Factbook 2021-22
Institutional Data Analysis
Indigenous Land Acknowledgement
Athabasca University respectfully acknowledges that we live and
work on the Traditional Lands of the Indigenous Peoples (First
Nations, Inuit, Métis) of Canada. We honour the ancestry, heritage,
and gifts of the Indigenous Peoples and give thanks to them.
History
1970 Established by Government of Alberta on June 25, 1970
1972 Pilot project as an open, distance university
1973 First course ‘World Ecology’
1976 First degrees offered in Bachelor of Arts: Liberal Studies and
Bachelor of General Studies
1978 Permanent self-governing status as Alberta’s 4
th
public university
1984 Relocated to Athabasca
1994 Introduced world’s first online MBA
2001 Established Centre for World Indigenous Knowledge and
Research (renamed ‘Nukskahtowin’ in 2019)
2006 First Canadian public university regionally accredited in U.S.
2013 First doctorates awarded in Doctor of Education (Distance
Education
2019 PowerED
TM
launched
2020 AU celebrated 50 years
2022 Faculty of Business received AACSB accreditation as one of the
world’s best business schools
Mission
Athabasca University is dedicated to the removal of barriers that
restrict access to and success in university-level study and to
increasing equality of educational opportunity for adult learners
worldwide.
Vision
Transforming Lives, Transforming Communities
ICARE Values
Integrity
Community
Adaptability
Respect
Excellence
Values, Commitments,
and Strategic Themes
2021-22 Learners’ Profile
• 38,102 learners (33,272 Undergraduate & 4,830 Graduate).
• Unlike traditional Universities where most learners pursue a credential,
about 40% of AU’s learners were Open Studies (Non-Program/General
interest & Visiting learners) who do not receive an AU credential.
• Average age of learners was 33 years old (Undergraduate average age: 32
years old, Graduate average age: 38 years old).
• 68% of learners were women (66% of Undergraduate learners were women,
and 78% of Graduate learners were women).
• 4.2% were self-identified Indigenous learners.
• 44% of learners resided in Alberta.
• 12% of Canadian learners resided in rural areas.
• 3.7% were international learners (on visas or offshore learners).
2021-22 Learners Worldwide
2021-22 Top 10 Cities/Towns
City/Town
Learners
Calgary 6,019
Edmonton 3,917
Toronto 1,099
Winnipeg 844
Ottawa 814
Vancouver 566
Surrey 508
Mississauga 472
Brampton 417
Red Deer 397
UNDERGRADUATE
Undergraduate 25 Year Enrolment Trend
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
Undergraduate Learners
35,620
38,464
38,264
38,619
33,272
2017-18 2018-19 2019-20 2020-21 2021-22
Undergraduate Location of Residence
14,776
16,262
16,527
17,559
15,321
11,035
11,997
11,655
10,949
9,100
9,156
9,598
9,548
9,580
8,377
653
607
534
531
474
2017-18 2018-19 2019-20 2020-21 2021-22
International
Rest of Canada
Ontario
Alberta
2021-22 Undergraduate Rural Learners
12%
8.2%
of undergraduate learners in Canada reside in rural areas
of undergraduate learners in Alberta reside in rural areas
Undergraduate Indigenous Learners
1,230
1,405
1,401
1,607
1,452
2017-18 2018-19 2019-20 2020-21 2021-22
4.4% of
undergraduate
learner population
2021-22 Undergraduate
Age & Gender
5,874
8,043
5,439
2,177
530
3,789
4,074
2,095
783
245
Under 25 25-34 35-44 45-54 55+
Women Men
2021-22 Undergraduate
Gender Distribution by Faculty
58%
91%
77%
40%
42%
9%
23%
60%
Business
Health
Humanities
Science
Women Men
First-Time Undergraduate Learners
(Age at first Undergraduate Program Enrollment Date)
2,342
3,008
1,605
555
106
Under 25 25-34 35-44 45-54 55+
2019-20 2020-21 2021-22
Note: First-time enrollments at the undergraduate level, excluding learners in Open Studies
Undergraduate Course Registrations
(3 credit equivalents)
70,617
78,171
79,460
86,934
78,790
2017-18 2018-19 2019-20 2020-21 2021-22
2021-22 Top 10 Undergraduate Courses
Course
Registrations
