhe needs of boLh senlor admlnlsLraLlon and
academlc and admlnlsLraLlve unlLs.


ALNDICLS

Append|x A: 1ask Iorce Members

kev|n Schne|der
Co-chalr, SupporL Servlce 1ransformaLlon 1ask lorce
rofessor, CompuLer Sclence, College of ArLs and Sclence and
Speclal Advlsor lC1 8esearch, Cfflce of Lhe vlce-resldenL 8esearch

kobert 1y|er
Co-chalr, SupporL Servlce 1ransformaLlon 1ask lorce
rofessor, lood and 8loproducL Sclences, College of AgrlculLure and 8loresources

Gregg Adams
rofessor, veLerlnary 8lomedlcal Sclences, WesLern College of veLerlnary Medlclne

L||ssa A|tken
Senlor Advlsor, CovernmenL 8elaLlons, AdvancemenL and CommunlLy LngagemenL

M|tche|| Anderson
SLudenL, SL. Andrew's College

uguang 8a|
rofessor, lanL Sclences, College of AgrlculLure and 8loresources

Ian 8axter-Iones
ro[ecL CoordlnaLor, llnanclal Servlces ulvlslon and llnance Cfflcer, College of harmacy and nuLrlLlon

Scott 8e||
rofessor, Ceography and lannlng, College of ArLs and Sclence

Ian|a S. Ch|||ma
hu SLudenL, School of LnvlronmenL and SusLalnablllLy and Clobal lnsLlLuLe for WaLer SecurlLy

Iames Cook
Manager, 8uslness CpporLunlLles, CorporaLe AdmlnlsLraLlon

8arb G||||s
Chlef llnanclal Cfflcer and ulrecLor of CperaLlons, College of ArLs and Sclence

Co||een Macdona|d
ulrecLor, ro[ecL Covernance, laclllLles ManagemenL ulvlslon

A|exander Moewes
rofessor and Canada 8esearch Chalr for MaLerlals Sclence, hyslcs and Lnglneerlng hyslcs, College of
ArLs and Sclence

Lr|ca Sch|nde|
CommunlcaLlons and MarkeLlng SpeclallsL, !ohnson-Shoyama CraduaLe School of ubllc ollcy

L|sa Shepard
Manager of Admlsslons and 1ransfer CredlL, SLudenL and LnrolmenL Servlces ulvlslon

Mon|sha Shuk|a
ulrecLor, lC1 AppllcaLlons, lnformaLlon and CommunlcaLlons 1echnology

8rad Steeves
ulrecLor of CperaLlons, Councll of PealLh Sclence ueans

I|m 1raves
ulrecLor, llnance and 1rusLs, AdvancemenL and CommunlLy LngagemenL

Members who lefL Lhe Lask force mld-process due Lo work commlLmenLs or changes ln personal
clrcumsLances:
Laurel C'Conner, Aprll 18, 2013
!ames Pandy, May 1, 2013
ken CoaLes, !une 11, 2013
8rad WuLherlck, May 4, 2013
Lrllng Madsen, AugusL 21, 2013
uwlghL newman, AugusL 30, 2013
Candlce eLe, SepLember 24, 2013

Append|x 8: Agreement of Conf|dent|a||ty

l undersLand Lhere ls a level of LrusL and responslblllLy requlred of me as an employee of Lhe unlverslLy
of SaskaLchewan, and as a member of Lhe 1ransformuS 1ask lorce.

l am aware l may have access Lo confldenLlal lnformaLlon as a dlrecL resulL of my employmenL. Such
lnformaLlon may lnclude personal and flnanclal lnformaLlon, employmenL maLLers, bargalnlng sLraLegy,
or oLher processes or maLLers - all of whlch are hlghly confldenLlal.

l agree LhaL l wlll noL dlsclose confldenLlal lnformaLlon Lo anyone aL Lhe unlverslLy or ln Lhe larger
communlLy excepL for leglLlmaLe buslness reasons and on a need Lo know basls.

ulvulglng such confldenLlal and senslLlve lnformaLlon lnapproprlaLely has Lhe poLenLlal Lo damage Lhe
unlverslLy of SaskaLchewan's labour relaLlons and operaLlonal lnLegrlLy and wlll noL be LoleraLed.

lallure Lo comply wlLh Lhls agreemenL may resulL ln dlsclpllnary acLlon up Lo and lncludlng dlsmlssal.

________________________ __________________________
uaLe name (rlnLed)

__________________________
(SlgnaLure)

__________________________
WlLness

Append|x C: Cr|ter|a and u|nt||es

Cr|ter|a

Support Serv|ce 1ransformat|on 1ask Iorce draft cr|ter|a We|ght|ng
(tota||ng 100)
Importance to the Un|vers|ty of Saskatchewan: 1hls crlLerlon wlll focus on Lhe
overall lmporLance of Lhe supporL servlce Lo Lhe success of Lhe lnsLlLuLlon.
26
Interna| demand: 1hls crlLerlon wlll focus on facLors relaLed Lo Lhe level of
lnLernal (lnslde Lhe lnsLlLuLlon) need for Lhe supporL servlce.
17
Lxterna| demand: 1hls crlLerlon wlll focus on facLors relaLed Lo Lhe level of
exLernal (ouLslde of Lhe lnsLlLuLlon) need for Lhe supporL servlce, as well as
exLernal mandaLes lnfluenclng Lhe supporL servlce's efforLs.
10
ua||ty: 1hls crlLerlon wlll focus on Lhe quallLy of Lhe supporL servlce. 16
Cost effect|veness: 1hls crlLerlon wlll focus on Lhe resources consumed and Lhe
revenues generaLed by Lhe supporL servlce relaLlve Lo lLs ouLpuL.
21
Cpportun|ty ana|ys|s: 1hls crlLerlon allows Lhe supporL servlce Lo descrlbe Lhe
addlLlonal conLrlbuLlons lL could make wlLh speclfled addlLlonal resources.
10

u|nt||es

Append|x D: 1emp|ate

!"#$%&'"()*
Assessment Iorm]1emp|ate

SupporL Servlce:
unlL:
rlnclpal 8espondenL:
llnal 8evlewer:

CVLkVILW

|ease prov|de a br|ef overv|ew of your support serv|ce and key funct|ons]act|v|t|es. (max|mum
200 words)

SUCk1 SLkVICL kLSCUkCLS

I1Ls (#) 2009]10 2010]11 2011]12
1. Iacu|ty and L|brar|ans
2. kesearch
3. Sen|or Un|vers|ty Adm|n|strat|on
4. Sen|or Co||ege Adm|n|strat|on
S. Adm|n|strat|ve rofess|ona|
6. Support
7. Sess|ona| Lecturers
8. kes|dents and Interns
9. Students (Non-kesearch)
10. Cther
11. 8enef|ts
2

12. 1C1AL I1Ls

kevenue (5) 2009]10 2010]11 2011]12
13. Cperat|ng A||ocat|on
14. Grants & Contracts
13. Student Iees
16. Donat|ons
17. Cther
18. 1C1AL kLVLNUL

2
Note: Line removed after template published


Sa|ar|es & 8enef|ts (5) 2009]10 2010]11 2011]12
19. Iacu|ty and L|brar|ans
20. kesearch
21. Sen|or Un|vers|ty Adm|n|strat|on
22. Sen|or Co||ege Adm|n|strat|on
23. Adm|n|strat|ve rofess|ona|
24. Support
2S. Sess|ona| Lecturers
26. kes|dents and Interns
27. Students (Non-kesearch)
28. Cther
29. 8enef|ts
30. 1C1AL SALAkILS & 8LNLII1S

Non-sa|ary D|rect Costs (5) 2009]10 2010]11 2011]12
31. Cperat|ona| Supp||es & Lxpenses
32. 1rave|
33. Cost of Goods So|d
34. Ma|ntenance, kenta| &
kenovat|ons

3S. Scho|arsh|ps, 8ursar|es & r|zes
36. Cap|ta| Assets
37. Interna| Cost kecover|es
38. 1ransfers
39. 1C1AL NCN-SALAk LkLNSLS

Are there any anoma||es |n the above data that requ|re exp|anat|on? Lxp|anat|ons and notes
re|ated to the above data can be out||ned |n th|s box. Ior ease of reference, p|ease assoc|ate
comments w|th ||ne number. |ease a|so |nd|cate |f there have been s|gn|f|cant changes |n your
mandate and]or structure recent|y, |nc|ud|ng but not ||m|ted to changes that a|tered the a||ocat|on
of resources. (max|mum 1S0 words)

CkI1LkICN 1: Importance to the Un|vers|ty of Saskatchewan (we|ght|ng: 26)
1hls crlLerlon focuses on Lhe overall lmporLance of Lhe supporL servlce Lo Lhe success of Lhe
lnsLlLuLlon. ln Lhls crlLerlon, we seek answers Lo quesLlons such as:

1. Pow does your supporL servlce allgn wlLh Lhe unlverslLy's */"#/.6,7 F,".7/,'$% H)?-#/.- IJDJK
reporL, and foundaLlonal and plannlng documenLs?
2. uoes your supporL servlce allgn wlLh Lhe unlverslLy's slgnaLure areas of research?
3. Conslder:
a. ls your supporL servlce necessary or beneflclal for Lhe promoLlon of research, Leachlng
and ouLreach,
b. ls your supporL servlce value-added, alLhough noL requlred, Lo educaLe sLudenLs and
enhance Lhelr success and/or supporL oLher unlverslLy goals, or
c. ls your supporL servlce crlLlcal Lo Leachlng, learnlng, research and dlscovery Lo Lake
place?
4. ls lL essenLlal LhaL Lhe unlverslLy offer Lhls servlce? WhaL would be Lhe lmpacL of ellmlnaLlng
Lhe servlce?
now does your support serv|ce contr|bute to the un|vers|ty's pr|or|t|es and m|ss|on of teach|ng,
research and outreach, as out||ned |n the !,-". /$012"#01. 34#$? (max|mum 300 words)

CkI1LkICN 2 - Interna| Demand (we|ght|ng: 17)
1hls crlLerlon focuses on facLors relaLed Lo Lhe level of demand LhaL ls lnLernal Lo Lhe lnsLlLuLlon for
Lhe supporL servlce. osslble examples of Lhe lnLernal demand lnclude currenL undergraduaLe or
graduaLe sLudenLs, sLaff, faculLy, research sLaff, vlslLlng scholars, and/or enLlre unlLs. ln Lhls crlLerlon,
we seek answers Lo quesLlons such as:

1. Who are Lhe prlmary and secondary lnLernal users of Lhls servlce? lease quanLlfy when
posslble.
2. Pow ls lnLernal demand measured?
3. Who depends on your ablllLy Lo dellver Lhese servlces?
4. uoes Lhls supporL servlce have mandaLory demand (e.g. lL ls a supporL servlce requlred by
every user of a key group)?
3. uoes Lhls supporL servlce have hlgh, moderaLe or low lnLernal demand, as a percenLage of
LoLal posslble users?
6. WhaL changes ln demand have occurred ln Lhe pasL Lhree years?
7. WhaL changes ln demand are expecLed ln Lhe near fuLure (one Lo Lhree years)?
8. Are Lhere needs or demands for your supporL servlce LhaL you are noL able Lo meeL?
What |s the |nterna| demand for th|s serv|ce? (max|mum 200 words)


CkI1LkICN 3 - Lxterna| Demand (we|ght|ng: 10)
1hls crlLerlon focuses on facLors relaLed Lo Lhe level of demand exLernal Lo Lhe lnsLlLuLlon for Lhe
supporL servlce, as well as exLernal mandaLes lnfluenclng Lhe supporL servlce's efforLs. LxLernal
regulaLlons or legal consLralnLs quallfy as exLernal demand. CLher posslble examples of exLernal
demand lnclude lncomlng or prospecLlve sLudenLs, parenLs, alumnl, lndusLry, employers, vlslLors,
governmenL/agencles, and Lhe communlLy. ln Lhls crlLerlon, we seek answers Lo quesLlons such as:

1. Who are Lhe prlmary and secondary exLernal users of Lhls servlce? lease quanLlfy when
posslble.
2. uo we have a legal or leglslaLlve requlremenL Lo provlde Lhls supporL servlce?
3. Pow ls exLernal demand measured?
4. uoes Lhls supporL servlce have hlgh, moderaLe or low exLernal demand, conslderlng all
posslble users?
3. Are Lhere needs or demands for your supporL servlce LhaL you are noL able Lo meeL?
6. WhaL changes ln exLernal demand have occurred ln Lhe pasL Lhree years?
7. WhaL changes ln demand are expecLed ln Lhe near fuLure (one Lo Lhree years)?
8. uo you have any commlLmenLs Lo or legal agreemenLs wlLh exLernal parLners? Lxamples
lnclude, buL are noL llmlLed Lo, conLracLs, MCu's, ouLreach efforLs, corporaLe parLnershlps,
eLc.

What |s the externa| demand for th|s serv|ce? (max|mum 200 words)

CkI1LkICN 4 - ua||ty (we|ght|ng: 16)
1hls crlLerlon focuses on Lhe quallLy of Lhe supporL servlce provlded. An lnherenLly dlfflculL Lask, Lhe
assessmenL of quallLy wlll rely on exLernal valldaLlon where posslble. SupporL servlces may use
exLernal benchmark comparaLors, lnLernal success measures and/or resulLs of recenL surveys Lo
demonsLraLe quallLy of ouLpuLs. ln Lhls crlLerlon, we seek answers Lo quesLlons such as:

1. WhaL are Lhe maln ob[ecLlves of your supporL servlce, and how do you measure success ln
achlevlng Lhem?
2. Pow do you deflne quallLy ln your supporL servlce and who assesses quallLy?
3. uoes your supporL servlce fall shorL, meeL or exceed your users' expecLaLlons? lf so, how ls
Lhls measured?
4. Pow would reduced resources affecL Lhe quallLy of your supporL servlce? Pow
would lncreased resources affecL quallLy?
3. Pave you recelved any lnLernal or exLernal recognlLlon relaLed Lo your supporL servlce?
6. Pave you conducLed any user saLlsfacLlon surveys or have a formal feedback mechanlsm for
your supporL servlce? lf so, provlde key flndlngs.

W|th the understand|ng that qua||ty |s contextua|, how wou|d you character|ze the qua||ty of the
support serv|ce? (max|mum 200 words)

CkI1LkICN S - Cost Lffect|veness (we|ght|ng: 21)
1hls crlLerlon focuses on Lhe resources consumed by Lhe supporL servlce relaLlve Lo lLs ouLpuL and
Lhe revenues generaLed. lL assesses Lhe relaLlve cosL effecLlveness of provldlng Lhe supporL servlce
uslng facLors such as Lhe currenL cosL of dellvery, Lhe poLenLlal for lmproved efflclencles and
assessmenL of comparaLors Lo oLher organlzaLlons. ln Lhls crlLerlon, we seek answers Lo quesLlons
such as:

1. Pow could Lhls supporL servlce be more efflclenLly dellvered?
2. Pow have you lmproved cosL effecLlveness ln Lhe lasL Lhree years?
3. WhaL would you do lf you recelved a 10 reducLlon ln your sLaff complemenL? A 10
reducLlon ln your budgeL?
4. Are Lhere oLher unlLs on or off campus provldlng slmllar servlces? lf yes, how are your
servlces dlfferenL? ls Lhls dupllcaLlon of supporL servlce necessary? Cn whaL Lasks do you
collaboraLe wlLh oLher unlLs?
3. WhaL sklll seLs and resources does your unlL possess LhaL could be shared wlLh oLher unlLs
when/lf you have downLlme? Whlch lndlvlduals ln your unlL are cross-Lralned and ln whaL
areas?
6. Pave changes ln your supporL servlce occurred LhaL wlll lmpacL your cosL effecLlveness, as a
resulL of unlverslLy lnlLlaLlves such as workforce plannlng, Lhe Servlce and rocess
LnhancemenL ro[ecL, eLc.?

Do you be||eve your serv|ce |s de||vered as eff|c|ent|y as poss|b|e? (max|mum 300 words)

CkI1LkICN 6 - Cpportun|ty Ana|ys|s (we|ght|ng: 10)
1hls crlLerlon focuses on Lhe poLenLlal for lmprovemenLs or enhancemenLs Lo Lhe supporL servlce. lL
seeks Lo ldenLlfy opporLunlLles for lmproved efflclency, effecLlveness and ouLcomes Lhrough new
lnvesLmenL or removlng barrlers LhaL are llmlLlng success. ln Lhls crlLerlon, we seek answers Lo
quesLlons such as:

1. Pow could Lhe unlverslLy help your supporL servlce ln lmprovlng ouLcomes or ln becomlng
more cosL effecLlve?
2. WhaL one Lhlng does Lhe supporL servlce wlsh lL could do dlfferenLly, buL has noL had Lhe
opporLunlLy, Llme or resources Lo do?
3. Would furLher lnvesLmenL ln Lhe supporL servlce be counLerproducLlve Lo advanclng Lhe
unlverslLy's prlorlLles?
4. WhaL opporLunlLles exlsL Lo generaLe addlLlonal revenue, uslng currenL resources?
3. WhaL are peer lnsLlLuLlons dolng ln Lhls area?
6. Could Lhe lnsLlLuLlon reduce cosLs by maklng changes Lo
a. auLomaLe Lhe supporL servlce?
b. perform Lhe supporL servlce elsewhere ln Lhe unlverslLy or ouLslde Lhe unlverslLy (e.g.
ouL-sourced or conLracLed ouL)?
c. consolldaLe Lhe supporL servlce wlLh oLher servlces?
7. lf one could sLarL afresh and resLrucLure Lhe supporL servlce, whaL would lL look llke?

What |mprovements or changes cou|d be made to |mprove the support serv|ce? (max|mum 200
words)

Cther Comments
|ease prov|de any add|t|ona| comments you fee| wou|d ass|st the Support Serv|ce 1ransformat|on
1ask Iorce |n assess|ng and pr|or|t|z|ng your support serv|ce. (max|mum 200 words)

Append|x L: Gu|de

!"#$%&'"()*
Gu|de to Comp|et|on of the Se|f-Assessment Iorm]1emp|ate

Cverv|ew of 1ransformUS

1he unlverslLy of SaskaLchewan ls underLaklng a program prlorlLlzaLlon lnlLlaLlve enLlLled !"#$%&'"()*
as parL of Lhe operaLlng budgeL ad[usLmenL lnlLlaLlve. SLraLeglc declslons regardlng our academlc
programs and supporL servlces wlll beLLer poslLlon us Lo reallze our vlslon of becomlng one of Lhe mosL
dlsLlngulshed unlverslLles ln Canada and Lhe world.

1wo Lask forces were formed and each wlll prepare a reporL for Lhe presldenL by november 30, 2013.
1he Academ|c rogram 1ransformat|on 1ask Iorce wlll revlew all academlc programs offered by Lhe
unlverslLy. 1he Support Serv|ce 1ransformat|on 1ask Iorce wlll revlew Lhe admlnlsLraLlve supporL
servlces provlded by academlc and admlnlsLraLlve unlLs.

rogram r|or|t|zat|on

rogram prlorlLlzaLlon ls a resource reallocaLlon process developed by 8oberL C. ulckeson, hlgher
educaLlon consulLanL and presldenL emerlLus of Lhe unlverslLy of norLhern Colorado. All academlc
programs and admlnlsLraLlve servlces supporLed by Lhe operaLlng budgeL wlll be prlorlLlzed agalnsL
sLaLed crlLerla. 8ecommendaLlons are Lhen made Lo lnvesL addlLlonal resources ln, make no changes
Lo, or reconflgure, reduce or ellmlnaLe programs and servlces on Lhe basls of Lhelr relaLlve prlorlLy.

