A Regional Strategy For Vancouver Island University
October, 2009
Table of Contents
1.
Executive Summary .............................................................................................................................. 3
2.
Regional Strategy Committee 2008/09 ................................................................................................. 4
3.
Terms of Reference Why a Regional Strategy? .................................................................................... 4
4.
Responding to Community Needs – a Brief History……………………………………………………………………
5.
What We Are Today – an Institutional Snapshot .................................................................................. 8
6.
VIU Statements of Principle ............................................................................................................... 10
7.
6.1
Vancouver Island University Mission Statement ...................................................................... 10
6.2
Vancouver Island University Value Statement ......................................................................... 10
6.3
Vancouver Island University Regional Policy .......................................................................... 11
6.4
Vancouver Island University Regional Strategy ....................................................................... 13
Programs, Access, and Support for Learners ..................................................................................... 14
7.1
8.
Recommendations: Programs, Access, and Support for Learners ............................................ 16
Re-defining the “VIU Region” ............................................................................................................ 17
8.1
9.
6
Recommendations: Redefining the VIU Region....................................................................... 19
Partnerships and Community Engagement ......................................................................................... 19
9.1
Public K-12 school system........................................................................................................ 21
9.2
Aboriginal partners ................................................................................................................... 21
9.3
Cultural Partners ....................................................................................................................... 22
9.4
Recommendations: Partnerships and Community Engagement ............................................... 23
10. Communication and Governance ....................................................................................................... 23
10.1 Recommendations: Governance and Administration................................................................ 25
11. Communication Plan and Next Steps .................................................................................................. 25
Page 2 of 27
Figures and Tables
1. Executive Summary
Vanoucver Island University, throughout its 73 year history1 has always been committed to serving the
mid-Vancouver Island region and its people. In its Value Statement developed through a broad based
participative process involving faclty staff and students (see below for the full Value Statement) the
fourth value is expressed as:
We value our strong connections to the communities we serve.
a. We are committed to providing access and programming to meet community needs.
b. We value exchange and interaction with our communities – locally, nationally, and
internationally.
The university, however, has never articulated a policy . plan or strategy that expressed that commitment
to our region and communities and the actions required to fulfill it now and in the future.
In April of 2008, British Columbia’s Premier Gordon Campbell announced the creation of the new
Vancouver Island University. Legislation later in the year provided a mandate that legally transformed
Malaspina University-College to a a“special purpose, teaching” university. Much of the discussion
around this new mandate referred to the new universities as “regional” Universities. Subsequesntly, the
new universities developed a mandate statement that focuses on three purposes :
1. offering responsive and sustainable university education;
2. establishing community connections and regional focus; and,
3. encouraging knowledge mobilization and innovation.
It is clear that this new mandate reinforces our commitment to our region, communities and people and
stimulates us to identify actions to fulfill that mandate with strategies and plans that are regionally
responsive and relevant. : The recent economic downturn also leads us to consider the role of the
university in promoting regional prosperity and community economic development through its teaching,
research, and service throughout the region.
1
The trades programming at VIU began in 1936 with the creation of the B.C. Dominion Vocational School.
Page 3 of 27
With these change in status, mandate, and economic outlook, the time seemed ripe for an investigation
and articulation of VIUs regional commitment, opportunities and challenges. This report on a Regional
Strategy for VIU is the result of that investigation.
The Regional strategy committee, gathered evidence, held for a, invited participation and gave
presentations throughout the region to Faculty staff Students and external stakeholders. The y then
prepared this report which articulated a regional policy for the university, developed a strategy to