ENGL255 2,596
MATH215 2,072
BIOL235 1,990
PSYC290 1,418
PSYC289 1,318
ADMN232 1,312
ACCT253 1,233
CMIS245 1,154
ADMN233 1,135
ECON247 902
2021-22 Undergraduate
Credit Course Distribution
Faculty
Number of Courses
Course Registrations
Business
92 17,609
Health Disciplines
32 4,811
Humanities & Social
Sciences
400 36,430
Science
& Technology
132 16,723
Total
656 75,573
2021-22 Top 10 Visiting Institutions
688 learners
526
406
401
221
196
192
191
164
150
University of Calgary
University of Alberta
Mount Royal University
McMaster University
University of Manitoba
University of Guelph
University of Ottawa
Langara College
Dalhousie University
Queen's University
2021-22 Undergraduate
Program Learners
Faculty Program Learners
Business
Bachelor of Commerce
3,035
Bachelor of Management
277
Bachelor of Management (3 Year)
1,151
Certificates & Diplomas
714
Health Disciplines
Bachelor of Health Administration
511
Bachelor of Nursing
2,635
2021-22 Undergraduate
Program Learners
Faculty Program Learners
Humanities and
Social Sciences
Bachelor of Arts
2,691
Bachelor of Arts (3 Year)
1,201
Bachelor of General Studies
850
Bachelor of Human Resources and
Labour Relations 729
Bachelor of Professional Arts
1,210
Certificates & Diplomas
625
Science and
Technology
Bachelor of Science
2,280
Certificates & Diplomas
209
2021-22 Undergraduate
Degrees Awarded
Faculty Program
Degrees
Awarded
Average
Time-to-
Degree
(Years)
Business
Bachelor of Commerce
82 6.2
Bachelor of Management
23 5.4
Bachelor of Management (3 Year)
102 5.7
Health
Disciplines
Bachelor of Health Administration
16 6.2
Bachelor of Nursing
168 6.5
* Time-to-Degree (T2D): Time in years; Degree date less Minimum Program Enrollment date
2021-22 Undergraduate
Degrees Awarded
Faculty Program
Degrees
Awarded
Average
Time-to-
Degree
(Years)
Humanities and
Social Sciences
72 6.0
61 5.9
112 4.8
Labour
64 5.8
115 6.4
Science and
Technology
45 6.6
* Time-to-Degree (T2D): Time in years; Degree date less Minimum Program Enrollment date
Total Undergraduate Degrees Awarded
(as of March 31, 2022)
4,476
3,484
1,910
1,535
1,365
1,271
1,184
751
479
331
142
Bachelor of Nursing
Bachelor of General Studies
Bachelor of Professional Arts
Bachelor of Management (3 Year)
Bachelor of Arts
Bachelor of Commerce
Bachelor of Arts (3 Year)
Bachelor of Human Resources and Labour Relations
Bachelor of Science
Bachelor of Management
Bachelor of Health Administration
Cost Benefits Bachelor’s Degree
95%
91%
89%
84%
83%
83%
83%
83%
82%
71%
71%*
Bachelor of Human Resources and Labour Relations
Bachelor of Science
Bachelor of Management (3 Year)
Bachelor of Commerce
Bachelor of Arts
Bachelor of Professional Arts
Bachelor of General Studies
Bachelor of Nursing
Bachelor of Health Administration
Bachelor of Arts (3 Year)
Bachelor of Management
(*) indicates less than 10 respondents
Percent Agree & Strongly Agree Worth the Cost
GRADUATE
Graduate 25 Year Enrolment Trend
0
1,000
2,000
3,000
4,000
5,000
6,000
Graduate Learners
4,381
4,526
4,552
4,670
4,830
2017-18 2018-19 2019-20 2020-21 2021-22
13% of total
learner population
Graduate Location of Residence
1,256
1,243
1,267
1,333
1,417
1,576
1,628
1,625
1,648
1,695
1,410
1,530
1,546
1,601
1,623
139
125
114
88
95
0
1,000
2,000
3,000
4,000
5,000
6,000
2017-18 2018-19 2019-20 2020-21 2021-22
International
Rest of Canada
Ontario
Alberta
2021-22 Graduate Rural Learners
14%
9.0%
of graduate learners in Canada reside in rural areas
of graduate learners in Alberta reside in rural areas
Graduate Indigenous Learners
113
138
132
155
162
2017-18 2018-19 2019-20 2020-21 2021-22
3.4% of graduate
learner population
2021-22 Graduate Learner
Age & Gender
79
1,588
1,344
591
154
27
315
406
233
61
Under 25 25 to 34 35 to 44 45 to 54 55+
Women Men
2021-22 Graduate
Gender Distribution by Program
81%
46%
90%
74%
91%
93%
19%
47%
78%
61%
19%
54%
10%
26%
9%
7%
81%
53%
22%
39%
MA
MBA
MC
MED
MHS
MN
MSC
DBA
EDD
Cert & Dip