1he SupporL Servlce 1ransformaLlon 1ask lorce wlll assess each supporL servlce underLaken aL Lhe
unlverslLy. A supporL servlce ls deflned as any act|v|ty or co||ect|on of act|v|t|es of the |nst|tut|on that
consumes resources (do||ars, peop|e, space, equ|pment, t|me) that |s not d|rect|y assoc|ated w|th an
academ|c program.
ulsLllllng Lhe non-academlc work of Lhe unlverslLy lnLo dlsLlncL supporL servlces ls challenglng as a vasL
range of servlces ls dellvered by colleges, cenLral admlnlsLraLlve unlLs, senlor admlnlsLraLlon and oLher
unlLs. More lnformaLlon abouL Lhe Lask force and Lhe process can be found aL www.usask.ca/flnances.
1he followlng prlnclples wlll gulde Lhe acLlvlLles of Lhe SupporL Servlce 1ransformaLlon 1ask lorce.
!"#$%5#"1$0 #$. #60'$'('6%: 1he Lask force wlll conducL lLs buslness lndependenLly, and Lhe
crlLerla for evaluaLlon wlll be publlclzed ln advance. 1he flnal reporL of Lhe Lask force wlll be
avallable onllne.
7'(5"1,1$%-81: 1he crlLerla wlll be broad ln scope so as Lo encompass all aspecLs of a servlce.

7'$%-%01$0: 1he same crlLerla wlll be applled conslsLenLly Lo each servlce for ranklng purposes.
/$946%-81: All servlces wlll be assessed and all unlLs wlll have Lhe opporLunlLy Lo conLrlbuLe ln Lhe
analysls of Lhelr servlce(s) Lhrough Lhe compleLlon of a self-assessmenL LemplaLe(s).
:8-.1$91;<#%1.: 1he assessmenLs wlll be based on boLh quanLlLaLlve and quallLaLlve lnformaLlon.
Lach unlL wlll be provlded wlLh daLa (on personnel, revenues, expendlLures, eLc.) and wlll allocaLe
Lhelr resources Lo Lhe servlces provlded by Lhe unlL.

urpose of the Support Serv|ce Se|f-Assessment Iorm (1emp|ate)

1he SupporL Servlce 1ransformaLlon 1ask lorce has developed an assessmenL form or LemplaLe LhaL
wlll be used Lo collecL quanLlLaLlve and quallLaLlve daLa from supporL servlces, on Lhe basls of slx
crlLerla. 1he crlLerla and Lhelr welghLlngs are as follows:

Support Serv|ce 1ransformat|on 1ask Iorce Cr|ter|a We|ght|ng
Importance to the Un|vers|ty of Saskatchewan: 1hls crlLerlon wlll focus on Lhe overall
lmporLance of Lhe supporL servlce Lo Lhe success of Lhe lnsLlLuLlon.
26
Interna| demand: 1hls crlLerlon wlll focus on facLors relaLed Lo Lhe level of lnLernal
(lnslde Lhe lnsLlLuLlon) need for Lhe supporL servlce.
17
Lxterna| demand: 1hls crlLerlon wlll focus on facLors relaLed Lo Lhe level of exLernal
(ouLslde of Lhe lnsLlLuLlon) need for Lhe supporL servlce, as well as exLernal mandaLes
lnfluenclng Lhe supporL servlce's efforLs.
10
ua||ty: 1hls crlLerlon wlll focus on Lhe quallLy of Lhe supporL servlce. 16
Cost effect|veness: 1hls crlLerlon wlll focus on Lhe resources consumed and Lhe
revenues generaLed by Lhe supporL servlce relaLlve Lo lLs ouLpuL.
21
Cpportun|ty ana|ys|s: 1hls crlLerlon allows Lhe supporL servlce Lo descrlbe Lhe
addlLlonal conLrlbuLlons lL could make wlLh speclfled addlLlonal resources.
10

Lach supporL servlce wlll be revlewed and ranked by Lhe Lask force. SupporL servlces wlll be
caLegorlzed lnLo qulnLlles based on budgeL, l.e. 20 lnLo each of Lhe followlng caLegorles:

1he flnal reporL of Lhe Lask force wlll lnform declslons regardlng budgeL ad[usLmenLs LhaL wlll be
lnsLlLuLed by Lhe unlverslLy's governlng bodles.

kef|n|ng the Support Serv|ce L|st

1he Lask force has lnvesLed conslderable Llme and efforL lnLo reflnlng Lhe llsL of supporL servlces. A key
focus has been arrlvlng aL a degree of conslsLency across Lhe lnsLlLuLlon ln Lerms of Lhe naLure and
scope of each supporL servlce.

Colleges and admlnlsLraLlve unlLs are asked Lo compleLe self-assessmenL forms for each of Lhe servlces
provlded, or wlll descrlbe mulLlple servlces ln one or more self-assessmenL forms as approprlaLe. lor
colleges and Lhe CenLre for ConLlnulng and ulsLance LducaLlon, Lhe Lask force has ldenLlfled eleven
servlces LhaL are common Lo each of Lhese unlLs: communlcaLlons, lnsLrucLlonal supporL, flnance,
human resources, lnformaLlon Lechnology, alumnl and developmenL, research supporL, recrulLmenL
and admlsslons, faclllLles and space plannlng, sLudenL supporL and advlslng, and college-level sLores
and shops. lor admlnlsLraLlve unlLs, flve servlces LhaL are common have been ldenLlfled:
communlcaLlons, flnance, human resources, lnformaLlon Lechnology, and faclllLles and space plannlng.
Colleges and admlnlsLraLlve unlLs also wlll compleLe a separaLe self-assessmenL form for Lhe acLlvlLles
LhaL dlrecLly supporL Lhe work of Lhe unlL head. uue Lo Lhelr unlque slze and sLrucLure, Lhe
lnLerdlsclpllnary graduaLe schools wlll descrlbe Lhelr supporL servlces, lncludlng acLlvlLles LhaL dlrecLly
supporL Lhe work of Lhe execuLlve dlrecLor, ln one or Lwo LemplaLes.

Comp|et|ng the Support Serv|ce Se|f-Assessment Iorm (1emp|ate)
1he SupporL Servlce Self-AssessmenL lorm ls Lhe means by whlch unlLs wlll provlde lnformaLlon Lo Lhe
Lask force. 1o ensure LhaL Lhe lnformaLlon provlded by unlLs ls focused, relevanL and manageable for
Lhe Lask force, a llmlLed amounL of lnformaLlon can be provlded.
1he secLlons of Lhe form are as follows:
Cverv|ew: 1hls secLlon should provlde Lask force members wlLh a sense of Lhe naLure of a supporL
servlce and whaL lL does.

Support serv|ce resources: llnanclal and oLher daLa (personnel, revenues, expendlLures, eLc.) wlll be
provlded cenLrally by Lhe unlverslLy and wlll be allocaLed by unlLs Lo each supporL servlce. 1hree years
of daLa wlll be provlded (2009/10, 2011/10 and 2011/12).

A worksheeL wlll be provlded Lo asslsL unlLs ln calculaLlng Lhe values needed Lo populaLe Lhe
daLa Lables ln Lhe self-assessmenL form.

uaLa caLegorles are based on unlll accounLs. ueflnlLlons for each caLegory can be found on Lhe
llnanclal Servlces ulvlslon webslLe aL www.usask.ca/fsd/colleges_depLs_research/unlfl/
unlfl_accounL_codes.php. CLher deflnlLlons, lncludlng LhaL of full Llme equlvalenL, can be found
on Lhe lnformaLlon SLraLegy and AnalyLlcs webslLe aL www.usask.ca/lsa/lnformaLlon-
managemenL/Lerms-deflnlLlons.php.

Any daLa-relaLed quesLlons should be dlrecLed Lo Lhe 1ransformuS uaLa SupporL 1eam aL
Lransformus_daLa[usask.ca. 1hls Leam can asslsL wlLh gaLherlng, undersLandlng and
lnLerpreLlng daLa.

1he Lask force undersLands Lhere are supporL servlces LhaL have been resLrucLured slgnlflcanLly
ln Lhe lasL year, and LhaL Lhls wlll make lnLerpreLaLlon of hlsLorlcal daLa challenglng.
o use Lhe space provlded Lo explaln ma[or changes ln resources. ueLalled explanaLlons or
explanaLlons of changes LhaL are relaLlvely mlnor are noL necessary.
o lf lL ls noL posslble Lo provlde accuraLe daLa for Lhree flscal years, lndlcaLe Lhls ln Lhe
LemplaLe and lnclude only as much daLa as can be provlded wlLh reasonable accuracy.

unlLs may provlde oLher quanLlLaLlve daLa as long as lL ls verlflable, appllcable Lo Lhe parLlcular
supporL servlce and can be accommodaLed wlLhln Lhe space llmlLs.

Cr|ter|a: Lach crlLerlon lncludes one key quesLlon relaLed Lo Lhe crlLerlon. AddlLlonal guldlng quesLlons
are provlded Lo asslsL you ln formulaLlng your response. WlLhln each crlLerlon, conslder whlch guldlng
quesLlons are mosL relevanL Lo your supporL servlce and bulld your response around Lhose polnLs. ='0
#44 '& 0,1 26-.-$2 >61%0-'$% $11. 0' <1 #$%?1"1..

Cther comments: use Lhls secLlon Lo provlde any addlLlonal conLexL or lnformaLlon Lo Lhe Lask force,
whlch may lnclude advlce on whlch qulnLlle you would place Lhe supporL servlce ln and why. rovlde
any blg plcLure" observaLlons you wlsh on pasL Lrends or Lhe fuLure of Lhe servlce LhaL wlll asslsL Lhe
Lask force ln beLLer undersLandlng Lhe servlce. lease avold repeaLlng lnformaLlon provlded elsewhere
ln Lhe LemplaLe.

Adv|ce for I||||ng out the Assessment Iorm

locus on recognlzlng paLLerns and Lrends ln resourclng and servlce dellvery, and on provldlng a
frank accounL of Lhe currenL reallLy.
WrlLe for an audlence LhaL ls noL famlllar wlLh Lhe supporL servlce or your area of work. Avold
[argon, acronyms and oLher Lechnlcal references as much as posslble.
Cnce compleLe, Lhe LemplaLe should provlde a clear and medlum-level overvlew of whaL Lhe
servlce does, whaL resources lL consumes and whaL lL accompllshes. ?ou may wanL Lo obLaln
feedback on Lhe compleLed self-assessmenL form from someone who ls unfamlllar wlLh Lhe supporL
servlce before you submlL lL.
Avold focuslng on flne deLalls. 1he Lask force ls prlorlLlzlng 330-400 supporL servlces, whlch wlll
requlre a blg plcLure" focus.
use polnL form ln Lhe narraLlve when posslble.
Lxplaln any slgnlflcanL Lrends, varlaLlons or anomalles ln Lhe daLa. Mlnor varlaLlons or dlscrepancles
are noL slgnlflcanL and need noL be explalned.

8ecognlze LhaL Lhe LemplaLe was deslgned for a wlde range of supporL servlces. noL all crlLerla wlll
be compleLely relevanL Lo a parLlcular servlce, nor wlll all of Lhe gulde quesLlons wlLhln each
crlLerlon. uo your besL Lo respond Lo each crlLerlon, buL focus on Lhose LhaL are mosL relevanL Lo
your supporL servlce.
Avold repeaLlng general lnformaLlon such as Lhe l3 areas of focus, Lhe slgnaLure areas, eLc.
lease do noL lnclude appendlces, aLLachmenLs or references Lo webslLes.

uest|ons & Answers

When |s the se|f-assessment form due?
CompleLed self-assessmenL forms are due by August 16, 2013.
8ecause of ho||days, my un|t |s not ab|e to comp|ete the temp|ate. Can I get an extens|on?
All lnvolved recognlze LhaL lL ls noL ldeal Lo be compleLlng Lhe LemplaLes over Lhe summer monLhs.
Polldays are well deserved and much needed afLer a busy year on campus. Powever, we also
recognlze Lhere ls no Llme durlng Lhe year when campus ls Lruly quleL. Leaders wlLhln each unlL
should conslder whaL lLems can be delayed over Lhe summer Lo allow Lhe LemplaLes Lo be
compleLed by Lhe deadllne. 1ransformuS ls, as ulckeson sLaLes, L#$ .M/"#'"-,$#"1 ?"'7.%% ".A4,",$6
# %4%?.$%,'$ '& '"-,$#"1 =.;#<,'"%" and should be seen as such.
lurLher, leaders should conslder how Lo maxlmlze Lhe value of Lhe lnformaLlon provlded, whlle
mlnlmlzlng Lhe efforL requlred Lo compleLe Lhe LemplaLe by drawlng on exlsLlng lnformaLlon,
provldlng daLa LhaL ls avallable or has been developed for oLher purposes, and/or can be complled
relaLlvely easlly by Lhe mosL knowledgeable people ln Lhe unlL.
May I rev|se my subm|ss|on after the dead||ne?
1he Lask force recognlzes LhaL many supporL servlces are undergolng change, and LhaL all supporL
servlces are provlded ln a consLanLly evolvlng envlronmenL. ln excepLlonal clrcumsLances, a unlL
may be permlLLed Lo submlL a revlsed self-assessmenL form. 1hls would be aL Lhe dlscreLlon of Lhe
co-chalrs.
Does the un|t head need to approve a|| se|f-assessment forms |n h|s]her un|t?
?es, each self-assessmenL LemplaLe musL be approved by Lhe unlL leader prlor Lo submlsslon.
What |f there |s |nterna| d|sagreement about how to assess my serv|ce?
1he Lask force expecLs each unlL Lo reach consensus before a self-assessmenL form ls flnallzed and
submlLLed. lf LhaL ls deemed lmposslble by Lhe unlL, Lhe dlfference ln perspecLlve should be
explalned ln Lhe LemplaLe.
May I present my |nformat|on to the Support Serv|ce 1ransformat|on 1ask Iorce?
no. WlLh 330-400 supporL servlces Lo prlorlLlze, lndlvldual presenLaLlons are noL posslble.
May I prov|de add|t|ona| |nformat|on to the task force?

lf Lhe Lask force deems lL necessary, lL wlll requesL clarlflcaLlon on Lhe self-assessmenL form. WlLh
330-400 supporL servlces Lo prlorlLlze, lL ls noL posslble for Lhe Lask force Lo conslder any addlLlonal
lnformaLlon provlded by a unlL unless lL ls aL Lhe requesL of Lhe Lask force.
Who do I contact |f I have quest|ons when I am comp|et|ng the se|f-assessment form?
lnformaLlon sesslons wlll be held ln !uly and AugusL Lo asslsL Lhose Lasked wlLh compleLlng Lhe self-
assessmenL form.
lf you have quesLlons, please conLacL one of Lhe Lask force co-chalrs, 8ob 1yler or kevln Schnelder,
or any oLher member of Lhe Lask force. lor asslsLance wlLh daLa, please conLacL Lhe daLa supporL
Leam aL Lransformus_daLa[usask.ca.

Append|x I: Scor|ng kubr|c

7"-01"-# @%%1%%(1$0 A#0-$2
S

4

3

2

1

7"-01"-'$ BC
/(5'"0#$91 0'
0,1 )$-81"%-0D '&
*#%E#09,1?#$
FGHIJ
very sLrong
allgnmenL wlLh
and performs a
crlLlcal role ln
achlevlng Lhe
unlverslLy's
prlorlLles.

SLrong allgnmenL
wlLh and performs
a very lmporLanL
role ln achlevlng
Lhe unlverslLy's
prlorlLles.

Cood allgnmenL
wlLh and performs
an lmporLanL role
ln achlevlng Lhe
unlverslLy's
prlorlLles.

Weak allgnmenL
wlLh and
performs a weak
role ln achlevlng
Lhe unlverslLy's
prlorlLles.

Marglnal
allgnmenL wlLh
and performs a
marglnal role ln
achlevlng Lhe
unlverslLy's
prlorlLles.

7"-01"-'$ GC
/$01"$#4 K1(#$.
FBLIJ
very sLrong
lnLernal demand
for Lhe servlce
and/or very hlgh
demand as a
proporLlon of
posslble users.
SLrong lnLernal
demand for Lhe
servlce and/or
hlgh demand as a
proporLlon of
posslble users.
Cood lnLernal
demand for Lhe
servlce and/or
moderaLe
demand as a
proporLlon of
posslble users.
Weak lnLernal
demand for Lhe
servlce and/or
low demand as a
proporLlon of
posslble users.
LlLLle or no
lnLernal demand.
7"-01"-'$ MC
:N01"$#4
K1(#$. FBOIJ
very sLrong
exLernal demand
for Lhe servlce
and/or very hlgh
demand as a
proporLlon of
posslble users.
SLrong exLernal
demand for Lhe
servlce and/or
hlgh demand as a
proporLlon of
posslble users.
Cood exLernal
demand for Lhe
servlce and/or
moderaLe
demand as a
proporLlon of
posslble users.
Weak exLernal
demand for Lhe
servlce and/or
low demand as a
proporLlon of
posslble users.
LlLLle or no
exLernal demand.
7"-01"-'$ PC
Q6#4-0D FBHIJ
very hlgh quallLy
of servlce.
ConslsLenLly
meeLlng Lhe
requlremenLs of
Lhe unlverslLy.

Plgh quallLy of
servlce.
8easonably
conslsLenL ln
meeLlng Lhe
requlremenLs of
Lhe unlverslLy.
Cood quallLy of
servlce.
Mlnlmally
meeLlng Lhe
requlremenLs of
Lhe unlverslLy.
Low quallLy of
servlce.
uoes noL
conslsLenLly meeL
Lhe mlnlmal
requlremenLs of
Lhe unlverslLy.
Servlce does noL
meeL Lhe mlnlmal
requlremenLs of
Lhe unlverslLy.
7"-01"-'$ RC 7'%0
:&&190-81$1%%
FGBIJ
very hlgh cosL
effecLlveness.

ConLlnued efforLs
Lo lmprove cosL
effecLlveness.
Plgh cosL
effecLlveness.

uemonsLraLed
efforLs Lo lmprove
cosL effecLlveness.
Cood cosL
effecLlveness.

Worklng Lo
lmprove cosL
effecLlveness.
Low cosL
effecLlveness.

Weak efforLs Lo
lmprove cosL
effecLlveness.
Marglnal cosL
effecLlveness.

LlLLle or no
efforLs Lo
lmprove cosL
effecLlveness.

7"-01"-'$ HC
S55'"06$-0D
@$#4D%-% FBOIJ
very sLrong
poLenLlal
opporLunlLles Lo
enhance allgnmenL
wlLh sLraLeglc
dlrecLlons and/or
lmprove
efflclencles.

SLrong poLenLlal
opporLunlLles Lo
enhance
allgnmenL wlLh
sLraLeglc
dlrecLlons and/or
lmprove
efflclencles.
Cood poLenLlal
opporLunlLles Lo
enhance
allgnmenL wlLh
sLraLeglc
dlrecLlons and/or
lmprove
efflclencles.
Weak poLenLlal
opporLunlLles Lo
enhance
allgnmenL wlLh
sLraLeglc
dlrecLlons and/or
lmprove
efflclencles.
LlLLle or no
poLenLlal
opporLunlLles Lo
enhance
allgnmenL wlLh
sLraLeglc
dlrecLlons and/or
lmprove
efflclencles.

