Introducing the data points

As part of the budget report, we provide data points to assist users of this report to draw relationships between financial and nonfinancial data. The goal is to continue the process of providing meaningful data points to help establish a foundation to explain the “why” behind the revenue and expense values and the outcomes the budget supports. The data points presented in this report were chosen in consultation with Institutional Planning, Analysis and Performance (IPAP), with an emphasis on points which have a financial impact. The data points were made available from IPAP as well as other units throughout the University. Your suggestions for future budget reports and key data points are always welcome at budgetreport@brocku.ca

The second pullout after page 20 presents a timeline that includes some major events impacting our financial experience since 2003-2004, closely aligned with when the move to a comprehensive university was proposed and endorsed.

We hope that you find these data points useful and that they encourage constructive and collegial discussion.

Figure 8 of Brock

94% of Brock undergraduate students were employed within six months of graduation.

Source: 2021 Ontario University Graduate Survey.

Source: 2021 Ontario University Graduate Survey.

Brock was ranked #5 of 15 among Canadian comprehensive Universities for Library acquisitions

Source: Maclean’s 2023 University Rankings.

Brock

Was

ranked

#6 of 15 among Canadian comprehensive Universities for faculty awards and for Scholarships and bursaries

Faculty of Applied Health Sciences (FAHS) Goodman School of Business (GSB) Faculty of Education (FOE) Faculty of Humanities (FOH) Faculty of Mathematics and Science (FMS) Faculty of Social Sciences (FOSS)

Figures represent the number of students in each Faculty of Major on Nov. 1 of each Academic Year (as per PFIS-USER submissions). In addition, figures also include new-entry enrolments as of Feb. 1 for certain International Student Programs (ISPs) and Technological Education.

Note: the table above also includes ‘No Faculty’ (i.e. auditing and non-degree) enrolment.

Full-time equivalent (FTE) student.

FTEs are reported based on a student’s home Faculty, weighted based on each individual’s course registrations, according to course weights. Undergraduate FTEs represent all semesters, as of each ministry reporting date and in accordance with ministry reporting guidelines; graduate FTEs represent Fall and Summer semesters (in accordance with ministry reporting guidelines) as well as Winter MAcc registrations.

Figure 15: Self-identified Indigenous applicants and registrants

Admissions on March 6, 2023.

Figure 18: 2022-23 undergraduate programs average entering grade (%)

Source: Class statistics, as used in the FCE Report.

Figures are based on 2022-23 Fall/Winter enrolment.

Figure 16: Full-course equivalents (FCE) offered in 2022-23 (%)

Figure 16: Full-course equivalents (FCE)

Figure 17: Students who received OSAP in 2022-23 (%)

85 15

YES: 46 NO: 54

Figure 19: 2022-23 undergraduate programs entering average grade by Faculty (%)

Overall average

*Represents Teacher Education only. Source: Consortium for Student Retention Data Exchange (CSRDE).

Figures represent the tracking of first-time, full-time bachelor’s degree-seeking students. The figures represent the percentage of first-year students returning the following November, regardless of year of study. The year shown represents the cohort year (year of entry).