Women Men
First-Time Graduate Learners
(Age at first Graduate Program Enrollment Date)
136
703
517
217
49
Under 25 25-34 35-44 45-54 55+
2019-20 2020-21 2021-22
Note: First-time enrollments at the graduate level
2021-22 Top Graduate Visiting Institutions
(Western Deans’ Agreement)
Institution Number of Learners
University of British Columbia
29
University of Saskatchewan
18
Thompson Rivers University
10
University of Victoria
8
Simon Fraser University
7
University of Calgary
6
University of Northern British Columbia
6
University of Alberta
4
University of British Columbia (Okanagan)
2
University of Manitoba
1
Graduate Course Registrations
(3 credit equivalents)
10,359
10,730
10,686
11,113
11,223
2017-18 2018-19 2019-20 2020-21 2021-22
Note: Doctoral students are not enrolled in proposal or dissertation course until they pass.
2021-22 Graduate Program Learners
Faculty Program Learners
Business
Doctor of Business Administration
30
Master of Business Administration
647
Certificates & Diplomas
108
Health Disciplines
Master of Health Studies
518
Master of Nursing
1,795
Master of Counselling
401
Certificates & Diplomas
88
2021-22 Graduate Program Learners
Faculty Program Learners
Humanities and
Social Sciences
Master of Arts Interdisciplinary Studies
542
Doctor of Education
60
Master of Education
290
Certificates & Diplomas
110
Science and
Technology
Master of Science
139
Certificates & Diplomas
102
2021-22 Graduate Degrees Awarded
Faculty Program
Degrees
Awarded
Average
Time-to-
Degree
(Years)
Business
Master of Business Administration
145 3.3
Doctor of Business Administration
5 8.2
Health
Disciplines
Master of Counselling
79 3.8
Master of Health Studies
51 4.4
Master of Nursing
347 4.1
Humanities and
Social Sciences
Master of Arts
57 6.1
Master of Education
54 4.3
Doctor of Education
8 7.1
Science and
Technology
Master of Science
23 5.8
* Time-to-Degree (T2D): Time in years; Degree date less Minimum Program Enrollment date
Total Graduate Degrees Awarded
(as of March 31, 2022)
4,391
3,139
1,191
1,143
1,126
943
420
51
46
Master of Business Administration
Master of Nursing
Master of Health Studies
Master of Arts
Master of Education
Master of Counselling
Master of Science
Doctor of Education
Doctor of Business Administration
Cost Benefits Master’s Degree
96%
92%
91%
90%
90%
78%
56%*
Master of Counselling
Master of Business Administration
Master of Health Studies
Master of Education
Master of Nursing
Master of Arts
Master of Science
(*) indicates less than 10 respondents
Percent Agree & Strongly Agree Worth the Cost
RESEARCH
Research Funding for Graduate Students
Athabasca University financially supports the research of our graduate students
through the Graduate Student Research Fund (GSRF), the Access to Data
Management Analysis Software Fund and other research awards.
The Graduate Student Research Fund (GSRF) is intended to:
• enhance the research experience of award recipients
• foster research creativity and innovation
• support graduate students’ research-focused endeavors
• encourage dissemination of master’s or doctoral research
• acknowledge graduate students’ contributions to AU’s research climate
The fund provides awards to both master’s and doctoral students.
Visit Graduate Student Research Fund for information on how to apply,
application deadlines and guidelines.
Research Funding for Graduate Students
Access to Data Management Analysis Software Fund
Students who need to buy data management/analysis software for their
research may have some of their costs covered by the Access to Data
Management Analysis Software Fund. The funding can be used to buy
licenses or upgrades for statistical software such as:
• SPSS
• NVIVO
• ATLAS.ti
Students are eligible to receive up to $250 per year from this fund.
Visit Access to Data Management Analysis Software Fund for
information on how to apply, application deadlines and guidelines.