Append|x G: Support Serv|ces by u|nt||e

NO!PQ +'((.$/% #". ?"'<,-.- &'" %4??'"/ %."<,7.% =1 4$,/ ,$ R??.$-,M SC

ID 1. Cand|date for enhanced resourc|ng Un|t
038 Cllnlcal Learnlng Servlces Cfflce of Lhe rovosL and v Academlc, Councll of
PealLh Sclence ueans
043 SLudenL CenLral - sLudenL lnqulrles, non-academlc advlslng,
oLher sLudenL servlces
Cfflce of Lhe Av SLudenL Affalrs
04S SLudenL Affalrs Case ManagemenL Cfflce of Lhe Av SLudenL Affalrs
047 SLudenL PealLh Servlces Cfflce of Lhe Av SLudenL Affalrs
048 SLudenL Counselllng Servlces Cfflce of Lhe Av SLudenL Affalrs
049 SLudenL LmploymenL and Career Servlces Cfflce of Lhe Av SLudenL Affalrs
0S0 ulsablllLy Servlces for SLudenLs Cfflce of Lhe Av SLudenL Affalrs
0S1 Awards and llnanclal Ald Cfflce of Lhe Av SLudenL Affalrs
0S2 SLudenL lnformaLlon SysLems Cfflce of Lhe Av SLudenL Affalrs
0S3 8eglsLrarlal Servlces Cfflce of Lhe Av SLudenL Affalrs
0S4 Aborlglnal SLudenL CenLre Cfflce of Lhe Av SLudenL Affalrs
0SS lnLernaLlonal SLudenLs and SLudy Abroad CenLre Cfflce of Lhe Av SLudenL Affalrs
0S6 Admlsslons, CredenLlal LvaluaLlon and 1ransfer CredlL Cfflce of Lhe Av SLudenL Affalrs
093 ldenLlLy and Access ManagemenL Cfflce of Lhe Av lC1 & ClC, lC1
09S Web Servlces Cfflce of Lhe Av lC1 & ClC, lC1
096 uevelopmenL, evoluLlon and supporL of lnsLlLuLlonal
sysLems
Cfflce of Lhe Av lC1 & ClC, lC1
097 uevelopmenL, malnLenance and evoluLlon of college- and
unlL-speclflc appllcaLlons
099 uaLa ManagemenL: acqulslLlon, lnLegraLlon, sLorage and
provlslonlng
100 unlL l1 supporL (colleges and unlLs) Cfflce of Lhe Av lC1 & ClC, lC1
102 SupporLlng research Cfflce of Lhe Av lC1 & ClC, lC1
126 8uslness CpporLunlLles and 8eal LsLaLe Cfflce of Lhe v llnance and 8esources, CorporaLe
Admln
171 aymenL Servlces Cfflce of Lhe Av llnanclal Servlces & ConLroller
176 Cash, lnvesLmenL (lncludlng LndowmenLs) & uebL
managemenL
Cfflce of Lhe Av llnanclal Servlces & ConLroller
180 ConsulLlng Servlces Cfflce of Lhe Av Puman 8esources
201 Awards laclllLaLlon and laculLy 8ecognlLlon Cfflce of Lhe v 8esearch, Awards laclllLaLlon
228 College-based Alumnl LngagemenL Cfflce of v AdvancemenL and CommunlLy
LngagemenL, Alumnl 8elaLlons
240 CorporaLe Clvlng Cfflce of v AdvancemenL and CommunlLy
LngagemenL, Cfflce of Lhe Av uevelopmenL
242 Ma[or Clvlng Cfflce of v AdvancemenL and CommunlLy
2S0 uevelopmenL of CollecLlons unlverslLy Llbrary
2S8 Alumnl and uevelopmenL College of AgrlculLure and 8loresources, uean's Cfflce
262 8esearch SupporL College of AgrlculLure and 8loresources, uean's Cfflce
266 Ag8lo ulscovery Camps College of AgrlculLure and 8loresources
268 llnanclal Servlces College of ArLs and Sclence, uean's Cfflce
272 8esearch & CraduaLe SLudenL SupporL College of ArLs and Sclence, uean's Cfflce
27S Sclence CuLreach College of ArLs and Sclence, uean's Cfflce
277 Aborlglnal SLudenL Servlces College of ArLs and Sclence
281 Museum of naLural Sclences College of ArLs and Sclence

ID 1. Cand|date for enhanced resourc|ng Un|t
282 ulglLal 8esearch CenLre College of ArLs and Sclence
286 Alumnl 8elaLlons College of uenLlsLry
318 Sclll camps College of Lnglneerlng
324 CommunlcaLlons/lnsLrucLlonal SupporL/8ecrulLmenL &
Admlsslons/8esearch SupporL
College of klneslology, uean's Cfflce
326 Puman 8esources College of klneslology, uean's Cfflce
332 SLudenL Advlslng College of klneslology, uean's Cfflce
3S4 naLlve Access rogram Lo nurslng (nAn) College of nurslng
373 SLudenL Advlslng College of veLerlnary Medlclne, uean's Cfflce
437 SaskaLchewan SLrucLural Sclences CenLre Cfflce of Lhe v 8esearch

ID 2. Ma|nta|n w|th current resourc|ng Un|t
022 LxecuLlve Cfflce Cfflce of Lhe unlverslLy SecreLary
023 8oard of Covernors Cfflce of Lhe unlverslLy SecreLary
024 Councll and SLudenL Academlc Appeals Cfflce of Lhe unlverslLy SecreLary
02S SenaLe and SLudenL non-Academlc Appeals Cfflce of Lhe unlverslLy SecreLary
026 laculLy romoLlon and 1enure Appeals Cfflce of Lhe unlverslLy SecreLary
027 ollcy CverslghL & uevelopmenL Cfflce of Lhe unlverslLy SecreLary
028 roLocol & Ceremonles Cfflce of Lhe unlverslLy SecreLary
031 ulrecLor's Cfflce and admln servlces for Lhe Councll Cfflce of Lhe rovosL and v Academlc,
Councll of PealLh Sclence ueans
033 laclllLles and CperaLlons Servlces Cfflce of Lhe rovosL and v Academlc,
03S Anlmal Crderlng Cfflce of Lhe rovosL and v Academlc,
036 8esearch SupporL Servlces Cfflce of Lhe rovosL and v Academlc,
039 LxLernal rofesslonal Lxam Servlces Cfflce of Lhe rovosL and v Academlc,
042 llnanclal Servlces / Puman 8esources / laclllLles ManagemenL Cfflce of Lhe Av SLudenL Affalrs
044 CommunlcaLlons, 8eporLlng and Web developmenL Cfflce of Lhe Av SLudenL Affalrs
069 arL 1lme LSL Cfflce of Lhe vlce rovosL 1eachlng and
Learnlng, CCuL - unlverslLy of
SaskaLchewan Language CenLre
089 Campus CompuLer SLore Cfflce of Lhe Av lC1 & ClC, lC1
092 lC1 laLform Servlces: developmenL, operaLlon, malnLenance and
evoluLlon
094 LlecLronlc CommunlcaLlons & CollaboraLlon Cfflce of Lhe Av lC1 & ClC, lC1
098 lC1 securlLy Cfflce of Lhe Av lC1 & ClC, lC1
108 LxecuLlve Cfflce Cfflce of Lhe v llnance and 8esources
11S osL offlce Cfflce of Lhe v llnance and 8esources,
Consumer Servlces
117 CaLerlng Cfflce of Lhe v llnance and 8esources,
Consumer Servlces: Cullnary Servlces
119 8esldence meal servlces Cfflce of Lhe v llnance and 8esources,
122 8esldences Cfflce of Lhe v llnance and 8esources,
Consumer Servlces
123 CopyrlghL CoordlnaLlon Cfflce of Lhe v llnance and 8esources,
CorporaLe Admln
124 8lsk ManagemenL and lnsurance Servlces Cfflce of Lhe v llnance and 8esources,
CorporaLe Admln
12S Legal Servlces and ConLracLs Cfflce of Lhe v llnance and 8esources,
CorporaLe Admln
127 Access Lo lnformaLlon and rlvacy Cfflce of Lhe v llnance and 8esources,
CorporaLe Admln
131 8udgeL ManagemenL and llnanclal lannlng Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, llnance and
AdmlnlsLraLlon
133 uLlllLles 8uslness CperaLlons Cfflce of Lhe Av laclllLles ManagemenL &
AdmlnlsLraLlon
137 Puman 8esources (recrulLmenL, human resources & payroll admln, Cfflce of Lhe Av laclllLles ManagemenL &

developmenL and labour relaLlons) unlverslLy ArchlLecL, Puman 8elaLlons
140 ulvlslonal Servlces (cenLral clerlcal supporL, bllllngs, eLc.) Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, Puman 8elaLlons
141 CperaLlons and MalnLenance AdmlnlsLraLlon Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, CperaLlons and
MalnLenance
149 PeaLlng lanL CperaLlons Cfflce of Lhe Av laclllLles ManagemenL &
MalnLenance
163 ro[ecL Covernance AdmlnlsLraLlon Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, ro[ecL Covernance
164 LxecuLlve Cfflce Cfflce of Lhe Av llnanclal Servlces &
ConLroller
170 lnsLlLuLlonal 8eporLlng Cfflce of Lhe Av llnanclal Servlces &
ConLroller
177 1ulLlon and fees reporLlng and collecLlon & non-sLudenL accounLs
recelvable
Cfflce of Lhe Av llnanclal Servlces &
ConLroller
178 LxecuLlve Cfflce Cfflce of Lhe Av Puman 8esources
181 Labour 8elaLlons Cfflce of Lhe Av Puman 8esources
184 Wellness 8esources Cfflce of Lhe Av Puman 8esources
187 Lmployee AsslsLance rogram (LA) Cfflce of Lhe Av Puman 8esources
188 ulscrlmlnaLlon and ParassmenL revenLlon Servlces (uPS) Cfflce of Lhe Av Puman 8esources
194 Lmergency lannlng Cfflce of Lhe Av Puman 8esources,
Campus SafeLy
217 SLaLlon 20 WesL Cfflce of v AdvancemenL and CommunlLy
LngagemenL, CommunlLy CuLreach and
LngagemenL
221 8eporL uevelopmenL and CeneraLlon Cfflce of v AdvancemenL and CommunlLy
LngagemenL, AdvancemenL Servlces
224 Alumnl AssoclaLlon SupporL Cfflce of v AdvancemenL and CommunlLy
230 ClfL 8ecelpLlng and uonor AcknowledgemenLs Cfflce of v AdvancemenL and CommunlLy
LngagemenL, llnance and 1rusL
231 uonor SLewardshlp Cfflce of v AdvancemenL and CommunlLy
232 1erms of 8eferences/ClfL AgreemenLs Cfflce of v AdvancemenL and CommunlLy
233 Lngllsh 8lver Cfflce of v AdvancemenL and CommunlLy
LngagemenL, llrsL naLlons and MeLls
LngagemenL
234 arLnershlps Cfflce of v AdvancemenL and CommunlLy
LngagemenL, llrsL naLlons and MeLls
LngagemenL
236 CovernmenL 8elaLlons Cfflce of v AdvancemenL and CommunlLy
LngagemenL
238 lanned Clvlng Cfflce of v AdvancemenL and CommunlLy
LngagemenL, Cfflce of Lhe Av
uevelopmenL
239 Annual Clvlng Cfflce of v AdvancemenL and CommunlLy
uevelopmenL

244 uevelopmenL CommunlcaLlons Cfflce of v AdvancemenL and CommunlLy
CommunlcaLlons
24S College CommunlcaLlons Cfflce of v AdvancemenL and CommunlLy
CommunlcaLlons
2S1 Crganlzlng CollecLlons unlverslLy Llbrary
2S6 uean's Cfflce College of AgrlculLure and 8loresources,
uean's Cfflce
2S7 llnanclal Servlces College of AgrlculLure and 8loresources,
uean's Cfflce
2S9 CommunlcaLlons College of AgrlculLure and 8loresources,
uean's Cfflce
263 laclllLles (Space lannlng, College-level Lechnlclans, eLc.) College of AgrlculLure and 8loresources,
uean's Cfflce
264 SLudenL Servlces (recrulLmenL, admlsslons, Advlslng, CraduaLe &
undergraduaLe
College of AgrlculLure and 8loresources,
uean's Cfflce
26S Ag8lo Shlpplng, 8ecelvlng and SLores College of AgrlculLure and 8loresources,
uean's Cfflce
267 uean's Cfflce College of ArLs and Sclence, uean's Cfflce
270 Puman 8esources and Colleglal rocesses College of ArLs and Sclence, uean's Cfflce
271 lnformaLlon 1echnology Servlces College of ArLs and Sclence, uean's Cfflce
273 laclllLles and Space lannlng College of ArLs and Sclence, uean's Cfflce
274 Academlc rograms and SupporLs College of ArLs and Sclence, uean's Cfflce
276 SLudenL Advlslng and SLudenL Servlces College of ArLs and Sclence
280 Museum of AnLlqulLles College of ArLs and Sclence
28S SLudenL Servlces and Admlsslons College of uenLlsLry
289 SaskaLoon WesL denLal cllnlc College of uenLlsLry
294 8esearch SupporL College of LducaLlon, uean's Cfflce
297 uean's Cfflce Ldwards School of 8uslness
298 llnanclal Servlces / Puman 8esources / CommunlcaLlons / laclllLles /
Alumnl and uevelopmenL
Ldwards School of 8uslness
299 SLudenL Servlces Ldwards School of 8uslness
300 Career Servlces & Co-op CoordlnaLor Ldwards School of 8uslness
302 LxecuLlve LducaLlon Ldwards School of 8uslness
303 Wllson CenLre Ldwards School of 8uslness
304 Panlon CenLre Ldwards School of 8uslness
310 llnanclal AdmlnlsLraLlon College of Lnglneerlng
311 Ceneral AdmlnlsLraLlon College of Lnglneerlng
312 laclllLles ManagemenL College of Lnglneerlng
317 AdvancemenL College of Lnglneerlng
319 SLudenL CrganlzaLlons and Servlces College of Lnglneerlng
330 l1 Servlces College of klneslology, uean's Cfflce
331 ersonal Lralner, flLness appralsal, aLhleLlc dev College of klneslology, Puman erformance
CenLre
33S MarkeLlng and promoLlon College of klneslology, Puskles ulrecLor of
MarkeLlng
336 PealLh servlces for aLhleLes College of klneslology, Puskles ALhleLlc
PealLh CenLre
337 Commerclal space plannlng (CrlfflLhs) College of klneslology
338 Campus 8ecreaLlon: lnLramurals, co-ed leagues and LournamenLs College of klneslology, CommunlLy and

Campus rograms
339 ALhleLlc camps: sprlng & summer camps, dance classes for chlldren
and oLher fee-for-servlce cllnlcs
College of klneslology, CommunlLy and
Campus rograms
340 1he hyslcal AcLlvlLy CenLre (AC) operaLlons (AC LqulpmenL room) -
capLure l/S and SLudenL recreaLlon relaLed Lo Lhe area
College of klneslology, LqulpmenL and
laclllLles Servlces
341 Campus llL CenLre - capLure l/S and SLudenL recreaLlon relaLed Lo Lhe
area
laclllLles Servlces
342 LducaLlon 8ulldlng gym, pool and squash courL College of klneslology, LqulpmenL and
laclllLles Servlces
343 Pockey and curllng 8lnk and CrlfflLh sLadlum (use by Puskles and
renLals)
laclllLles Servlces
34S llnanclal Servlces College of nurslng, uean's Cfflce
3S0 8ecrulLmenL and Admlsslons College of nurslng, uean's Cfflce
3S7 uean's Cfflce College of harmacy and nuLrlLlon, uean's
Cfflce
3S9 AssoclaLe uean Academlc (undergraduaLe) responslblllLles, lncludlng
8ecrulLmenL and Admlsslons, SLudenL Advlslng, SLudenL MonlLorlng,
SLudenL Awards and lnsLrucLlonal SupporL
College of harmacy and nuLrlLlon, uean's
Cfflce
360 AssoclaLe uean 8esearch and CraduaLe Affalrs, lncludlng 8esearch
SupporL, CraduaLe rograms' AdmlnlsLraLlon
Cfflce
361 MedSASk, ?our MedlcaLlon lnformaLlon Servlce College of harmacy and nuLrlLlon, uean's
Cfflce
362 ConLlnulng rofesslonal uevelopmenL for harmaclsLs College of harmacy and nuLrlLlon, uean's
Cfflce
364 llnanclal Servlces College of veLerlnary Medlclne, uean's
Cfflce
36S lnsLrucLlonal SupporL College of veLerlnary Medlclne, uean's
Cfflce
366 CommunlcaLlons College of veLerlnary Medlclne, uean's
Cfflce
370 8esearch SupporL College of veLerlnary Medlclne, uean's
Cfflce
376 veLerlnary ConLlnulng LducaLlon SecLlon College of veLerlnary Medlclne, uean's
Cfflce
377 WasLe ulsposal College of veLerlnary Medlclne, uean's
Cfflce
380 veLerlnary ulagnosLlc Servlces / ralrle ulagnosLlc Servlces College of veLerlnary Medlclne, uean's
Cfflce
389 lnsLrucLlonal SupporL - osLgraduaLe Medlcal LducaLlon College of Medlclne
392 Aborlglnal Affalrs College of Medlclne
394 ulsLrlbuLed Medlcal LducaLlon College of Medlclne
39S CommunlcaLlons College of Medlclne
400 8ecrulLmenL and Admlsslons College of Medlclne
417 lnformaLlon 1echnology Servlces College of Medlclne, Medlclne, 8eglna
rograms
421 laclllLles (Space lannlng, College-level Lechnlclans, eLc. College of Medlclne, Medlclne, 8eglna
rograms
423 uean's Cfflce College of Law
424 llnanclal Servlces / Puman 8esources / lnformaLlon 1echnology
Servlces / laclllLles (Space lannlng, College-level Lechnlclans, eLc.)
College of Law
42S Alumnl and CommunlcaLlons College of Law

426 uevelopmenL College of Law
428 ro 8ono SLudenLs College of Law
429 SaskaLchewan Law 8evlew College of Law
430 Career Servlces Cfflce College of Law
432 LxecuLlve ulrecLor's Cfflce !ohnson-Shoyama CraduaLe School of
ubllc ollcy
433 ulefenbaker Canada CenLre !ohnson-Shoyama CraduaLe School of
ubllc ollcy
439 vendlng Cfflce of Lhe v llnance and 8esources,

ID 3. keta|n w|th reduced resourc|ng Un|t
021 LxecuLlve Cfflce Cfflce of Lhe resldenL
029 AudlL Servlces Cfflce of Lhe unlverslLy SecreLary, Cfflce of AudlL
Servlces
037 Anlmal Care Servlces Cfflce of Lhe rovosL and v Academlc, Councll of
088 llnanclal Servlces / Puman 8esources / CommunlcaLlons /
laclllLles ManagemenL
Cfflce of Lhe Av lC1 & ClC
090 Campus neLwork: servlce deslgn, operaLlon, malnLenance
and evoluLlon
091 1elephones: servlce deslgn, operaLlon, malnLenance and
evoluLlon
110 ulrecLor's Cfflce Cfflce of Lhe v llnance and 8esources, Consumer
Servlces
114 CLher reLall servlces (lncludlng cloLhlng, glfLs, eLc, wheLher
locaLed ln Lhe booksLore or elsewhere)
Cfflce of Lhe v llnance and 8esources, Consumer
Servlces: 8ooksLore
120 lood sales separaLe from resldence meal servlces Cfflce of Lhe v llnance and 8esources, Consumer
Servlces: Cullnary Servlces
129 LxecuLlve Cfflce Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
ArchlLecL
13S CaplLal 8enewal and SLraLeglc Analysls Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
ArchlLecL, llnance and AdmlnlsLraLlon
142 LoglsLlcs ManagemenL (moves, seL-ups, evenLs) Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
ArchlLecL, CperaLlons and MalnLenance
143 8ulldlng Servlces (CusLodlal) Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
144 1rades Servlces (MalnLenance Servlces) Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
146 Crounds (grounds malnL, consLrucLlon, landscaplng, snow
removal, CrlfflLhs SLadlum and 8uLherfod 8lnk)
Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
1S0 Work ConLrol CenLre Cfflce of Lhe Av laclllLles ManagemenL & unlverslLy
167 ueLalled annual budgeL - lmplemenLaLlon, managemenL and
analysls
Cfflce of Lhe Av llnanclal Servlces & ConLroller
169 8esearch/pro[ecL accounLlng and reporLlng Cfflce of Lhe Av llnanclal Servlces & ConLroller,
Cfflce of Lhe ulrecLor of llnanclal 8eporLlng
172 ayroll Cfflce of Lhe Av llnanclal Servlces & ConLroller
173 enslons Cfflce Cfflce of Lhe Av llnanclal Servlces & ConLroller
laclllLles ManagemenL
Cfflce of Lhe Av Puman 8esources
186 1oLal CompensaLlon and 8ewards Cfflce of Lhe Av Puman 8esources
191 SLaff SergeanL and 24 Pour aLrol Servlce Cfflce of Lhe Av Puman 8esources, Campus SafeLy
196 CccupaLlonal PealLh, SafeLy and LnvlronmenLal Servlces Cfflce of Lhe Av Puman 8esources, Workplace
SafeLy and LnvlronmenLal roLecLlon (WSL)
207 CommerclallzaLlon of 8esearch Cfflce of Lhe v 8esearch, lndusLry Llalson Cfflce
209 Anlmal 8esearch LLhlcs Compllance Cfflce of Lhe v 8esearch, 8esearch LLhlcs
210 Puman 8esearch LLhlcs Compllance Cfflce of Lhe v 8esearch, 8esearch LLhlcs
21S LxecuLlve Cfflce Cfflce of v AdvancemenL and CommunlLy
LngagemenL
222 rospecL 8esearch Cfflce of v AdvancemenL and CommunlLy
226 AfflnlLy arLnershlps Cfflce of v AdvancemenL and CommunlLy

