Common use of Sources of Information Clause in Contracts

Sources of Information. First-year students rated the importance of 19 sources of information they may have used when making a decision about whether or not to attend their university. Examining results in the table below shows that no single aspect outweighs others, with several being selected as important by about half of students, including the university’s website (51%) and visits to campus for an open house (46%). At the lower end, the Globe and Mail Canadian University Report (14%), the university’s Facebook site (12%), and contact with university athletic coaches (8%) were least likely to be selected as important or very important. Table 16: Importance of sources of information (% important or very important) All students (n=18,092) Group University of Manitoba (n=230) 1 (n=6,335) 2 (n=6,712) 3 (n=5,045) The university's website (INF2) 51% 52% 50% 51% 42% Visit to campus for an open house (INF6) 46% 48% 47% 42% 39% Parents (INF14) 45% 42% 45% 46% 51% Students attending the university (INF12) 42% 41% 44% 41% 39% Printed university brochure, pamphlet, or viewbook (INF5) 37% 37% 38% 36% 37% Other visit to campus (INF7) 35% 35% 37% 32% 31% High school/CEGEP counsellors or teachers (INF11) 33% 31% 32% 34% 41% Contact with admissions staff on campus (INF8) 32% 39% 30% 31% 27% Friends (INF13) 32% 30% 31% 34% 36% Visit by a university representative to your high school or CEGEP (INF1) 29% 31% 28% 29% 30% Contact with professors (INF9) 25% 32% 24% 23% 22% Xxxxxxx'x university rankings (INF15) 24% 19% 28% 23% 11% QS World University Rankings (INF18) 19% 12% 20% 21% 12% The university's other social media (INF4) 18% 17% 19% 17% 14% The Times Higher Education World University Rankings (INF17) 18% 12% 18% 20% 13% Academic Ranking of World Universities (INF19) 17% 12% 19% 19% 11% Globe and Mail Canadian University Report (INF16) 14% 10% 15% 15% 11% The university's Facebook site (INF3) 12% 11% 13% 12% 9% Contact with university athletic coaches (INF10) 8% 9% 7% 7% 6% Differences by visible minority. Students who self-identify as a member of a visible minority group rated several of the sources of information as important/very important relative to those who did not self-identify. These include Times Higher Education World University Rankings (25% versus 11%), QS World University Rankings (27% versus 11%), and Academic Ranking of World Universities (24% versus 11%).

Sources of Information. First-year students rated the importance of 19 sources of information they may have used when making a decision about whether or not to attend their university. Examining results in the table below shows that no single aspect outweighs others, with several being selected as important by about half of students, including the university’s website (51%) and visits to campus for an open house (46%). At the lower end, the Globe and Mail Canadian University Report (14%), the university’s Facebook site (12%), and contact with university athletic coaches (8%) were least likely to be selected as important or very important. Table 16: Importance of sources of information (% important or very important) All students (n=18,092) Group University of Manitoba Ottawa (n=230n=1,477) 1 (n=6,335) 2 (n=6,712) 3 (n=5,045) The university's website (INF2) 51% 52% 50% 51% 4254% Visit to campus for an open house (INF6) 46% 48% 47% 42% 3948% Parents (INF14) 45% 42% 45% 46% 5144% Students attending the university (INF12) 42% 41% 44% 41% 3943% Printed university brochure, pamphlet, or viewbook (INF5) 37% 37% 38% 36% 3742% Other visit to campus (INF7) 35% 35% 37% 32% 3138% High school/CEGEP counsellors or teachers (INF11) 33% 31% 32% 34% 4133% Contact with admissions staff on campus (INF8) 32% 39% 30% 31% 2731% Friends (INF13) 32% 30% 31% 34% 3632% Visit by a university representative to your high school or CEGEP (INF1) 29% 31% 28% 29% 3036% Contact with professors (INF9) 25% 32% 24% 23% 22% Xxxxxxx'x university rankings (INF15) 24% 19% 28% 23% 1133% QS World University Rankings (INF18) 19% 12% 20% 21% 1226% The university's other social media (INF4) 18% 17% 19% 17% 1422% The Times Higher Education World University Rankings (INF17) 18% 12% 18% 20% 1325% Academic Ranking of World Universities (INF19) 17% 12% 19% 19% 1122% Globe and Mail Canadian University Report (INF16) 14% 10% 15% 15% 1121% The university's Facebook site (INF3) 12% 11% 13% 12% 917% Contact with university athletic coaches (INF10) 8% 9% 7% 7% 68% Differences by visible minority. Students who self-identify as a member of a visible minority group rated several of the sources of information as important/very important relative to those who did not self-identify. These include Times Higher Education World University Rankings (25% versus 11%), QS World University Rankings (27% versus 11%), and Academic Ranking of World Universities (24% versus 11%).