Research Funding for Graduate Students
Other funding sources
AU also provides or administers a number of graduate scholarships
and awards to help students conduct and disseminate research.
• Faculty of Graduate Studies – Graduate funding
• Office of the Registrar – Awards for Graduate students
External funding
The Research Centre maintains a calendar of external funding
opportunities for graduate students and will help you apply for these
awards.
Research Institute
Athabasca River Basin Research Institute (ARBRI)
The Athabasca River Basin Research Institute (ARBRI) leads in
research related to the environment to the environment,
ecosystems, and communities of northern Alberta.
Canada Research Chairs
Canada Research Chair in Digital Disruption and Organizational Transformation
Dr. Joe Cox,
Faculty of Business
Dr. Cox’s research focuses on the digital economy and will investigate a range of disruptive technologies,
including crowdfunding, video games and digital piracy, with a view to examining their impact upon
organizations. The outcomes of this research will have significant commercial and policy relevance for digital
consumers, platforms and regulators.
Canada Research Chair in Hydrological Sustainability
Dr. Scott
Ketcheson, Faculty of Science & Technology
As a field hydrologist, Dr.
Ketcheson studies the movement of water between forests, wetlands, and streams in
northern Alberta. His research program uses both traditional hydrological techniques and innovative sensor
networks to gain a direct process
-based understanding of the hydrological function and importance of
headwater catchments for generating freshwater in tributary river networks within the Athabasca River Basin.
Canada Research Chairs
Canada Research Chair in Sound Studies
Dr. Mickey Vallee,
Faculty of Humanities and Social Sciences
Dr. Vallee’s interdisciplinary research focuses on innovation in sound
-based technologies and how new local
and global research communities can be built around these innovations. By building an understanding of the
personal and collective experiences that people have with emerging sound technologies, Dr. Vallee will
investigate how the sciences, the social sciences and the arts and humanities engage with technological
innovation.
Canada Research Chair in Health Promotion and Chronic Disease Management
Dr. Jeff Vallance,
Faculty of Health Disciplines
Dr. Vallance’s research explores the role that physical activity programs can play in improving the health of
cancer survivors and the negative impact of sedentary
behaviour. Given that cancer survivors and the general
population spend most of their waking hours in sedentary
behaviour
like sitting, Vallance believes it is critical to
understand the health implications of sedentary lifestyles after a cancer diagnosis. Vallance aims to develop
practical and sustainable health promotion programs that will facilitate physical activity, reduce sedentary
behavior and improve physical and psychosocial health outcomes for cancer survivors. He hopes to apply these
behavioural
change programs to primary care networks to ensure their sustainability. Vallance’s research will
help develop a physically active population of cancer survivors that translates into fewer cancer recurrences,
longer and healthier lives and reduced burdens on the health
-care system.
Campus Alberta Innovation Program Chair
CAIP Chair in
Hydroecology and Environmental Health
Dr. Chris Glover,
Faculty of Science and Technology
Dr. Glover’s research examines how contaminants (e.g., chemicals) and stressors (e.g., changing temperatures
and water flows) affect the quality of the Athabasca River, as well as the organisms that live in the river basin.
Athabasca University Chairs
UNESCO/ICDE Chairholder in Open Educational Resources (OER)
Dr. Rory McGreal,
Centre for Distance Education
Dr. McGreal is responsible for promoting the use and reuse of free, openly licensed educational content
institutionally, nationally and internationally, with a particular focus on developing countries. Both UNESCO and
the International Council for Open and Distance Education (ICDE) support the use of open educational
resources (OER) as being essential for the achievement of the UNESCO Sustainable Development Goal 4:
Education for All. He has delivered
OER seminars, keynote presentations and conducted workshops in more
than 60 countries.
Commonwealth of Learning Chairholder in Emerging Technologies in Open and Distance
Learning
Dr. Mohamed Ally,
Faculty of Humanities and Social Sciences
Dr. Ally is conducting research that will impact both developed and developing countries. He is currently a
Canadian expert on Information technology for learning, education and training (ISO/IEC JTC 1/SC 36)
(Information technology for learning, education and training) to set international standards for mobile learning,
online learning, virtual reality, and augmented reality. Professor Ally has edited/co
-edited 15 books on the use of
emerging technologies in education and presented speeches at many national and international conferences.
He is a Founding Director of the International Mobile Learning Association and the International Association for
Blended Learning.