ID 3. keta|n w|th reduced resourc|ng Un|t
246 lnLernal CommunlcaLlons Cfflce of v AdvancemenL and CommunlLy
LngagemenL, Cfflce of Lhe Av CommunlcaLlons
249 uean's Cfflce unlverslLy Llbrary
2S2 lnformaLlon Servlces unlverslLy Llbrary
2S3 1eachlng lnformaLlon LlLeracy Skllls (Llbrary lnsLrucLlon) unlverslLy Llbrary
2S4 lnformaLlon 1echnology unlverslLy Llbrary
2SS AdmlnlsLraLlon unlverslLy Llbrary
269 CommunlcaLlons, Alumnl and uevelopmenL College of ArLs and Sclence, uean's Cfflce
279 kenderdlne Callery College of ArLs and Sclence
287 SLudenL denLal cllnlc College of uenLlsLry
291 uean's Cfflce College of LducaLlon, uean's Cfflce
293 rogams Cfflce College of LducaLlon, uean's Cfflce
29S lnformaLlon 1echnology Servlces College of LducaLlon, uean's Cfflce
333 Coachlng and ALhleLe 8ecrulLmenL for Puskles ALhleLlc
Leams (13 Leams, 400 sLudenLs)
College of klneslology, Puskle ALhleLlcs Cfflce
344 uean's Cfflce College of nurslng, uean's Cfflce
3S2 SLudenL Advlslng College of nurslng, uean's Cfflce
3S3 ConLlnulng LducaLlon & uevelopmenL for nurses College of nurslng
3SS Cfflce of Cllnlcal CoordlnaLlon College of nurslng
363 uean's Cfflce College of veLerlnary Medlclne, uean's Cfflce
367 Puman 8esources College of veLerlnary Medlclne, uean's Cfflce
368 lnformaLlon 1echnology Servlces College of veLerlnary Medlclne, uean's Cfflce
379 veLerlnary Medlcal CenLre College of veLerlnary Medlclne
403 ConLlnulng rofesslonal uevelopmenL College of Medlclne
434 LxecuLlve ulrecLor's Cfflce School of LnvlronmenL & SusLalnablllLy
44S arklng Servlces Cfflce of Lhe v llnance and 8esources, Consumer
Servlces

ID 4. keconf|gure for eff|c|ency]effect|veness Un|t
030 LxecuLlve Cfflce (lncludes uean's Councll, Cl and Cl Advlsory,
College of Medlclne 8esLrucLurlng)
Cfflce of Lhe rovosL and v Academlc
034 Suppy and ulsLrlbuLlon CenLre (SLores) Cfflce of Lhe rovosL and v Academlc,
040 laculLy 8elaLlons Cfflce of Lhe rovosL and v Academlc,
Cfflce of Lhe vlce rovosL laculLy 8elaLlons
0S7 undergraduaLe SLudenL 8ecrulLmenL Cfflce of Lhe Av SLudenL Affalrs
061 LqulpmenL Servlces Cfflce of Lhe vlce rovosL 1eachlng and
Learnlng, LMA - Medla Access &
roducLlon
063 new Medla Cfflce of Lhe vlce rovosL 1eachlng and
Learnlng, LMA - Medla Access &
roducLlon
068 CerLlflcaLe ln Lngllsh for Academlc urposes (lullLlme LSL) Cfflce of Lhe vlce rovosL 1eachlng and
Learnlng, CCuL - unlverslLy of
SaskaLchewan Language CenLre
073 CommunlLy LducaLlon (naLure+1ours, CommunlLy ArLs, Muslc,
PorLlculLure, Senlors)
Cfflce of Lhe vlce rovosL 1eachlng and
Learnlng, CCuL - rofesslonal uevelopmenL
& CommunlLy LducaLlon
079 uegree CredlL Class ulsLance uevelopmenL (Cn-llne, 1v, lndependenL
SLudles, SLC)
Learnlng, CCuL - ulsLance Learnlng, Cff
Campus & CerLlflcaLes
080 uegree CredlL Class ulsLance uellvery (Cn-llne, 1v, lnd. SLudles, SLC) Cfflce of Lhe vlce rovosL 1eachlng and
081 uegree CredlL Cff-campus uellvery (8eglonal Colleges, A, l1L, Ld
MasLers, nC81L)
084 undergraduaLe SupporL and uevelopmenL Cfflce of Lhe vlce rovosL 1eachlng and
Learnlng, uLC - unlverslLy Learnlng CenLre
(lncl. CMC1L)
087 LxecuLlve Cfflce Cfflce of Lhe Av lC1 & ClC
101 SupporLlng Leachlng and learnlng Cfflce of Lhe Av lC1 & ClC, lC1
103 Lnd user Pelp and 1ralnlng Cfflce of Lhe Av lC1 & ClC, lC1
10S lnsLlLuLlonal LffecLlveness Cfflce of Lhe AsslsLanL rovosL lA,
lnsLlLuLlonal lannlng and AssessmenL
106 8esource AllocaLlon Cfflce of Lhe AsslsLanL rovosL lA,
107 lnsLlLuLlonal lannlng Cfflce of Lhe AsslsLanL rovosL lA,
111 llnanclal Servlces / Puman 8esources / CommunlcaLlons / lnformaLlon
1echnology Servlces / laclllLles ManagemenL
Cfflce of Lhe v llnance and 8esources,
Consumer Servlces
112 1exLbook sales Cfflce of Lhe v llnance and 8esources,
Consumer Servlces: 8ooksLore
116 Mallroom Cfflce of Lhe v llnance and 8esources,
Consumer Servlces
118 PosplLallLy servlces/conferences Cfflce of Lhe v llnance and 8esources,
130 llnance and AdmlnlsLraLlon Cfflce of Lhe Av laclllLles ManagemenL &
AdmlnlsLraLlon

134 AccounLlng (accounLs payable, caplLal pro[ecLs, speclal pro[ecLs,
buslness operaLlons analysls)
Cfflce of Lhe Av laclllLles ManagemenL &
AdmlnlsLraLlon
14S 1rades Servlces (ro[ecL ConsLrucLlon Servlces) Cfflce of Lhe Av laclllLles ManagemenL &
MalnLenance
148 SLores and urchaslng Cfflce of Lhe Av laclllLles ManagemenL &
MalnLenance
1S3 lnfrasLrucLure lnformaLlon Servlces Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, lannlng and
uevelopmenL
1S4 Space lannlng Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
1SS ro[ecL lannlng Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
1S6 ro[ecL ManagemenL (Ma[or and Mlnor) Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
1S8 Mechanlcal Lnglneerlng Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
1S9 LlecLrlcal Lnglneerlng Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
161 SusLalnablllLy and lnfrasLrucLure Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
162 8oom Schedullng Cfflce of Lhe Av laclllLles ManagemenL &
uevelopmenL
16S llnanclal Servlces / Puman 8esources / CommunlcaLlons / laclllLles
ManagemenL
ConLroller
166 lnsLlLuLlonal llnanclal CverslghL for ma[or caplLal pro[ecLs Cfflce of Lhe Av llnanclal Servlces &
ConLroller
168 CverslghL, monlLorlng and Lralnlng of lnsLlLuLlonal accounLlng and
lnLernal conLrols
ConLroller, Cfflce of Lhe ulrecLor of
llnanclal 8eporLlng
174 urchaslng Servlces Cfflce of Lhe Av llnanclal Servlces &
ConLroller
17S SysLems SupporL and uevelopmenL Cfflce of Lhe Av llnanclal Servlces &
ConLroller
18S uaLa lnformaLlon Cfflce of Lhe Av Puman 8esources
189 ulverslLy/LmploymenL LqulLy Cfflce of Lhe Av Puman 8esources
193 LlecLronlc revenLlon Cfflce of Lhe Av Puman 8esources,
Campus SafeLy
197 LxecuLlve Cfflce Cfflce of Lhe v 8esearch
203 8esearch uevelopmenL Cfflce of Lhe v 8esearch, 8esearch Servlces
204 8esearch Award llnallzaLlon Cfflce of Lhe v 8esearch, 8esearch Servlces

20S osL-Award SupporL Cfflce of Lhe v 8esearch, 8esearch Servlces
206 8esearch SysLems, uaLa, and MeLrlcs Cfflce of Lhe v 8esearch, 8esearch Servlces
208 Legal Servlces - CommerclallzaLlon and 8esearch Cfflce of Lhe v 8esearch, lndusLry Llalson
Cfflce
212 8esearch MenLorshlp rogram for new laculLy Cfflce of Lhe v 8esearch, Cfflce of Lhe Av
8esearch - PealLh (uofS) and v 8esearch
and lnnovaLlon (SP8)
219 ufrlend ManagemenL and uevelopmenL Cfflce of v AdvancemenL and CommunlLy
223 l1 supporL (for unlverslLy AdvancemenL) Cfflce of v AdvancemenL and CommunlLy
22S Alumnl neLworks and volunLeer LngagemenL Cfflce of v AdvancemenL and CommunlLy
227 LvenLs Cfflce of v AdvancemenL and CommunlLy
241 College-based uevelopmenL Cfflce of v AdvancemenL and CommunlLy
uevelopmenL
247 MarkeLlng Cfflce of v AdvancemenL and CommunlLy
CommunlcaLlons
248 SLraLeglc CommunlcaLlons Cfflce of v AdvancemenL and CommunlLy
CommunlcaLlons
260 Puman 8esources College of AgrlculLure and 8loresources,
uean's Cfflce
278 ArLs & Sclence 1ranslLlon rogram (8oyal WesL Campus) College of ArLs and Sclence
290 uenLlsLry SLores College of uenLlsLry
292 llnanclal Servlces / Puman 8esources / CommunlcaLlons / laclllLles /
Alumnl and uevelopmenL
College of LducaLlon, uean's Cfflce
301 1echnology SupporL Ldwards School of 8uslness
307 8esearch College of Lnglneerlng
308 arLnershlps College of Lnglneerlng
309 Academlc rogram AdmlnlsLraLlon & SLudenL SupporL College of Lnglneerlng
313 lnformaLlon 1echnology College of Lnglneerlng
316 Puman 8esources College of Lnglneerlng
320 SLores and Shops College of Lnglneerlng
322 uean's Cfflce College of klneslology, uean's Cfflce
323 llnanclal Servlces College of klneslology, uean's Cfflce
334 LvenLs coordlnaLlon, promoLlons and LlckeLs, aLhleLlc dlrecLor, sporLs
lnformaLlon and communlcaLlons.
College of klneslology, Puskles ALhleLlc
Servlces
347 CommunlcaLlons, Alumnl and uevelopmenL, CuLreach College of nurslng, uean's Cfflce
348 Puman 8esources College of nurslng, uean's Cfflce
349 8esearch SupporL College of nurslng, uean's Cfflce
3S1 laclllLles (Space lannlng, College-level Lechnlclans, eLc.) College of nurslng, uean's Cfflce
3S6 L-Learnlng SupporL Servlces (lncludes l1) College of nurslng
3S8 llnanclal Servlces / Puman 8esources / CommunlcaLlons / lnformaLlon
1echnology Servlces / laclllLles (Space lannlng, College-level
Lechnlclans, eLc.) / Alumnl and uevelopmenL
Cfflce
369 Alumnl and uevelopmenL College of veLerlnary Medlclne, uean's

Cfflce
371 8ecrulLmenL and Admlsslons College of veLerlnary Medlclne, uean's
Cfflce
386 uean's Cfflce College of Medlclne
387 llnanclal Servlces College of Medlclne
388 lnsLrucLlonal SupporL - undergraduaLe Medlcal LducaLlon College of Medlclne
396 Puman 8esources College of Medlclne
397 lnformaLlon 1echnology Servlces College of Medlclne
398 Alumnl and uevelopmenL College of Medlclne
399 8esearch SupporL College of Medlclne
412 vlce uean's Cfflce College of Medlclne, Medlclne, 8eglna
rograms
419 8esearch SupporL College of Medlclne, Medlclne, 8eglna
rograms
440 Alumnl 8elaLlons AccounL Cfflce of v AdvancemenL and CommunlLy
441 CenLer for lnLegraLlve Medlclne College of Medlclne, n/A
444 Alumnl CommunlcaLlons Cfflce of v AdvancemenL and CommunlLy
CommunlcaLlons
446 Cfflce Coplers Cfflce of Lhe v llnance and 8esources,
Consumer Servlces

ID S. Cand|date for phase out, sub[ect to further rev|ew Un|t
032 llnanclal Servlces Cfflce of Lhe rovosL and v Academlc, Councll of
041 LxecuLlve Cfflce Cfflce of Lhe Av SLudenL Affalrs
046 lannlng, rogram uevelopmenL and AssessmenL Cfflce of Lhe Av SLudenL Affalrs
0S8 LxecuLlve Cfflce Cfflce of Lhe vlce rovosL 1eachlng and Learnlng
0S9 ulrecLor's Cfflce Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
LMA - Medla Access & roducLlon
lnformaLlon 1echnology Servlces / laclllLles ManagemenL
Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
062 Medla roducLlon Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
064 LxecuLlve ulrecLor's Cfflce Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CCuL - CenLre for ConLlnulng & ulsLance
LducaLlon
06S llnanclal Servlces / Puman 8esources / lnformaLlon 1echnology
Servlces / laclllLles ManagemenL
LducaLlon
066 MarkeLlng and CommunlcaLlons Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
LducaLlon
067 AdmlnlsLraLlon Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CCuL - unlverslLy of SaskaLchewan Language
CenLre
070 CLher languages Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CCuL - unlverslLy of SaskaLchewan Language
CenLre
071 AdmlnlsLraLlon, 8eglsLraLlon, u of S Lmployee rofesslonal
uevelopmenL
CCuL - rofesslonal uevelopmenL & CommunlLy
LducaLlon
072 rofesslonal uevelopmenL (Leadershlp, AgrlculLure) Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
LducaLlon
074 CLher rograms (MaLh, uL, uL Sundry, eLc.) Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
LducaLlon
07S AdmlnlsLraLlon Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CCuL - ulsLance Learnlng, Cff Campus &
CerLlflcaLes
076 CerLlflcaLe level programs (PC) Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CerLlflcaLes
077 CerLlflcaLe ln AdulL and ConLlnulng LducaLlon (CACL) Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CerLlflcaLes
078 CerLlflcaLe ln 1eachlng Lngllsh as a Second Language (CL81LSL) Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
CerLlflcaLes
082 ulrecLor's Cfflce Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
uLC - unlverslLy Learnlng CenLre (lncl. CMC1L)
lnformaLlon 1echnology Servlces / laclllLles ManagemenL

08S Currlculum uevelopmenL + lnsLrucLlonal ueslgn Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
086 LducaLlonal uevelopmenL Cfflce of Lhe vlce rovosL 1eachlng and Learnlng,
104 Cfflce of Lhe AsslsLanL rovosL Cfflce of Lhe AsslsLanL rovosL lA, lnsLlLuLlonal
lannlng and AssessmenL
109 SLudenL lnlLlaLlves Cfflce of Lhe v llnance and 8esources, SLudenL
lnlLlaLlves
113 Ceneral book sales (non-LexL) Cfflce of Lhe v llnance and 8esources,
121 rlnLlng servlces Cfflce of Lhe v llnance and 8esources,
Consumer Servlces
128 Lmma Lake kenderlne Campus Cfflce of Lhe v llnance and 8esources,
CorporaLe Admln
132 lnformaLlon 1echnology Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, llnance and AdmlnlsLraLlon
136 Puman 8elaLlons AdmlnlsLraLlon Cfflce of Lhe Av laclllLles ManagemenL &
138 CommunlcaLlons Cfflce of Lhe Av laclllLles ManagemenL &
139 CusLomer 8elaLlons Cfflce of Lhe Av laclllLles ManagemenL &
147 MalnLenance lannlng Cfflce of Lhe Av laclllLles ManagemenL &
MalnLenance
1S1 lMu SafeLy Cfflce of Lhe Av laclllLles ManagemenL &
MalnLenance
1S2 lannlng and uevelopmenL AdmlnlsLraLlon Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, lannlng and uevelopmenL
160 ConLrols ueslgn Cfflce of Lhe Av laclllLles ManagemenL &
unlverslLy ArchlLecL, lannlng and uevelopmenL
182 8ecrulLmenL Cfflce of Lhe Av Puman 8esources
183 uevelopmenL Cfflce of Lhe Av Puman 8esources
190 ulrecLor's Cfflce (AdmlnlsLraLlon and Leadershlp) Cfflce of Lhe Av Puman 8esources, Campus
SafeLy
192 Crlme revenLlon and rofesslonal SLandards / lnvesLlgaLlons Cfflce of Lhe Av Puman 8esources, Campus
SafeLy
202 lnLernaLlonal uevelopmenL and arLnershlps Cfflce of Lhe v 8esearch, lnLernaLlonal Cfflce /
lnLernaLlonal 8esearch Cfflce
211 8esponslble ConducL of 8esearch Cfflce of Lhe v 8esearch, 8esearch LLhlcs
213 PealLh-based 8esearch uevelopmenL and laclllLaLlon Cfflce of Lhe v 8esearch, Cfflce of Lhe Av
8esearch - PealLh (uofS) and v 8esearch and
lnnovaLlon (SP8)
214 SaskaLoon CenLre for aLlenL-CrlenLed 8esearch (SCC8) Cfflce of Lhe v 8esearch, Cfflce of Lhe Av
8esearch - PealLh (uofS) and v 8esearch and
lnnovaLlon (SP8)
216 llnanclal Servlces / Puman 8esources / laclllLles ManagemenL Cfflce of v AdvancemenL and CommunlLy
LngagemenL
218 SenaLe 8oundLable on CuLreach & LngagemenL & 8ACs Cfflce of v AdvancemenL and CommunlLy
LngagemenL, CommunlLy CuLreach and