Sources of Information. First-year students rated the importance of 19 sources of information they may have used when making a decision about whether or not to attend their university. Examining results in the table below shows that no single aspect outweighs others, with several being selected as important by about half of students, including the university’s website (51%) and visits to campus for an open house (46%). At the lower end, the Globe and Mail Canadian University Report (14%), the university’s Facebook site (12%), and contact with university athletic coaches (8%) were least likely to be selected as important or very important. Table 16: Importance of sources of information (% important or very important) All students (n=18,092) Group University of Manitoba Winnipeg (n=230n=494) 1 (n=6,335) 2 (n=6,712) 3 (n=5,045) The university's website (INF2) 51% 52% 50% 51% 4251% Visit to campus for an open house (INF6) 46% 48% 47% 42% 3946% Parents (INF14) 45% 42% 45% 46% 5142% Students attending the university (INF12) 42% 41% 44% 41% 3937% Printed university brochure, pamphlet, or viewbook (INF5) 37% 37% 38% 36% 3736% Other visit to campus (INF7) 35% 35% 37% 32% 3128% High school/CEGEP counsellors or teachers (INF11) 33% 31% 32% 34% 4136% Contact with admissions staff on campus (INF8) 32% 39% 30% 31% 2737% Friends (INF13) 32% 30% 31% 34% 3631% Visit by a university representative to your high school or CEGEP (INF1) 29% 31% 28% 29% 3038% Contact with professors (INF9) 25% 32% 24% 23% 2239% Xxxxxxx'x university rankings (INF15) 24% 19% 28% 23% 1113% QS World University Rankings (INF18) 19% 12% 20% 21% 12% The university's other social media (INF4) 18% 17% 19% 17% 14% The Times Higher Education World University Rankings (INF17) 18% 12% 18% 20% 1312% Academic Ranking of World Universities (INF19) 17% 12% 19% 19% 1112% Globe and Mail Canadian University Report (INF16) 14% 10% 15% 15% 1112% The university's Facebook site (INF3) 12% 11% 13% 12% 9% Contact with university athletic coaches (INF10) 8% 9% 7% 7% 67% Differences by visible minority. Students who self-identify as a member of a visible minority group rated several of the sources of information as important/very important relative to those who did not self-identify. These include Times Higher Education World University Rankings (25% versus 11%), QS World University Rankings (27% versus 11%), and Academic Ranking of World Universities (24% versus 11%).

Sources of Information. First-year students rated the importance of 19 sources of information they may have used when making a decision about whether or not to attend their university. Examining results in the table below shows that no single aspect outweighs others, with several being selected as important by about half of students, including the university’s website (51%) and visits to campus for an open house (46%). At the lower end, the Globe and Mail Canadian University Report (14%), the university’s Facebook site (12%), and contact with university athletic coaches (8%) were least likely to be selected as important or very important. Table 16: Importance of sources of information (% important or very important) All students (n=18,092) Group University of Manitoba Victoria (n=230n=378) 1 (n=6,335) 2 (n=6,712) 3 (n=5,045) The university's website (INF2) 51% 52% 50% 51% 4239% Visit to campus for an open house (INF6) 46% 48% 47% 42% 3934% Parents (INF14) 45% 42% 45% 46% 5144% Students attending the university (INF12) 42% 41% 44% 41% 3942% Printed university brochure, pamphlet, or viewbook (INF5) 37% 37% 38% 36% 3729% Other visit to campus (INF7) 35% 35% 37% 32% 3129% High school/CEGEP counsellors or teachers (INF11) 33% 31% 32% 34% 4128% Contact with admissions staff on campus (INF8) 32% 39% 30% 31% 2724% Friends (INF13) 32% 30% 31% 34% 3637% Visit by a university representative to your high school or CEGEP (INF1) 29% 31% 28% 29% 3022% Contact with professors (INF9) 25% 32% 24% 23% 2213% Xxxxxxx'x university rankings (INF15) 24% 19% 28% 23% 1122% QS World University Rankings (INF18) 19% 12% 20% 21% 1214% The university's other social media (INF4) 18% 17% 19% 17% 1410% The Times Higher Education World University Rankings (INF17) 18% 12% 18% 20% 1311% Academic Ranking of World Universities (INF19) 17% 12% 19% 19% 11% Globe and Mail Canadian University Report (INF16) 14% 10% 15% 15% 11% The university's Facebook site (INF3) 12% 11% 13% 12% 98% Contact with university athletic coaches (INF10) 8% 9% 7% 7% 65% Differences by visible minority. Students who self-identify as a member of a visible minority group rated several of the sources of information as important/very important relative to those who did not self-identify. These include Times Higher Education World University Rankings (25% versus 11%), QS World University Rankings (27% versus 11%), and Academic Ranking of World Universities (24% versus 11%).