LngagemenL
220 P8 SupporL (for unlverslLy AdvancemenL) Cfflce of v AdvancemenL and CommunlLy
229 resldenL's 1our Cfflce of v AdvancemenL and CommunlLy
237 LxecuLlve Cfflce Cfflce of v AdvancemenL and CommunlLy
243 LxecuLlve Cfflce Cfflce of v AdvancemenL and CommunlLy
LngagemenL, Cfflce of Lhe Av CommunlcaLlons
261 lnformaLlon 1echnology Servlces College of AgrlculLure and 8loresources, uean's
Cfflce
283 uean's Cfflce College of uenLlsLry
lnformaLlon 1echnology Servlces / laclllLles (Space lannlng,
College-level Lechnlclans, eLc.)
College of uenLlsLry
288 laculLy pracLlce denLal cllnlc College of uenLlsLry
306 laculLy 8elaLlons College of Lnglneerlng
31S SLraLeglc lannlng College of Lnglneerlng
382 uean's Cfflce College of CraduaLe SLudles and 8esearch
383 Speclal pro[ecLs / lnLernaLlonal / 8ecrulLmenL College of CraduaLe SLudles and 8esearch
384 Awards & Scholarshlps College of CraduaLe SLudles and 8esearch
38S rograms and CperaLlons College of CraduaLe SLudles and 8esearch
391 laculLy Affalrs College of Medlclne
393 8lomedlcal Sclences College of Medlclne
401 laclllLles (Space lannlng, College-level Lechnlclans, eLc.) College of Medlclne
402 SLudenL Advlslng College of Medlclne
413 llnanclal Servlces College of Medlclne, Medlclne, 8eglna rograms
416 Puman 8esources College of Medlclne, Medlclne, 8eglna rograms
427 LsLey CenLre College of Law
431 LxecuLlve ulrecLor's Cfflce School of ubllc PealLh
438 Soclal AccounLablllLy ulvlslon College of Medlclne


Append|x n: Support Serv|ces by Un|t

COLLEGE OF AGRICULTURE AND BIORESOURCES
Ag8lo ulscovery Camps (266)
o CandldaLe for enhanced resourclng (CulnLlle 1)
o Could expand servlce Lo norLhern communlLles, hlgh-school-age sLudenLs, eLc.
uean's Cfflce
o uean's Cfflce (236)
! MalnLaln wlLh currenL resourclng (CulnLlle 2)
o llnanclal Servlces (237)
o Alumnl and uevelopmenL (238)
! CandldaLe for enhanced resourclng (CulnLlle 1)
! Lngaglng faculLy ln alumnl developmenL ls a good model. 1here ls unLapped
poLenLlal ln Lhe College of AgrlculLure and 8loresources Lo engage lLs
supporLlve alumnl.
o CommunlcaLlons (239)
o Puman 8esources (260)
! 8econflgure for efflclency/effecLlveness (CulnLlle 4)
! Already reconflgurlng.
o lnformaLlon 1echnology Servlces (261)
! CandldaLe for phase ouL, sub[ecL Lo furLher revlew (CulnLlle 3)
! Pave already phased ouL poslLlon ln college and now conLracL wlLh lC1 for all l1
servlces.
o 8esearch SupporL (262)
o laclllLles (Space lannlng, College-level Lechnlclans, eLc.) (263)
o SLudenL Servlces (recrulLmenL, admlsslons, Advlslng, CraduaLe & undergraduaLe (264)
o Ag8lo Shlpplng, 8ecelvlng and SLores (263)

COLLEGE OF ARTS AND SCIENCE
SLudenL Advlslng and SLudenL Servlces (276)
o MalnLaln wlLh currenL resourclng (CulnLlle 2)
Aborlglnal SLudenL Servlces (277)
ArLs & Sclence 1ranslLlon rogram (8oyal WesL Campus) (278)
o 8econflgure for efflclency/effecLlveness (CulnLlle 4)

o Could beneflL from a new locaLlon nearer Lo Lhe campus (e.g., downLown) Lo ease
LranslLlon Lo Lhe maln unlverslLy campus and provlde beLLer accesslblllLy for sLudenLs.
need Lo adverLlse successes and underLake a Lhorough revlew of achlevemenLs Lo daLe.
1he flnanclal aspecLs of Lhls servlce lack Lransparency.
kenderdlne Callery (279)
o 8eLaln wlLh reduced resourclng (CulnLlle 3)
o need Lo "brlng LogeLher" all museums on campus Lo reduce operaLlng cosLs and free up
resources for markeLlng. CurrenL vlslblllLy Lo publlc ls low for mosL.
Museum of AnLlqulLles (280)
o See commenLs for 279.
Museum of naLural Sclences (281)
o See commenLs for 279. very well uLlllzed by publlc, greaL 8 value, needs updaLlng and
an educaLlon program.
ulglLal 8esearch CenLre (282)
o very good resulLs Lo daLe. A relaLlvely new servlce.
uean's Cfflce
! AddlLlonal flnanclal supporL for researchers mlghL be helpful.
o CommunlcaLlons, Alumnl and uevelopmenL (269)
! 8eLaln wlLh reduced resourclng (CulnLlle 3)
! 8udgeL allocaLlon seems large.
o Puman 8esources and Colleglal rocesses (270)
o 8esearch & CraduaLe SLudenL SupporL (272)
! A large need exlsLs for more dlrecL graduaLe sLudenL supporL ln Lhe College of
ArLs and Sclence.
o laclllLles and Space lannlng (273)
o Academlc rograms and SupporLs (274)
o Sclence CuLreach (273)
! A very effecLlve program LhaL could be expanded Lo oLher communlLles and
colleges.


COLLEGE OF DENTISTRY
uean's Cfflce (283)
o CandldaLe for phase ouL, sub[ecL Lo furLher revlew (CulnLlle 3)
o A relaLlvely small college wlLh relaLlvely large admlnlsLraLlve overhead. AmalgamaLlon of
Lhe College of uenLlsLry wlLh Lhe College of Medlclne should be consldered as Lhe laLLer
ls resLrucLured.
llnanclal Servlces / Puman 8esources / CommunlcaLlons / lnformaLlon 1echnology Servlces/
laclllLles (Space lannlng, College-level Lechnlclans, eLc.) (284)
o See commenL for 283. Servlces would be provlded by Lhe College of Medlclne.
SLudenL Servlces and Admlsslons (283)
Alumnl 8elaLlons (286)
o unLapped poLenLlal Lo obLaln funds from donors, boLh corporaLe and alumnl.
SLudenL denLal cllnlc (287)
o A cllnlc ls necessary. Could lL generaLe more revenue ln Lhe summer monLhs and enable
a reducLlon ln lLs operaLlng allocaLlon?
laculLy pracLlce denLal cllnlc (288)
o Should funcLlon as a self-susLalnlng enLlLy.
SaskaLoon WesL denLal cllnlc (289)
o LxcellenL ouLreach. rovldes sLudenLs wlLh a valuable experlence and dellvers denLal
servlces where needed.
uenLlsLry SLores (290)
o Comblne wlLh cenLral sLores ln Academlc PealLh Sclences Lo reallze operaLlng
efflclencles.

COLLEGE OF EDUCATION
uean's Cfflce
o llnanclal Servlces / Puman 8esources / CommunlcaLlons / laclllLles / Alumnl and
uevelopmenL (292)
! CreaLer uLlllzaLlon of cenLrally-avallable servlces and reconflguraLlon of offlce
may resulL ln cosL savlngs.
o rogams Cfflce (293)

! CpporLunlLy Lo reconflgure, make greaLer use of cenLrally-avallable servlces,
reduce dupllcaLlon of servlces avallable elsewhere.

COLLEGE OF ENGINEERING
laculLy 8elaLlons (306)
o ueparLmenLs ln deparLmenLallzed colleges generally carry ouL mosL of Lhls servlce. ls
servlce necessary?
8esearch (307)
o 8eason for separaLlon from 308 ls unclear. Should reconflgure wlLh more resources.
1here ls a need for a dedlcaLed flnanclal offlcer Lo supporL researchers.
arLnershlps (308)
o 8eason for separaLlon from 307 ls unclear. ls servlce dellvery efflclenL? WhaL ls Lhe
reason for Lhe vacanL research faclllLaLor poslLlon? ls poslLlon necessary?
Academlc rogram AdmlnlsLraLlon & SLudenL SupporL (309)
o Conslder reconflguraLlon Lo lmprove effecLlveness and lmprove sLudenL ouLcomes, e.g.
reLenLlon.
llnanclal AdmlnlsLraLlon (310)
o 8ecommend cenLrallzaLlon of currenL deparLmenLal servlces.
Ceneral AdmlnlsLraLlon (311)
laclllLles ManagemenL (312)
lnformaLlon 1echnology (313)
o Pave resLrucLured already. Should Lake greaLer advanLage of cenLrally-avallable l1
servlces, webslLe developmenL experLlse and daLa sysLems.
SLraLeglc lannlng (313)
o Servlce has been ellmlnaLed.
Puman 8esources (316)
o 8ecommend greaLer use of servlces avallable cenLrally from P8.

AdvancemenL (317)
Sclll camps (318)
SLudenL CrganlzaLlons and Servlces (319)
SLores and Shops (320)
o lnLegraLe wlLh physlcs shops Lo lncrease efflclency. noL currenLly havlng Lo use all
avallable hours on college work, hence opporLunlLy Lo underLake ouLslde work. ls Lhls
exLernal revenue necessary Lo fund currenL level of servlce Lo Lhe unlverslLy? ls Lhls a
unlque/hlghly valuable servlce for Lhe resL of campus?

COLLEGE OF GRADUATE STUDIES AND RESEARCH
uean's Cfflce (382)
o As Lhe College of CraduaLe SLudles and 8esearch (CCS8) ls currenLly under revlew, lL ls
anLlclpaLed LhaL Lhe sLrucLure of Lhe uean's Cfflce and aL leasL some of Lhe servlces
provlded by CCS8 wlll be reconflgured. 1hls admlnlsLraLlve sLrucLure may noL be
needed.
Speclal pro[ecLs / lnLernaLlonal / 8ecrulLmenL (383)
o Conslder Lransferrlng responslblllLy Lo SLSu, lnLernaLlonal Cfflce, eLc. for dellvery of Lhls
servlce.
Awards & Scholarshlps (384)
o AllocaLlon of awards and scholarshlps could be carrled ouL by SLSu. new resources may
be requlred Lo auLomaLe processes. CreaLer uLlllzaLlon of cenLral l1 servlces ls
recommended for Lhls purpose.
rograms and CperaLlons (383)
o Move responslblllLy for programs as much as posslble lnLo colleges, schools and
deparLmenLs.

COLLEGE OF KINESIOLOGY
Commerclal space plannlng (CrlfflLhs) (337)
CommunlLy and Campus rograms
o Campus 8ecreaLlon: lnLramurals, co-ed leagues and LournamenLs (338)
o ALhleLlc camps: sprlng & summer camps, dance classes for chlldren and oLher fee-for-
servlce cllnlcs (339)

! 1hese are ouLreach programs and should be prlorlLlzed relaLlve Lo all oLher
ouLreach programs aL Lhe unlverslLy.
uean's Cfflce
! unable Lo fully undersLand currenL servlce from lnformaLlon ln Lhe LemplaLe.
! unable Lo fully undersLand currenL servlce from lnformaLlon ln Lhe LemplaLe.
Servlce appears Lo be efflclenL buL dlfflculL Lo assess.
o CommunlcaLlons/lnsLrucLlonal SupporL/8ecrulLmenL & Admlsslons/8esearch SupporL
(324)
! 1ransparency of revenues under Lhe overslghL of Lhe College of klneslology,
lncludlng Puskles, AC, CommunlLy rograms, ls dlfflculL Lo dlscern and should
be lmproved. 1he uean's Cfflce seems undersLaffed compared Lo oLher
colleges.
! CurrenL level of resources ls lnsufflclenL Lo dellver Lhe servlce. need Lo make
greaLer use of cenLral P8 servlces.
o l1 Servlces (330)
o SLudenL Advlslng (332)
! 1hls servlce seems under-resourced ln Lhe College of klneslology compared Lo
oLher colleges.
LqulpmenL and laclllLles Servlces
o 1he hyslcal AcLlvlLy CenLre (AC) operaLlons (AC LqulpmenL room) - capLure l/S and
SLudenL recreaLlon relaLed Lo Lhe area (340)
o Campus llL CenLre - capLure l/S and SLudenL recreaLlon relaLed Lo Lhe area (341)
o LducaLlon 8ulldlng gym, pool and squash courL (342)
o Pockey and curllng 8lnk and CrlfflLh sLadlum (use by Puskles and renLals) (343)
! Large lndlrecL operaLlng budgeL conLrlbuLlon Lo operaLlon of faclllLles could noL
be capLured ln LemplaLe.
Puman erformance CenLre
o ersonal Lralner, flLness appralsal, aLhleLlc dev (331)
Puskle ALhleLlcs Cfflce

o Coachlng and ALhleLe 8ecrulLmenL for Puskles ALhleLlc Leams (13 Leams, 400 sLudenLs)
(333)
! need Lo lncrease conLrlbuLlon from donors. Should move off operaLlng budgeL
over Llme slnce level of fundlng for ellLe aLhleLes noL avallable Lo oLher
sLudenLs. unable Lo deLermlne desLlnaLlon of Lransferred fundlng.
! Puskle aLhleLlcs ralses slgnlflcanL revenue lndependenLly of oLher unlverslLy
unlLs and recelves a slgnlflcanL amounL of revenue from Lhe unlverslLy Lhrough
sLudenL fees and operaLlng budgeL supporL of faclllLles. 1he Lask force
recommends Lhe full expendlLures of Puskle aLhleLlcs, lncludlng poLenLlal
fuLure revenue, be sub[ecL Lo an ln-depLh revlew wlLh Lhe goal of ensurlng Lhe
supporLs and servlces provlded Lo Lhe aLhleLlc program are conslsLenL wlLh Lhe
academlc mlsslon of Lhe unlverslLy and are noL unnecessarlly rellanL on Lhe
operaLlng budgeL. lL may ln facL be reasonable Lo expecL Puskle aLhleLlcs Lo
provlde a dlvldend Lo Lhe unlverslLy as a resulL of lLs ablllLy Lo successfully
leverage exLernal supporL for Lhe lnsLlLuLlon. lurLher, Lhe Lask force noLed Lhe
conslderable dlscrepancy beLween Lhe level of supporL for Puskle aLhleLlcs and
LhaL for oLher sLudenLs and encourages Lhe unlverslLy Lo flnd a beLLer balance
ln supporL of all sLudenL experlences. SLudenL unlons and assoclaLlons should
be parLners ln Lhls work.
Puskles ALhleLlc Servlces
o LvenLs coordlnaLlon, promoLlons and LlckeLs, aLhleLlc dlrecLor, sporLs lnformaLlon and
communlcaLlons. (334)
! need Lo dlrecL more of revenue sLream Lo Lhe unlverslLy Lo cover faclllLy cosLs,
eLc.
Puskles ALhleLlc PealLh CenLre
o PealLh servlces for aLhleLes (336)
Puskles ulrecLor of MarkeLlng
o MarkeLlng and promoLlon (333)

COLLEGE OF LAW
uean's Cfflce (423)
llnanclal Servlces / Puman 8esources / lnformaLlon 1echnology Servlces / laclllLles (Space
lannlng, College-level Lechnlclans, eLc.) (424)
Alumnl and CommunlcaLlons (423)
uevelopmenL (426)

LsLey CenLre (427)
o ueclslon Lo leave unlverslLy already made.
ro 8ono SLudenLs (428)
SaskaLchewan Law 8evlew (429)
Career Servlces Cfflce (430)

COLLEGE OF MEDICINE
uean's Cfflce (386)
o As Lhe College of Medlclne ls currenLly undergolng ma[or resLrucLurlng, many of Lhe
servlces dellvered by Lhe college have been placed ln C4.
llnanclal Servlces (387)
o See commenL for 386. uLlllze servlces avallable cenLrally.
lnsLrucLlonal SupporL - undergraduaLe Medlcal LducaLlon (388)
o See commenL for 386. Servlce would be beLLer classlfled as academlc overhead. Make
beLLer use of Lechnology. 8econflgure Lo lmprove ouLcomes for medlcal graduaLes.
lnsLrucLlonal SupporL - osLgraduaLe Medlcal LducaLlon (389)
laculLy Affalrs (391)
o laculLy affalrs should prlmarlly be Lhe responslblllLy of deparLmenLs/cenLral.
Aborlglnal Affalrs (392)
8lomedlcal Sclences (393)
o Conslder severlng from Lhe College of Medlclne and lnLegraLlng wlLh Lhe College of ArLs
and Sclence and Lhe College of harmacy and nuLrlLlon.
ulsLrlbuLed Medlcal LducaLlon (394)
CommunlcaLlons (393)
Puman 8esources (396)
o need hlghly skllled P8 personnel ln Lhe College of Medlclne glven lLs complex sLrucLure
and currenL resLrucLurlng efforLs. CreaLer supporL from cenLral P8 also seems ln order.
lnformaLlon 1echnology Servlces (397)

o 8udgeL allocaLlon seems large. WhaL ls Lhe explanaLlon for Lhe surplus? Lxplore an
expanded role for lC1 ln dellvery of l1 servlces ln Lhe college.
Alumnl and uevelopmenL (398)
o 8econflgure Lo lmprove effecLlveness. May need more resources Lo lncrease level of
acLlvlLy, buL lnvesLmenL should pay off. Conslder worklng wlLh unlverslLy-level alumnl
assoclaLlon ln addlLlon Lo college's own.
8esearch SupporL (399)
o 8econflgure Lo lmprove effecLlveness.
8ecrulLmenL and Admlsslons (400)
laclllLles (Space lannlng, College-level Lechnlclans, eLc.) (401)
o Servlce provlded Lhrough Councll of PealLh Sclence ueans (CPSu).
SLudenL Advlslng (402)
o AcLually appears Lo be a counselllng servlce. 1hls servlce ls avallable from SLudenL
Affalrs.
ConLlnulng rofesslonal uevelopmenL (403)
o Should be cosL recovery and noL requlre an operaLlng budgeL allocaLlon.
Soclal AccounLablllLy ulvlslon (438)
o An lmporLanL acLlvlLy buL could be carrled ouL wlLhouL esLabllshlng a separaLe dlvlslon.
Medlclne, 8eglna rograms
o vlce uean's Cfflce (412)
! lnvesLlgaLlon of more efflclenL means Lo dellver Lhls servlce ls recommended.
! Servlce can be provlded from Lhe unlverslLy ln SaskaLoon, so no need for
dupllcaLlon.
! A large budgeL allocaLlon for Lhe number of people. Could supply Lhls servlce
dlrecLly from Lhe College of Medlclne ln SaskaLoon.
! naLure of supporL servlce was unclear. Seemed more llke lnsLrucLlonal supporL.
o laclllLles (Space lannlng, College-level Lechnlclans, eLc. (421)

CenLer for lnLegraLlve Medlclne (441)
o AcLlvlLy could be connecLed dlrecLly Lo academlc deparLmenLs.

COLLEGE OF NURSING
ConLlnulng LducaLlon & uevelopmenL for nurses (333)
o 8econflgure Lo become a cosL recovery servlce. lnLegraLe wlLh slmllar servlces ln oLher
PealLh Sclence colleges.
naLlve Access rogram Lo nurslng (nAn) (334)
o Successful program, could be broadened Lo oLher healLh sclence colleges.
Cfflce of Cllnlcal CoordlnaLlon (333)
o 8esource allocaLlon seems large. Pard Lo assess Lhe level of demand for Lhls servlce.
L-Learnlng SupporL Servlces (lncludes l1) (336)
o need Lo maxlmlze lnLeracLlon and sharlng of servlces wlLh all unlLs on campus engaged
ln dlsLance learnlng dellvery.
uean's Cfflce
! 8esource allocaLlon appears large. Pave been reducLlons due Lo Work lorce
lannlng.
o CommunlcaLlons, Alumnl and uevelopmenL, CuLreach (347)
! need Lo evaluaLe and furLher develop currenL alumnl engagemenL sLraLegy.
! need Lo obLaln more of Lhls servlce from cenLral P8 or more resources wlll be
requlred. CurrenL resource allocaLlon ls small ln llghL of slze and complexlLy of
college.
! CreaL poLenLlal Lo lncrease research acLlvlLy, buL need a sLronger connecLlon
wlLh 8esearch Servlces.
o 8ecrulLmenL and Admlsslons (330)
o laclllLles (Space lannlng, College-level Lechnlclans, eLc.) (331)

! 1hls servlce should be provlded by Lhe faclllLy ln 8eglna. Should conslder a
collaboraLlve dellvery model wlLh Lhe College of Medlclne vla Lhe Councll for
PealLh Sclences ueans (CPSu).
! 8esource allocaLlon Lo advlslng ls very large. uo all off-campus locaLlons
requlre Lhe same level of resources? uo all advlsors need Lo be 8ns?

COLLEGE OF PHARMACY AND NUTRITION
uean's Cfflce
o llnanclal Servlces / Puman 8esources / CommunlcaLlons / lnformaLlon 1echnology
Servlces / laclllLles (Space lannlng, College-level Lechnlclans, eLc.) / Alumnl and
uevelopmenL (338)
! lnsufflclenL resources descrlbed ln LemplaLe Lo effecLlvely provlde all of Lhe
servlces llsLed. need an lncrease ln resources or Lo share servlces wlLh oLher
smaller unlLs.
o AssoclaLe uean Academlc (undergraduaLe) responslblllLles, lncludlng 8ecrulLmenL and
Admlsslons, SLudenL Advlslng, SLudenL MonlLorlng, SLudenL Awards and lnsLrucLlonal
SupporL (339)
o AssoclaLe uean 8esearch and CraduaLe Affalrs, lncludlng 8esearch SupporL, CraduaLe
rograms' AdmlnlsLraLlon (360)
o MedSASk, ?our MedlcaLlon lnformaLlon Servlce (361)
o ConLlnulng rofesslonal uevelopmenL for harmaclsLs (362)

COLLEGE OF VETERINARY MEDICINE
veLerlnary Medlcal CenLre (379)
o vMC ls an expenslve operaLlon. Lxplore opporLunlLles Lo reduce admlnlsLraLlve
expenses, reduce number of cases (wlLhouL lmpacLlng sLudenL experlence), scale back
ambulaLory pracLlce.
uean's Cfflce
! 8esource allocaLlon seems large.
o lnsLrucLlonal SupporL (363)

! lnvesLlgaLe poLenLlal Lo reduce allocaLlon whlle recognlzlng Lhe dlverslLy of
personnel ln WCvM and Lhe vMC.
! 8esource allocaLlon seems large. Should revlslL agreemenL wlLh l1 for Lhls
servlce.
o Alumnl and uevelopmenL (369)
! Cood reLurn on lnvesLmenL now buL should conslder uLlllzlng servlces of
AdvancemenL and CommunlLy LngagemenL where approprlaLe.
o 8ecrulLmenL and Admlsslons (371)
! Lxplore Lhe use of servlces provlded by cenLral recrulLlng and SLSu. WlLh large
appllcanL Lo accepLance raLlo, how much recrulLlng efforL ls necessary?
o veLerlnary ConLlnulng LducaLlon SecLlon (376)
o WasLe ulsposal (377)
o veLerlnary ulagnosLlc Servlces / ralrle ulagnosLlc Servlces (380)

EDWARDS SCHOOL OF BUSINESS
uean's Cfflce (297)
llnanclal Servlces / Puman 8esources / CommunlcaLlons / laclllLles / Alumnl and uevelopmenL
(298)
SLudenL Servlces (299)
Career Servlces & Co-op CoordlnaLor (300)
1echnology SupporL (301)

o 8udgeL allocaLlon seems large and recenL lncrease was noL explalned. May beneflL from
greaLer uLlllzaLlon of servlces avallable cenLrally.
LxecuLlve LducaLlon (302)
Wllson CenLre (303)
Panlon CenLre (304)

JOHNSON-SHOYAMA GRADUATE SCHOOL OF PUBLIC POLICY
LxecuLlve ulrecLor's Cfflce (432)
ulefenbaker Canada CenLre (433)

OFFICE OF VP ADVANCEMENT AND COMMUNITY ENGAGEMENT
LxecuLlve Cfflce (213)
o need Lo ensure LhaL Lhls offlce and Lhe servlces Lhls unlL provldes dellver Lhe maxlmum
reLurn on lnvesLmenL and mosL effecLlvely engage and lnLerface wlLh relaLed acLlvlLy ln
admlnlsLraLlve and academlc unlLs.
llnanclal Servlces / Puman 8esources / laclllLles ManagemenL (216)
o 1hese servlces are avallable from oLher admlnlsLraLlve unlLs.
CovernmenL 8elaLlons (236)
AdvancemenL Servlces
o ufrlend ManagemenL and uevelopmenL (219)
! LsLabllsh llnkage wlLh sofLware sysLems avallable ln oLher admlnlsLraLlve unlLs.
l1L requlremenL may be beLLer based on daLabase LransacLlons and noL on Lhe
LoLal number of enLrles.
o P8 SupporL (for unlverslLy AdvancemenL) (220)
! Already phased ouL Lhrough Work lorce lannlng.
o 8eporL uevelopmenL and CeneraLlon (221)
! Should academlc unlLs be more lnvolved ln Lhls servlce ln llghL of personal
connecLlons Lo donors and poLenLlal donors?
o rospecL 8esearch (222)

! Should make beLLer use of knowledge and resources of academlc unlLs ln
developlng prospecL llsLs and ln asklng for donaLlons. May need addlLlonal
Lemporary resources for a large campalgn.
o l1 supporL (for unlverslLy AdvancemenL) (223)
! need Lo consolldaLe webslLe and oLher l1-based supporL servlces offered by
mulLlple unlLs on campus.
Alumnl 8elaLlons
o Alumnl AssoclaLlon SupporL (224)
! no dlrecL operaLlng budgeL supporL, buL Lhere ls lndlrecL supporL from servlces
LhaL do recelve dlrecL operaLlng budgeL supporL. ls Lhere any way for Lhls
servlce Lo be Lruly cosL recovery?
o Alumnl neLworks and volunLeer LngagemenL (223)
! Should explore wheLher reconflguraLlon of servlce wlll lmprove resulLs.
o AfflnlLy arLnershlps (226)
! uue Lo Lhe naLure of Lhls servlce, lL should noL recelve an operaLlng budgeL
allocaLlon.
o LvenLs (227)
! 1hls servlce should be reconflgured Lo lnclude oLher evenL servlce provlders on
campus, e.g. SLSu, Conference Cfflce. 1hls would lmprove coordlnaLlon, and
provlde a slngle offlce for evenLs of all klnds, large and small.
o College-based Alumnl LngagemenL (228)
! Lnhanced lnvesLmenL should generaLe a poslLlve reLurn. Wlll enable Lhe full
and acLlve engagemenL of all academlc unlLs.
o resldenL's 1our (229)
! need Lo revlew Lhls acLlvlLy Lo ensure lL ls effecLlve.
o Alumnl 8elaLlons AccounL (440)
! CperaLlng allocaLlon seems large.
CommunlLy CuLreach and LngagemenL
o SLaLlon 20 WesL (217)
! 1he unlverslLy needs Lo ldenLlfy lLs prlorlLles for Lhls new servlce, and ldenLlfy
cosL of ouLreach relaLlve Lo goals and effecLlveness. WhaL ouLreach ls a lower
prlorlLy and should be sLopped ln order Lo accompllsh Lhls amblLlous and
expenslve lnlLlaLlve?
o SenaLe 8oundLable on CuLreach & LngagemenL & 8ACs (218)

! lL's noL clear how effecLlve Lhls servlce has been.
llnance and 1rusL
o ClfL 8ecelpLlng and uonor AcknowledgemenLs (230)
o uonor SLewardshlp (231)
o 1erms of 8eferences/ClfL AgreemenLs (232)
llrsL naLlons and MeLls LngagemenL
o Lngllsh 8lver (233)
! CrlLerla for evaluaLlng effecLlveness should be lmplemenLed and measured
relaLlve Lo oLher Aborlglnal lnlLlaLlves.
o arLnershlps (234)
! CrlLerla for evaluaLlng effecLlveness should be lmplemenLed and measured
relaLlve Lo oLher Aborlglnal lnlLlaLlves.
Cfflce of Lhe Av CommunlcaLlons
o LxecuLlve Cfflce (243)
! need Lo deLermlne wheLher admlnlsLraLor aL Lhls level ls essenLlal Lo Lhe
organlzaLlonal sLrucLure of Lhe unlL. CrganlzaLlon ls worklng well buL are all of
Lhe resources ln Lhe fleld necessary, l.e. ls Lhere enough Lo communlcaLe Lo
[usLlfy lnvesLmenL?
o uevelopmenL CommunlcaLlons (244)
! CenLral coordlnaLlon ls lmporLanL.
o College CommunlcaLlons (243)
! CenLral coordlnaLlon ls lmporLanL.
o lnLernal CommunlcaLlons (246)
! CuesLlon wheLher Lhe unlverslLy needs Lhe level of resources lL lnvesLs ln
lnLernal communlcaLlons.
o MarkeLlng (247)
! need Lo lnLegraLe exlsLlng and poLenLlal markeLlng efforLs across campus. 1hls
should lmprove effecLlveness and conslsLency. CreaLer overslghL of
communlcaLlons spendlng ln unlLs would provlde a Lrue plcLure of Lhe LoLal
cosL of markeLlng efforLs on campus.
o SLraLeglc CommunlcaLlons (248)

! 8econflgure Lo ensure mosL effecLlve LargeLlng and maxlmum quallLy and
effecLlveness. need Lo ensure allgnmenL wlLh unlverslLy prlorlLles. MusL ensure
supporL ls avallable for unlLs wlLhouL an embedded communlcaLor.
o Alumnl CommunlcaLlons (444)
Cfflce of Lhe Av uevelopmenL
o LxecuLlve Cfflce (237)
! ueLermlne wheLher Lhls admlnlsLraLlve offlce ls really necessary. lf noL, apply
resources dlrecLly Lo fund ralslng.
o lanned Clvlng (238)
! Should always generaLe poslLlve reLurns and have LargeLs LhaL are LransparenL
and measured and LhaL show accounLablllLy.
o Annual Clvlng (239)
! Should always generaLe poslLlve reLurns and have LargeLs LhaL are LransparenL
and measured and LhaL show accounLablllLy.
o CorporaLe Clvlng (240)
! lncreased lnvesLmenL here should generaLe a poslLlve reLurn.
o College-based uevelopmenL (241)
! need Lo re-evaluaLe college-based model for effecLlveness, efflclency and
resource uLlllzaLlon ln llghL of dlfferences ln slze and alumnl "connecLedness"
among colleges.
o Ma[or Clvlng (242)
! lncreased lnvesLmenL here should generaLe a poslLlve reLurn.

OFFICE OF THE AVP FACILITIES MANAGEMENT & UNIVERSITY ARCHITECT
o CperaLlng budgeL allocaLlon appears small buL much ls generaLed by fee-for-servlce, l.e.
Lransfer of operaLlng budgeL from oLher unlLs. 1he balance beLween cosL recovery and
dlrecL fundlng from operaLlng budgeL should be revlewed. CrganlzaLlonal sLrucLure of
unlL should be revlewed. 1he LemplaLe dld noL clearly arLlculaLe Lhe role of Lhe
unlverslLy ArchlLecL.
llnance and AdmlnlsLraLlon
o llnance and AdmlnlsLraLlon (130)

! Seems Lo be poLenLlal Lo reduce l1Ls for Lhls servlce. ls Lhere overlap wlLh lSu
here or wlLh slmllar servlce ln sub-unlLs of lMu? lf cosL-recovery ls slmpllfled,
fewer resources should be needed.
o 8udgeL ManagemenL and llnanclal lannlng (131)
o lnformaLlon 1echnology (132)
! CurrenLly reconflgurlng by Lransferrlng some acLlvlLles and resources Lo lC1.
SuggesL conLlnulng Lhls process Lo Lhe exLenL LhaL servlce ls dellvered more
efflclenLly by lC1.
o uLlllLles 8uslness CperaLlons (133)
o AccounLlng (accounLs payable, caplLal pro[ecLs, speclal pro[ecLs, buslness operaLlons
analysls) (134)
! 8educe operaLlng budgeL allocaLlon and/or cosL recovery slnce operaLlng aL a
surplus.
o CaplLal 8enewal and SLraLeglc Analysls (133)
! Any overlap ln servlce wlLh LhaL occurrlng ln oLher unlLs (lA, vl8) should be
ellmlnaLed. oLenLlal Lo reduce acLlvlLy slnce we seem Lo be ln a new bulldlng
consLrucLlon slowdown and our knowledge of prlorlLy for caplLal renewal far
exceeds our budgeLary capablllLy. lmplemenLaLlon of LnLerprlse AsseL
ManagemenL SysLem should reduce resource requlremenL.
Puman 8elaLlons
o Puman 8elaLlons AdmlnlsLraLlon (136)
! Why ls Lhls servlce needed? 1he Lask force sees value ln P8 capaclLy, buL P8
overslghL should be provlded by cenLral P8.
o Puman 8esources (recrulLmenL, human resources & payroll admln, developmenL and
labour relaLlons) (137)
! unclear LhaL Lhe demand ls sufflclenL Lo warranL Lhe level of resources.
CenLrallze ln communlcaLlons. need for servlce has decllned wlLh slowdown ln
consLrucLlon acLlvlLy on campus.
o CusLomer 8elaLlons (139)
! Why ls Lhls servlce necessary? 1ralnlng can be conLracLed ouL lf needed.
o ulvlslonal Servlces (cenLral clerlcal supporL, bllllngs, eLc.) (140)
! Pave already seen some reducLlons Lhrough Work lorce lannlng.

CperaLlons and MalnLenance
o CperaLlons and MalnLenance AdmlnlsLraLlon (141)
o LoglsLlcs ManagemenL (moves, seL-ups, evenLs) (142)
! Could Lhe slze of Lhe vehlcle pool be reduced? Pow much lnvenLory (exam
Lables, eLc.) do we need? Could lL be sLored where used?
o 8ulldlng Servlces (CusLodlal) (143)
! need Lo assess ouLcomes of Work lorce lannlng before conslderlng any
addlLlonal changes/reducLlons. 1he quallLy of Lhe servlce dellvered ls hlgh. ls
Lhere room Lo reduce servlce level and reduce cosLs?
o 1rades Servlces (MalnLenance Servlces) (144)
! need Lo assess ouLcomes of Work lorce lannlng before conslderlng any
addlLlonal changes/reducLlons. Could admlnlsLraLlve cosLs be reduced?
o 1rades Servlces (ro[ecL ConsLrucLlon Servlces) (143)
! ConLlnue wlLh Lhe naLure of changes already lmplemenLed. WheLher Lhls
servlce should be funded vla fee-for-servlce or funded dlrecLly by Lhe operaLlng
budgeL should be examlned.
o Crounds (grounds malnL, consLrucLlon, landscaplng, snow removal, CrlfflLhs SLadlum
and 8uLherford 8lnk) (146)
! Some servlces, e.g. snow removal, are essenLlal, oLhers are low prlorlLy wlLh
respecL Lo Leachlng, learnlng and ouLreach. 1he physlcal envlronmenL ls
lmporLanL regardlng sLudenL saLlsfacLlon so Lhls may noL be a place Lo reallze
ma[or savlngs. erhaps some acLlvlLles could be ouLsourced.
o MalnLenance lannlng (147)
! 1he Lask force quesLloned Lhe need for Lhls servlce. ln any evenL, budgeL
allocaLlon seems hlgh. An LnLerprlse AsseL ManagemenL (LAM) sysLem may
ellmlnaLe Lhe need for Lhls servlce.
o SLores and urchaslng (148)
! lMu appears Lo have a need for a unlque sLores servlce. ls level of lnvenLory
approprlaLe? ls Lhe unlque purchaslng funcLlon necessary? Markups charged Lo
underwrlLe servlces consume operaLlng budgeL of unlLs. 1o whaL degree could
purchaslng be dlrecL beLween buyer and seller vla u of S urchaslng Servlces?
o PeaLlng lanL CperaLlons (149)
o Work ConLrol CenLre (130)

! LAM sysLem should reduce cosLs. Are hlgher levels of self-servlce posslble?
o lMu SafeLy (131)
! Could use ouLslde servlce provlders Lo Lraln unlverslLy employees. 1here ls
overlap beLween Lhls servlce and LhaL provlded by conLracLors for own people.
uo we really need one l1L for asbesLos and mould?
lannlng and uevelopmenL
o lannlng and uevelopmenL AdmlnlsLraLlon (132)
! Appears Lo be an addlLlonal layer of admlnlsLraLlon LhaL could be reconflgured.
o lnfrasLrucLure lnformaLlon Servlces (133)
! 8eLLer lnLegraLlon of Lhls servlce wlLh oLher lMu servlces should be posslble.
o Space lannlng (134)
! needs greaLer focus on plannlng Lhe use of exlsLlng space. 1hls servlce should
be lnLegraLed wlLh servlces provlded by unlLs. need equlLable space
requlremenL sLandards for all unlLs.
o ro[ecL lannlng (133)
! Cne of many plannlng funcLlons ln lMu. WhaL ls Lhe posslblllLy for
amalgamaLlon? CosL recoverles are much greaLer Lhan cosLs and should be
reduced and ellmlnaLed.
o ro[ecL ManagemenL (Ma[or and Mlnor) (136)
! ConLracL ouL more pro[ecL managemenL. LllmlnaLe lnLernal cosL recovery and
fund dlrecLly from operaLlng budgeL.
o Mechanlcal Lnglneerlng (138)
! Could lncrease level of ouLsourclng. MandaLory use of Lhls servlce lncreases
operaLlng cosLs for all unlLs. Are we sLaffed for a hlgher level of caplLal pro[ecLs
Lhan ls currenLly Lhe case?
o LlecLrlcal Lnglneerlng (139)
! Could lncrease level of ouLsourclng. Can role ln pro[ecLs be reduced? CusLomer
saLlsfacLlon ls low, servlce ls slow and behlnd.
o ConLrols ueslgn (160)
! uoes currenL level of caplLal pro[ecLs [usLlfy level of servlce/resources? Could
conLracL ouL slnce revenues are largely from conLracLs anyway.
o SusLalnablllLy and lnfrasLrucLure (161)

! ls Lhere a ma[or cenLral role for lMu, e.g. ln coordlnaLlons? Lach unlL musL
play a role ln susLalnablllLy.
o 8oom Schedullng (162)
! Would Lhls servlce be a beLLer flL ln a dlfferenL unlL, e.g. SLSu Lo beLLer
lnLegraLe wlLh Class 8ulld? An lnvesLmenL ln sofLware would beneflL
connecLlon Lo course schedullng and correcL servlce and Lechnology problems.
ro[ecL Covernance
o ro[ecL Covernance AdmlnlsLraLlon (163)

OFFICE OF THE AVP FINANCIAL SERVICES & CONTROLLER
o Should work Loward more sLandardlzaLlon of pollcles and sysLems across campus.
8esponslblllLles of each servlce area and organlzaLlonal sLrucLure should be clarlfled.
llnanclal Servlces / Puman 8esources / CommunlcaLlons / laclllLles ManagemenL (163)
o need Lo evaluaLe balance beLween servlces wlLhln Lhls unlL and slmllar servlces avallable
from oLher unlLs.
lnsLlLuLlonal llnanclal CverslghL for ma[or caplLal pro[ecLs (166)
o ls Lhere overlap wlLh lMu plannlng and governance funcLlons? 1he requlremenL for Lhls
servlce should decllne as Lhe number of ma[or caplLal pro[ecLs decllnes.
ueLalled annual budgeL - lmplemenLaLlon, managemenL and analysls (167)
o Lxplore ways Lo reconflgure servlce dellvery and reduce cosLs by ellmlnaLlng low-value
processes. lncrease level of lnLeracLlon wlLh oLher unlLs offerlng relaLed servlces.
lnsLlLuLlonal 8eporLlng (170)
aymenL Servlces (171)
o A one-Llme lnvesLmenL ln e-procuremenL would lmprove efflclency.
ayroll (172)
o ALLempL Lo reduce cosLs Lhrough auLomaLlon (resources may be requlred Lo purchase
sofLware) and reducLlon ln pay perlod opLlons.
enslons Cfflce (173)
o lan members could, Lo a greaLer exLenL, lnLeracL dlrecLly wlLh admlnlsLraLlon of
penslon plans. lan members may need Lo pay more of unlverslLy's penslon
admlnlsLraLlon cosLs.
urchaslng Servlces (174)

o lnvesL ln sofLware and oLher e-Lools ln collaboraLlon wlLh lC1 Lo lmprove efflclency and
reduce cosLs. urchaslng funcLlon needs Lo evolve as Lechnology changes.
SysLems SupporL and uevelopmenL (173)
o lnvesLlgaLe Lhe posslblllLy of greaLer collaboraLlon wlLh lC1. (ln general, need Lo reduce
Lhe number of separaLe l1 unlLs on campus and ensure Lhey work LogeLher.)
Cash, lnvesLmenL (lncludlng LndowmenLs) & uebL managemenL (176)
o oLenLlal for lncreased reLurn on lnvesLmenL. CpporLunlLy Lo lncrease revenue Lo Lhe
unlverslLy Lhrough auLomaLlon.
1ulLlon and fees reporLlng and collecLlon & non-sLudenL accounLs recelvable (177)
Cfflce of Lhe ulrecLor of llnanclal 8eporLlng
o CverslghL, monlLorlng and Lralnlng of lnsLlLuLlonal accounLlng and lnLernal conLrols (168)
! lnvesLlgaLe reconflguraLlon of flnanclal servlces model, parLlcularly as lL relaLes
Lo cenLrallzaLlon-decenLrallzaLlon of servlces. need Lo ensure LhaL Lhere are
fully capable flnanclal servlces provlders ln every unlL.
o 8esearch/pro[ecL accounLlng and reporLlng (169)
! 8udgeL allocaLlon seems large. 1here appears Lo be some overlap of Lhls
servlce wlLh servlce provlded by 8esearch Servlces. Should lmprove
lnsLlLuLlonal compuLlng sysLems Lo enhance lnformaLlon avallable Lo
researchers. lnvolclng processes should be auLomaLed and dupllcaLlon of daLa
enLry avolded.

OFFICE OF THE AVP HUMAN RESOURCES
o Should make more use of servlces avallable from oLher unlLs, for communlcaLlons
supporL ln parLlcular.
ConsulLlng Servlces (180)
o Lxpand Lhe mandaLe of consulLanLs Lo lnclude recrulLmenL (see commenLs for 182) and
expand Lhe consulLlng Leam wlLh embedded poslLlons ln academlc unlLs. Cverall,
provlde beLLer P8 supporL Lo operaLlonal unlLs. AdequaLe cusLomer-focused resources
and experLlse would ellmlnaLe dupllcaLe servlces provlded ln unlLs. lmporLanL for
consulLanLs Lo undersLand Lhe culLure of unlLs.
Labour 8elaLlons (181)

8ecrulLmenL (182)
o need Lo revlew Lhls servlce Lo deLermlne relevance, opporLunlLles Lo lnLeracL wlLh
academlc and admlnlsLraLlve unlLs, and usefulness of servlce. Could Lhls servlce be
lnLegraLed lnLo P8 ConsulLlng Servlces?
uevelopmenL (183)
o Could use exLernal agencles. CosLs could be offseL by charglng a fee Lo aLLendees.
Conslder redeploylng Lhese funds as a "fuLure leader" fund.
Wellness 8esources (184)
uaLa lnformaLlon (183)
o Should Lransfer responslblllLy dlrecLly Lo lC1 Lo lmprove efflclency, reduce resources, e.g.
l1L requlremenLs, and Lo consolldaLe daLa from a slngle source.
1oLal CompensaLlon and 8ewards (186)
o Appears Lo be some overlap wlLh penslon analysls, e.g. rlsk analysls. Seems heavlly
resourced. ls Lhere a connecLlon Lo 181?
Lmployee AsslsLance rogram (LA) (187)
ulscrlmlnaLlon and ParassmenL revenLlon Servlces (uPS) (188)
ulverslLy/LmploymenL LqulLy (189)
o need Lo revlslL sLraLegy and reconflgure Lhe servlce provlded.
Campus SafeLy
o ulrecLor's Cfflce (AdmlnlsLraLlon and Leadershlp) (190)
! Could Lhls funcLlon be dellvered ln parL by oLher P8 personnel, Lhereby
reduclng resource requlremenL.
o SLaff SergeanL and 24 Pour aLrol Servlce (191)
! 8evlew servlces provlded wlLh a vlew Lo reduclng expenses, whlle malnLalnlng
level of securlLy on campus.
o Crlme revenLlon and rofesslonal SLandards / lnvesLlgaLlons (192)
! A low vlslblllLy servlce wlLhouL a clear audlence.
o LlecLronlc revenLlon (193)
! erhaps servlce could be provlded by lC1 or lMu.
o Lmergency lannlng (194)

Workplace SafeLy and LnvlronmenLal roLecLlon (WSL)
o CccupaLlonal PealLh, SafeLy and LnvlronmenLal Servlces (196)
! Lfflclencles should resulL from move Lo P8.

OFFICE OF THE AVP ICT & CIO
o 1he currenL balance beLween servlces offered cenLrally and Lhose provlded ln unlLs
needs Lo be evaluaLed, wlLh a vlew Lo maxlmlzlng efflclency and Llmellness and quallLy
of servlce. More accounLablllLy for Lhe hlgh cosL of dupllcaLlon of servlces should be
placed ln Lhls offlce lf Lo have a Lrue ClC funcLlon. 1he fundlng model, l.e. fee-for-servlce
vs. allocaLlon of more operaLlng budgeL dlrecLly Lo lC1 needs Lo be revlewed. Clven Lhe
broad role of Lhe porLfollo, where Lhe Av/ClC reporLs Lo should be examlned.
o See commenL for 087. Why noL maklng more use of cenLral P8? Seems llke a large
number of l1Ls.
lC1
o Campus CompuLer SLore (089)
! A very useful and deslrable servlce for all on campus. CperaLlon may be
efflclenL buL as sLrucLured a lack of Lransparency exlsLs wlLh respecL Lo
proflLablllLy. 1he CCS appears Lo subsldlze oLher lC1 funcLlons, buL lf does, or Lo
whaL exLenL, ls noL clear. Should lC1 be boLh a consumer of servlces from, and
a desLlnaLlon for revenues generaLed by lC1? ls Lhe CCS mosL approprlaLely
under Lhe lC1 porLfollo or would some aspecL of lL be beLLer reporLlng Lo a unlL
such as Consumer Servlces? 1here should be no operaLlng allocaLlon Lo Lhe CCS
Lo supporL lndlvldual and unlL sales (subsldlzed lnsLlLuLlonal sofLware llcenses
and non-compuLer sLore servlces may be excepLlons).
o Campus neLwork: servlce deslgn, operaLlon, malnLenance and evoluLlon (090)
! 8esource allocaLlon seems large, ls lL approprlaLe for Lhls Lype of supporL
servlce? ls Lhe balance rlghL beLween Lechnlcal servlce sLaff and professlonally-
credenLlaled people?
o 1elephones: servlce deslgn, operaLlon, malnLenance and evoluLlon (091)
! Should reduce operaLlng allocaLlon Lo Lelephone servlce as use of servlce,
parLlcularly deskLop servlce, decllnes.
o lC1 laLform Servlces: developmenL, operaLlon, malnLenance and evoluLlon (092)
o ldenLlLy and Access ManagemenL (093)

! need for Lhls servlce wlll conLlnue Lo grow.
o LlecLronlc CommunlcaLlons & CollaboraLlon (094)
! Should revlew fundlng model, l.e. cosL recovery, as some servlces currenLly
avallable only Lo unlLs wlLh resources. Some acLlvlLles could be ellmlnaLed.
o Web Servlces (093)
! new resources may be derlved from lnLegraLlon wlLh lC1 of web servlces
offered elsewhere on campus, e.g. LMA, CommunlcaLlons. lmporLanL Lo
provlde unlLs wlLh equlLable access Lo web developmenL resources.
o uevelopmenL, evoluLlon and supporL of lnsLlLuLlonal sysLems (096)
! necessary Lo conLlnue Lo lmprove and expand enLerprlse servlces.
o uevelopmenL, malnLenance and evoluLlon of college- and unlL-speclflc appllcaLlons (097)
! 8evlew currenL model where boLh fee-for-servlce and cenLrally-provlded
servlces exlsL. WhaL ls Lhe proper balance? new resources may derlve from
reallocaLlon of l1 resources ln unlL budgeLs Lo lC1 and ellmlnaLlon of fee-for-
servlce. uevelopmenL of appllcaLlons ln oLher unlLs should be curLalled Lo
ensure appllcaLlons can work wlLh oLher campus sysLems.
o lC1 securlLy (098)
o uaLa ManagemenL: acqulslLlon, lnLegraLlon, sLorage and provlslonlng (099)
! need Lo conLlnue Lo lmprove access Lo hlgh quallLy daLa. 8oles and
responslblllLles for daLa quallLy need Lo be made clear. Some opporLunlLy for
reallocaLlon of resources from oLher unlLs Lo lC1.
o unlL l1 supporL (colleges and unlLs) (100)
! CurrenLly Lhere ls unevenness among unlLs ln Lhe Llmellness of servlce
provlslon. Servlce agreemenLs vary. ueslrable Lo sLandardlze level of servlce
avallable Lo all unlLs, posslbly Lhrough greaLer deploymenL of lC1 ln unlLs.
Servlce should be used Lo Lhe greaLesL posslble exLenL by all unlLs. ArgumenLs
for greaLer cenLrallzaLlon lnclude reduced cosLs, lncreased sLandardlzaLlon and
reduced fragmenLaLlon.
o SupporLlng Leachlng and learnlng (101)
! 1hls servlce needs Lo be consldered when Lhe mandaLe, eLc. of unlLs reporLlng
Lo Lhe vlce-rovosL 1eachlng and Learnlng are revlewed.
o SupporLlng research (102)
! need Lo evaluaLe effecLs of recenL resLrucLurlng.
o Lnd user Pelp and 1ralnlng (103)

! A slngle help desk would be deslrable. ls Lhere sufflclenL demand for Lralnlng?
Why supply Lralnlng Lo exLernal users?

OFFICE OF THE AVP STUDENT AFFAIRS
o A revlew and reconflguraLlon of Lhe sLrucLure of SLSu ls recommended wlLh respecL Lo
organlzaLlonal deslgn, e.g. amounL and layers of admlnlsLraLlon, accounLablllLles - Av
vs. ulrecLors, Lhe number of managers. SLudenL servlces would beneflL from furLher
lnvesLmenL, however an approprlaLe sLreamllned leadershlp sLrucLure wlll be lmporLanL
Lo ensure sLudenLs are well served.
llnanclal Servlces / Puman 8esources / laclllLles ManagemenL (042)
SLudenL CenLral - sLudenL lnqulrles, non-academlc advlslng, oLher sLudenL servlces (043)
o 8econflgure where opporLunlLles exlsL and broaden responslblllLles Lo lnclude more of
funcLlons currenLly locaLed wlLhln CCS8. Conslder cenLrallzlng graduaLe sLudenL supporL
here.
CommunlcaLlons, 8eporLlng and Web developmenL (044)
o MalnLaln aL posL-Work lorce lannlng level of fundlng. ComblnaLlon of web
developmenL acLlvlLy wlLh LhaL ln oLher servlce unlLs should be explored. (CLher supporL
servlces also wlll share Lhls commenL.) Should explore opporLunlLles Lo work wlLh CCS8,
reporLlng vla lC1, eLc.
SLudenL Affalrs Case ManagemenL (043)
o AlLhough Lhls ls a new servlce, demand ls hlgh and more resources mlghL be requlred for
Lhe servlce Lo fulflll lLs mandaLe.
lannlng, rogram uevelopmenL and AssessmenL (046)
o lannlng should be Lhe funcLlon of all admlnlsLraLors wlLhln SLSu and noL a separaLe
servlce. lL appears Lhere ls overlap wlLh lA.
SLudenL PealLh Servlces (047)
o AddlLlonal resources could supporL vacclnaLlons and record keeplng for medlcal
sLudenLs.
SLudenL Counselllng Servlces (048)
o erhaps Lhe unlL could ouLsource Lo meeL demand lf unable Lo hlre enough professlonal
counsellors.
SLudenL LmploymenL and Career Servlces (049)

o Could provlde more servlces for graduaLe sLudenLs, parLlcularly Lhose ln professlonal
programs.
ulsablllLy Servlces for SLudenLs (030)
o uemand ls growlng. Lnhanced resources could Lake a load off of academlc unlLs and
enable more accuraLe, effecLlve and Llmely assessmenLs and more LargeLed servlce
dellvery. need Lo ensure we conLlnue Lo raLlonallze Lhe level of servlce as demand could
be lnflnlLe.
Awards and llnanclal Ald (031)
o An lnvesLmenL ln Lechnology ln collaboraLlon wlLh lC1 would enable SLSu Lo do more of
Lhe work LhaL academlc unlLs, lncludlng CCS8, do now and mlghL make earller
announcemenL of enLrance awards posslble.
SLudenL lnformaLlon SysLems (032)
o An lnvesLmenL ln Lechnology ln collaboraLlon wlLh lC1 and reconflguraLlon Lo
lncorporaLe shadow sysLems ln academlc unlLs, lncludlng CCS8, would make servlce
dellvery more efflclenL.
8eglsLrarlal Servlces (033)
o AuLomaLlon of manual processes Lhrough updaLlng of sofLware sysLems ls
recommended.
Aborlglnal SLudenL CenLre (034)
o 1o meeL conLlnued growLh ln demand for servlces, especlally wlLh openlng of Cordon
Cakes-8ed 8ear SLudenL CenLre. lnvesLmenLs ln servlces for Aborlglnal servlces need Lo
be sLraLeglc and wlLh a vlew Lo reduclng overlap and dupllcaLlon assoclaLed wlLh exlsLlng
servlce dellvery. need more and beLLer coordlnaLlon of Aborlglnal lnlLlaLlves across Lhe
unlverslLy.
lnLernaLlonal SLudenLs and SLudy Abroad CenLre (033)
o 1o supporL aLLracLlon and reLenLlon of lnLernaLlonal sLudenLs. need Lo reconslder
lnLegraLlon and connecLlon of lnLernaLlonal sLudenL servlces wlLh oLher
lnLernaLlonallzaLlon servlces on campus, e.g. lnLernaLlonal 8esearch Cfflce.
Admlsslons, CredenLlal LvaluaLlon and 1ransfer CredlL (036)
o lmporLanL Lo lnvesL ln Lhls servlce ln order Lo lncrease enrolmenL whlle malnLalnlng
academlc sLandards. ConLlnue Lo auLomaLe processes and Lake on "mechanlcal" aspecLs
of admlsslon ln non-dlrecL-enLry colleges and ln non-credlL programs, l.e. CCuL.
undergraduaLe SLudenL 8ecrulLmenL (037)

o need Lo lnLegraLe, beLLer supporL and esLabllsh balance wlLh sLudenL recrulLmenL
efforLs ln academlc unlLs. 1hls would reduce dupllcaLlon and creaLe more conslsLency
among academlc unlLs. Conslder expandlng Lo lnclude graduaLe sLudenL recrulLmenL.

OFFICE OF THE ASSISTANT PROVOST IPA
o Cfflce of Lhe AsslsLanL rovosL (104)
! 8ecommend LhaL Lhe acLlvlLles of and servlces provlded by Lhls unlL be
revlewed Lo assess lmpacL, accounLablllLy, value for plannlng aL levels below
senlor admlnlsLraLlon, degree Lo whlch lmplemenLaLlon of plannlng ls
occurrlng, Lhe need Lo lnLegraLe and develop plannlng funcLlons ln unlLs
campus-wlde, and Lhe exLenL Lo whlch budgeLlng and daLa funcLlons overlap
acLlvlLles and servlces ln oLher unlLs. lmplemenLaLlon of plannlng declslons
musL lnclude dellberaLe sLopplng of acLlvlLles LhaL are of low prlorlLy.
o lnsLlLuLlonal LffecLlveness (103)
! See commenLs for 104.
o 8esource AllocaLlon (106)
o lnsLlLuLlonal lannlng (107)

OFFICE OF THE PRESIDENT
o Lndeavour Lo conLrol lncreases ln expendlLures.

OFFICE OF THE PROVOST AND VP ACADEMIC
LxecuLlve Cfflce (lncludes uean's Councll, Cl and Cl Advlsory, College of Medlclne
8esLrucLurlng) (030)
o Puge range and number of responslblllLles, many dlrecL reporLs. Access Lo Lhe provosL
may be dlfflculL ln llghL of Lhe above. SuggesL reconflguraLlon aL senlor admln level Lo
reasslgn some responslblllLles elsewhere.
o ulrecLor's Cfflce and admln servlces for Lhe Councll (031)
! CPSu ls a new enLlLy. need Lo monlLor resulLs and lmpacL closely over Lhe nexL
few years. 1he CPSu should reconflgure, noL add Lo, admlnlsLraLlon ln LoLal.

! ls Lhls a necessary servlce once Lhe Academlc PealLh Sclences pro[ecL ends?
WhaL wlll be Lhe flnanclal servlces model and role for CPSu as lndlvldual
colleges are co-locaLed?
o laclllLles and CperaLlons Servlces (033)
! AmalgamaLe currenL resources of Lhls sorL from co-locaLed colleges.
o Supply and ulsLrlbuLlon CenLre (SLores) (034)
! AmalgamaLe sLores funcLlons of co-locaLed colleges.
o Anlmal Crderlng (033)
o 8esearch SupporL Servlces (036)
o Anlmal Care Servlces (037)
! Could Lhe admln funcLlon be comblned wlLh anoLher poslLlon? Could Lhe unlL
lncrease fees Lo users and reduce operaLlng budgeL requlremenL?
o Cllnlcal Learnlng Servlces (038)
o LxLernal rofesslonal Lxam Servlces (039)
Cfflce of Lhe vlce rovosL laculLy 8elaLlons
o laculLy 8elaLlons (040)
! 8ecommend LhaL Lhe unlL allocaLe resources maxlmally Lo sLarL-up packages.
Would supporL an lncrease ln resources lf dlrecLed as sLaLed above. Appears Lo
overlap wlLh Puman 8esources - reconflgure Lo clarlfy roles and
responslblllLles.

OFFICE OF THE UNIVERSITY SECRETARY
8oard of Covernors (023)
Councll and SLudenL Academlc Appeals (024)
SenaLe and SLudenL non-Academlc Appeals (023)
o erhaps Lhe role of SenaLe needs Lo be reconsldered, albelL mlnlmal resources are
dlrecLed Lo SenaLe acLlvlLles.
laculLy romoLlon and 1enure Appeals (026)
ollcy CverslghL & uevelopmenL (027)

roLocol & Ceremonles (028)
Cfflce of AudlL Servlces
o AudlL Servlces (029)
! 8esource allocaLlon seems large.

OFFICE OF THE VP FINANCE AND RESOURCES
o 8esource allocaLlon seems commensuraLe wlLh responslblllLles and budgeL managed.
8edlsLrlbuLlon of aspecLs of rovosL's porLfollo Lo vl8 may requlre assoclaLed
resources.
Consumer Servlces
o ulrecLor's Cfflce (110)
! A subsLanLlal number of l1Ls. Should explore furLher reorganlzaLlon Lo reduce
cosLs. Lmphasls should be placed on lnnovaLlve servlces and servlce dellvery Lo
lmprove operaLlng, l.e. flnanclal, performance of buslness. noL clear LhaL Lhe
servlces are belng operaLed as efflclenLly as posslble.
Servlces / laclllLles ManagemenL (111)
! Should deLermlne wheLher separaLe bulldlng malnLenance servlce ls cosL
effecLlve and dellvers deslred resulLs. Conslder lncreased rellance on cenLral
admlnlsLraLlon for Lhese servlces.
o osL offlce (113)
! LssenLlal servlce aL Lhe presenL Llme for sLudenL loan funcLlon.
o Mallroom (116)
! lL ls recommended LhaL Lhe handllng fee be replaced by a budgeL allocaLlon Lo
ellmlnaLe LransacLlon cosLs of cosL-recovery. ls currenL servlce level, l.e.
frequency of mall dellvery, hlgher Lhan we need?
o rlnLlng servlces (121)
! Could ouLsource prlnLlng and relocaLe graphlc deslgners Lo MarkeLlng Leam ln
ACL.
o 8esldences (122)
o arklng Servlces (443)

! Large revenue sLream dlrecLed lnLo Consumer Servlces. lf arklng Servlces ls
noL requlred Lo subsldlze operaLlons, lL could fund oLher servlces on campus.
Servlce would be more proflLable lf arklng Servlces could reduce lLs l1L
requlremenL.
o Cfflce Coplers (446)
! Could be conflgured oLher Lhan as a fee-for-servlce acLlvlLy. Slnce noL lnLended
Lo be proflL generaLlng, perhaps Cfflce Coplers should be an lC1 servlce raLher
Lhan provlded by Consumer Servlces.
o 1exLbook sales (112)
! An evolvlng servlce due Lo e-books, Amazon, eLc. Should explore posslblllLy Lo
reduce fooLprlnL and assoclaLed occupancy cosLs. Should lnvesLlgaLe lnnovaLlve
ways Lo dellver servlces LhaL meeL evolvlng sLudenL and faculLy needs. Should
explore lnvenLory managemenL sysLems LhaL mlghL be of broader use across
campus.
o Ceneral book sales (non-LexL) (113)
! Should revlew sales volumes, compeLlLlon from e-books, Amazon, ma[or
booksellers and deLermlne fuLure of servlce as currenLly sLrucLured.
o CLher reLall servlces (lncludlng cloLhlng, glfLs, eLc, wheLher locaLed ln Lhe booksLore or
elsewhere) (114)
! Should be revenue generaLlng beyond cosL recovery wlLh no requlremenL for
an operaLlng budgeL allocaLlon. CosL recovery would offseL occupancy cosLs
borne by unlverslLy.
o CaLerlng (117)
! Pave made greaL sLrldes ln quallLy of Lhls servlce. Could markeL servlce
exLernally lf Lhey have excess capaclLy.
o PosplLallLy servlces/conferences (118)
! Should lnvesLlgaLe Lhe poLenLlal lnLegraLlon of all conference and evenLs
managemenL servlces on campus, e.g. Lhls servlce and LhaL provlded by ACL.
o 8esldence meal servlces (119)
o lood sales separaLe from resldence meal servlces (120)
! Loslng money overall, so should lnvesLlgaLe quallLy of supporL servlce aL
saLelllLe locaLlons. Should lnvesLlgaLe Lhe poLenLlal for more branded locaLlons.
o vendlng (439)

! WhaL do revenues fund wlLhln Consumer Servlces? lf noL requlred Lo subsldlze
operaLlons, could Lhey fund oLher servlces on campus. Could revenues for Lhe
unlverslLy be lncreased vla a space renLal agreemenL?
CorporaLe Admln
o CopyrlghL CoordlnaLlon (123)
o 8lsk ManagemenL and lnsurance Servlces (124)
o Legal Servlces and ConLracLs (123)
o 8uslness CpporLunlLles and 8eal LsLaLe (126)
! AddlLlonal lnvesLmenL of resources may produce a flnanclal payback for Lhe
unlverslLy, e.g. scholarshlp funds from resLon Crosslng.
o Access Lo lnformaLlon and rlvacy (127)
o Lmma Lake kenderdlne Campus (128)
! 1he Lask force saw value ln Lhls servlce, buL Lhe prlorlLy ls low. AlLernaLlve uses
should be explored, and fund ralslng should be consldered Lo fund
reconsLrucLlon. 1he unlverslLy should reLaln ownershlp of land.
SLudenL lnlLlaLlves
o SLudenL lnlLlaLlves (109)
! Servlce already dlsconLlnued.

OFFICE OF THE VP RESEARCH
o lL ls recommended LhaL Lhe sLrucLure of and servlces offered under Lhls admlnlsLraLlve
unlL be revlewed Lo ensure hlgh effecLlveness. 1he revlew should lnclude conslderaLlon
of Lhe balance beLween servlces offered cenLrally and Lhose ln academlc unlLs, and Lhe
degree Lo whlch researchers feel Lhe research supporLs offered are meeLlng Lhelr
greaLesL needs.
SaskaLchewan SLrucLural Sclences CenLre (437)
o A valuable servlce LhaL requlres operaLlng budgeL supporL Lo be susLalnable.
Awards laclllLaLlon
o Awards laclllLaLlon and laculLy 8ecognlLlon (201)
! SecreLarlal and oLher supporL wlll ald faculLy and research faclllLaLors ln
developlng nomlnaLlons.

lndusLry Llalson Cfflce
o CommerclallzaLlon of 8esearch (207)
! See commenLs for 197. Should be no neL cosL Lo Lhe unlverslLy.
o Legal Servlces - CommerclallzaLlon and 8esearch (208)
! Conslder co-locaLlng/merglng all legal servlces on campus.
lnLernaLlonal Cfflce/lnLernaLlonal 8esearch Cfflce
o lnLernaLlonal uevelopmenL and arLnershlps (202)
! See commenLs for 197. All lnLernaLlonallzaLlon-relaLed servlces on campus,
wheLher undergraduaLe sLudenL, graduaLe sLudenL or researcher orlenLed,
need Lo be evaluaLed for Lhe poLenLlal Lo be lnLegraLed Lo lmprove efflclency
and effecLlveness wlLhouL lncreaslng resource allocaLlon.
Cfflce of Lhe Av 8esearch - PealLh (uofS) and v 8esearch and lnnovaLlon (SP8)
o 8esearch MenLorshlp rogram for new laculLy (212)
! MenLorshlp ls lmporLanL and musL ensure LhaL resources are used ln Lhe mosL
effecLlve manner, e.g. for Lhe rlghL programs. Maxlmlze emphasls on
developmenL of Lhe research program as Lhere are Leachlng-relaLed supporLs
avallable elsewhere.
o PealLh-based 8esearch uevelopmenL and laclllLaLlon (213)
! noL clear LhaL servlce ls achlevlng lLs ob[ecLlves conslderlng research
performance of Lhe College of Medlclne.
o SaskaLoon CenLre for aLlenL-CrlenLed 8esearch (SCC8) (214)
! An lmporLanL servlce buL should be offered dlrecLly by Lhe unlverslLy and be
fully supporLed by revenue from cllnlcal Lrlals.
8esearch LLhlcs
o Anlmal 8esearch LLhlcs Compllance (209)
! Lnsure LhaL resources are dlrecLed maxlmally aL supporL funcLlons and as
mlnlmally as posslble Lo pollclng and enforcemenL.
o Puman 8esearch LLhlcs Compllance (210)
! Lnsure LhaL resources are dlrecLed maxlmally aL supporL funcLlons and as
mlnlmally as posslble Lo pollclng and enforcemenL. 8educe Lhe admlnlsLraLlve
overhead for eLhlcs compllance, focus on supporLlng researchers.
o 8esponslble ConducL of 8esearch (211)
! noL clear why Lhls ls a necessary servlce beyond pollcy level.
8esearch Servlces

o 8esearch uevelopmenL (203)
! See commenLs for 197. 1hls supporL servlce should be revlewed Lo ldenLlfy any
overlap wlLh relaLed servlces offered by oLher unlLs.
o 8esearch Award llnallzaLlon (204)
! See commenLs for 197. An lmporLanL servlce, buL should be evaluaLed Lo
deLermlne opLlmum balance of servlces dellvered cenLrally and Lhose dellvered
ln academlc unlLs ln dlrecL conLacL wlLh researchers. AddlLlonal supporL mlghL
be approprlaLe lf researchers deLermlne Lhe model ls effecLlve.
o osL-Award SupporL (203)
! See commenLs for 197. An lmporLanL servlce, buL should be evaluaLed Lo
deLermlne opLlmum balance of servlces dellvered cenLrally and Lhose dellvered
ln academlc unlLs ln dlrecL conLacL wlLh researchers. lL ls lmporLanL LhaL Lhe
servlce provlded adds maxlmum value Lo Lhe admlnlsLraLlve lnpuL of
researchers. 8elaLlonshlp Lo slmllar servlces ln lSu ls unclear.
o 8esearch SysLems, uaLa, and MeLrlcs (206)
! See commenLs for 197. 1he budgeL allocaLlon seems large. Servlce should be
revlewed Lo ensure level of beneflL Lo researchers.

OFFICE OF THE VICE PROVOST TEACHING AND LEARNING
o lL ls recommended LhaL Lhe funcLlons and auLhorlLles of Lhls offlce be revlewed ln
con[uncLlon wlLh clarlflcaLlon of Lhe mandaLes and revlew of Lhe fundlng models, e.g.
operaLlng budgeL vs. fee-for-servlce, of Lhe unlLs LhaL reporL Lo Lhls offlce (LMA, CCuL
and uLC/CMC1L). 1he goal would be Lo ellmlnaLe overlap, dupllcaLlon, and compeLlLlon
among Lhese unlLs and wlLh oLher unlLs on campus (colleges, lC1), hence lmprovlng
efflclency and effecLlveness of servlce dellvery and enhanclng accesslblllLy Lo servlces. lL
ls noL clear LhaL creaLlng a senlor admlnlsLraLlve poslLlon Lo oversee Lhese unlLs has
resulLed ln beLLer ouLcomes.
CCuL - CenLre for ConLlnulng & ulsLance LducaLlon
o LxecuLlve ulrecLor's Cfflce (064)
! 1he servlces dellvered by CCuL are of hlgh quallLy, and many have good
demand. SubsLanLlal cosL recovery wlLh some servlces appears Lo subsldlze
dellvery of less proflLable and ofLen lower prlorlLy endeavours. 1he mandaLe of
CCuL and lLs llnkage Lo Lhe resL of Lhe unlverslLy need Lo be reconsldered.
8eLLer lnLegraLlon of acLlvlLles such as dlsLance dellvery wlLh slmllar acLlvlLles ln
oLher unlLs needs Lo be explored. All supporL servlces - P8, l1, faclllLles - also
should be lnLegraLed. 1he flL of each servlce/program offered by CCuL wlLh

unlverslLy prlorlLles needs Lo be conflrmed and more closely Lled Lo Lhe
academlc work ln deparLmenLs. As descrlbed ln 038, Lhe Lask force
recommends a revlew of Lhe sLrucLure, mandaLe and fundlng model of all unlLs
reporLlng Lo Lhe Cfflce of Lhe vlce-rovosL 1eachlng and Learnlng wlLh a vlew
Lo reduclng overlap, dupllcaLlon and cosLs.
o llnanclal Servlces / Puman 8esources / lnformaLlon 1echnology Servlces / laclllLles
ManagemenL (063)
! See commenL for 064. 8eLLer lnLegraLlon of Lhls servlce wlLh Lhose of SLSu and
oLher admlnlsLraLlve unlLs on campus ls recommended.
o MarkeLlng and CommunlcaLlons (066)
! See commenLs for 064 and 063.
CCuL - ulsLance Learnlng, Cff Campus & CerLlflcaLes
o AdmlnlsLraLlon (073)
! See commenLs for 064. Serves mosLly undergraduaLe sLudenLs. A valuable
servlce for small academlc unlLs engaged ln dlsLance dellvery. Should revlslL
dellvery model, l.e. whaL ls Lhe role of Lhe deparLmenL ln dlsLance educaLlon?
Pow ls revenue used?
o CerLlflcaLe level programs (PC) (076)
! See commenLs for 064. lew lf any sLudenLs now ln PC. ConcepL ls good, buL
cerLlflcaLe programs would beneflL from a sLronger llnk Lo academlc home.
Ladder cerLlflcaLe programs lnLo degree programs.
o CerLlflcaLe ln AdulL and ConLlnulng LducaLlon (CACL) (077)
o CerLlflcaLe ln 1eachlng Lngllsh as a Second Language (CL81LSL) (078)
! See commenLs for 064. ls an example of a unlque, hlgh quallLy program LhaL
should be able Lo cover all of lLs cosLs, lncludlng overhead. WhaL, lf any, ls Lhe
role of Lhe College of LducaLlon ln provlslon of Lhls servlce?
o uegree CredlL Class ulsLance uevelopmenL (Cn-llne, 1v, lndependenL SLudles, SLC)
(079)
! See commenLs for 064. CCuL could be Lhe campus leader for dlsLance dellvery,
l.e. a cenLral supporL unlL, worklng wlLh academlc unlLs Lo dellver courses.
Powever, CCuL mandaLe would need Lo be reconsldered Lo ensure lL ls
meeLlng Lhe needs of academlc unlLs. 8evenue sharlng model should be
revlewed.
o uegree CredlL Class ulsLance uellvery (Cn-llne, 1v, lnd. SLudles, SLC) (080)

o uegree CredlL Cff-campus uellvery (8eglonal Colleges, A, l1L, Ld MasLers, nC81L)
(081)
CCuL - rofesslonal uevelopmenL & CommunlLy LducaLlon
o AdmlnlsLraLlon, 8eglsLraLlon, u of S Lmployee rofesslonal uevelopmenL (071)
! See commenLs for 064. Seems Lo be dupllcaLlon wlLh LS8 and P8. Could Lhls
servlce be provlded by oLher unlLs aL Lhe unlverslLy or ouLsourced?
o rofesslonal uevelopmenL (Leadershlp, AgrlculLure) (072)
! See commenLs for 064. lmporLanL servlce wlLh respecL Lo communlLy
engagemenL buL ls lL CCuL's role Lo dellver Lhls servlce? ApparenL overlap wlLh
LS8. Should be evaluaLed and prlorlLlzed agalnsL all oLher ouLreach acLlvlLles of
Lhe unlverslLy Lo deLermlne value and effecLlveness.
o CommunlLy LducaLlon (naLure+1ours, CommunlLy ArLs, Muslc, PorLlculLure, Senlors)
(073)
! See commenLs for 064. Some very popular and valuable programs assoclaLed
wlLh Lhls servlce, buL lL needs Lo be deLermlned whlch ones should be
dellvered by Lhe unlverslLy and whlch by oLhers, e.g. Lhe prlvaLe secLor,
communlLy groups, academlc unlLs. Should be evaluaLed and prlorlLlzed
agalnsL all oLher ouLreach acLlvlLles of Lhe unlverslLy Lo deLermlne value and
effecLlveness.
o CLher rograms (MaLh, uL, uL Sundry, eLc.) (074)
CCuL - unlverslLy of SaskaLchewan Language CenLre
o AdmlnlsLraLlon (067)
o CerLlflcaLe ln Lngllsh for Academlc urposes (lullLlme LSL) (068)
! See commenLs for 064. An lmporLanL servlce for lnLernaLlonal sLudenLs buL
needs Lo be revlewed wlLh respecL Lo cosL recovery, wheLher recrulLmenL ls
necessary, alLernaLlve sLrucLure for dellvery of servlce on campus, e.g. could
Lhls servlce be dellvered Lhrough an academlc unlL?
o arL 1lme LSL (069)
o CLher languages (070)

! See commenLs for 064. need Lo revlew wlLh respecL Lo flL wlLh unlverslLy
prlorlLles, value as ouLreach lnsLrumenL, and poLenLlal for greaLer revenue
generaLlon.
! See commenLs for 038. lL ls recommended LhaL Lhe sLrucLure, mandaLe of and
servlces dellvered by Lhls unlL be revlewed Lo lmprove lnLegraLlon and reduce
overlap and compeLlLlon wlLh unlLs on campus offerlng some of Lhe same
servlces, e.g. CCuL, lC1, CommunlcaLlons. 1he fee-for-servlce fundlng model
for some servlces ln Lhls unlL resLrlcLs access Lo core servlces. As descrlbed ln
038, Lhe Lask force recommends a revlew of Lhe sLrucLure, mandaLe and
fundlng model of all unlLs reporLlng Lo Lhe Cfflce of Lhe vlce-rovosL 1eachlng
and Learnlng wlLh a vlew Lo reduclng overlap, dupllcaLlon and cosLs.
! See commenLs for 039. AdmlnlsLraLlve cosLs seem hlgh glven slze of unlL. CosL
recovery model generaLes admlnlsLraLlve cosLs.
o LqulpmenL Servlces (061)
! See commenL for 039. lurLher lnvesLmenL ln equlpplng classrooms wlLh
Lechnology may reduce cosLs of moblle Lechnology dellvery.
o Medla roducLlon (062)
! See commenL for 039. MandaLe ls unclear. AcLlvlLles should be allgned beLLer
wlLh unlverslLy prlorlLles, wlLh a reduced focus on revenue generaLlon, e.g.
exLernal work. lmporLanL Lo beLLer lnLegraLe servlces wlLh acLlvlLles of lC1 and
dlsLance dellvery acLlvlLles on campus.
o new Medla (063)
! See commenLs for 039. An lmporLanL servlce. More of Lhe acLlvlLy perhaps
could be ouLsourced. lee-for-servlce model resLrlcLs access Lo servlce.
! 1hls unlL provldes valuable and hlgh quallLy servlces. Powever, demand for
servlces, more so wlLh CMC1L Lhan wlLh uLC, ls noL commensuraLe wlLh Lhe
resource allocaLlon. As descrlbed ln 038, Lhe Lask force recommends a revlew
of Lhe sLrucLure, mandaLe and fundlng model of all unlLs reporLlng Lo Lhe Cfflce
of Lhe vlce-rovosL 1eachlng and Learnlng wlLh a vlew Lo reduclng overlap,
dupllcaLlon and cosLs.

o undergraduaLe SupporL and uevelopmenL (084)
! See commenLs for 082. ls Lhere a role for Lhe College of LducaLlon here?
o Currlculum uevelopmenL + lnsLrucLlonal ueslgn (083)
! See commenLs for 082. A useful servlce for smaller academlc unlLs ln
parLlcular. uemand ls low relaLlve Lo resource allocaLlon.
o LducaLlonal uevelopmenL (086)
! See commenLs for 082. uemand ls low relaLlve Lo resource allocaLlon. MulLlple
programs, are Lhey reachlng Lhe rlghL audlence? ls Lhere a role for Lhe College
of LducaLlon here?

SCHOOL OF ENVIRONMENT & SUSTAINABILITY
o AllocaLlon Lo LxecuLlve ulrecLor's Cfflce appeared Lo be large ln llghL of slze of unlL.

SCHOOL OF PUBLIC HEALTH
o 8esLrucLurlng ln con[uncLlon wlLh Lhe College of Medlclne ls recommended.

UNIVERSITY LIBRARY
uean's Cfflce (249)
o 8udgeL allocaLlon seems large relaLlve Lo Lhe servlces rendered. 1he Llbrary ls very
lmporLanL and very expenslve. 1he efflclency of Lhls servlce ls unclear.
uevelopmenL of CollecLlons (230)
o lL ls crlLlcally lmporLanL LhaL Lhe unlverslLy malnLaln Lhe dlverslLy and quallLy of lLs
collecLlons, lncludlng elecLronlc lLems.
Crganlzlng CollecLlons (231)
lnformaLlon Servlces (232)
o Conslder a greaLer degree of self servlce, more LuLorlals and classroom Leachlng vs. one-
on-one or small groups.
1eachlng lnformaLlon LlLeracy Skllls (Llbrary lnsLrucLlon) (233)

o Servlce would have greaLer lmpacL and could be dellvered aL lower cosL lf beLLer
lnLegraLed lnLo Leachlng.
lnformaLlon 1echnology (234)
o Conslder greaLer use of l1 servlces avallable cenLrally and ellmlnaLe any overlap wlLh
oLher llbrary servlces. 8udgeL allocaLlon seems relaLlvely large.
AdmlnlsLraLlon (233)
o l1Ls lncreaslng. lL ls lmporLanL LhaL resources be dlrecLed maxlmally Lo dellvery of
llbrary servlces Lo users.

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