implement that policy and identified a series of recommendations under the categories of the strategy:
1. Focus on learners: Access, programming and support,
2. Building Partnerships,
3. Redefining the VIU Region
4 Reaching out
5 Innovation
6. Governance and Communication
The report that follows identifies in detail the policy, strategy and recommendations. The Regional
Strategy and supporting documents can be found on the VIU WeB Site at : please provide link.
Regional Strategy Committee 2008/09 Vice-President, Academic (Chair): Leslie King
Associate Vice-President, Academic: David Drakeford
Executive Director, Facilities Services/Campus Development: Ric Kelm
Executive Director, Student Services: Darrel Mansbridge
Dean, Adult and Continuing Studies: Dennis Silvestrone
Dean, Arts and Humanities: Steve Lane
Dean, Trades & Applied Technology: Fred MacDonald
Acting Dean, Science and Technology: Anne Leavitt
Campus Principal – Cowichan: Maria Lauridsen
Campus Principal – Powell River: Arlette Raaen
Director, Aboriginal Education: Sharon Hobenshield
Director, Educational Planning: Pam Montgomery
Administrative Coordinator: Kathryn Snow
1. Purpose of the Regional Strategy Committee
Terms of Reference: To address the following areas:
•
Responsiveness to the VIU Region – mission, (policy), purposes, strategy, plan
Page 4 of 27
•
Resource needs
•
Programming and delivery options
•
Management and governance structures and processes.
•
Communication
•
Integration with institutional priorities and plans
Outcomes: The deliverables of the Regional Strategy committee included a Regional Policy, for
adoption by Senate and the Board, a Regional Strategy to implement the policy, and a set of
Recommendations to be presented to Senate and other bodies.
The Committee addressed the following questions:
•
How to best serve the region’s learners- increase post-secondary opportunities in the region?
•
How to promote regional prosperity – economic, social and intellectual sustainable development?
•
How can we best fulfill regional and Aboriginal mandates?
•
How to best maintain VIU’s responsiveness to changing needs of the region’s learners and
communities?
•
How can we increase enrolments at regional campuses and develop regional programs to attract
students to VIU as a whole?
•
Should we use the same standards of utilization and costing (efficiency and effectiveness) for
regional campuses?
•
Do regional campuses improve accessibility?
•
What does it mean to be a “regional” university? (responsiveness, presence, ecomonic stimulus
for region, but also programming – bio-cultural etc. Serving the Region – promoting economic
and social development/prosperity
Place Based Education
Bio-cultural, Eco-regional, Education
•
What is our region?
•
What is the right number and location of regional campuses?
•
How should they be staffed? Managed?
Goals: The goals that the Regional Strategy Committee commited itself to included:
•
Articulate a regional policy and strategy as a guide to resource allocation and programming
decision-making
Page 5 of 27
•
Ensure that integrated planning includes planning for regional delivery and presence
•
Investigate alternative models of organization and administration
•
Identify opportunities for targeting and attracting special demographic groups, offering niche
programs
The primary task of the committee was to prepare a draft report, with recommendations, to be circulated
for input to the VIU Senate, Executive, and Board and faculty and staff. Specifically, the report includes
an institutional policy statement and a strategy to guide VIU’s future approach to regional operations.
As preparation for this task, the committee consulted existing VIU planning documents (Educational
Technology Task Force Report [2003], Education Plan [2004], Aboriginal Service Plan [2006], SignPosts
[2006], Campus 2020 submission Moving Forward by Degrees [2006], Cowichan Education Plan
[2007]), as well as completed audits of existing facilities and services, updated the VIU Planning Context,
and provided a new snapshot of Aboriginal groups in our region.
In particular, the committee considered the following:

VIU’s role as a catalyst for economic prosperity in the region

VIU’s role promoting cultural and social development in the region

VIU’s role in assisting Aboriginal communities and groups to achieve economic self-sufficiency
and the capacity for self-government

Processes for maintaining VIU’s responsiveness to changing demands from the region’s
communities

How the Nanaimo campus relates to the regional campuses and the development of governance
structures that fully account for the role of the regional campuses in the functioning of the
University

New administrative models for the regional campuses and centres

Development of evidence-based decision-making and consultation and governance processes to
optimize course and program delivery across the region, and among all regional and virtual
campuses. This will provide access to a wide range of programs and develop regionally-specific
or niche programming.

VIU’s relation to other educational partners in the region (School Districts, North Island College,
Camosun College, University of Victoria, Capilano University, private post-secondary
institutions, Aboriginal institutions)
2. Responding to Community Needs – a Brief History
The institution we now know as Vancouver Island University has evolved from earlier institutions dating
back as far as the 1930s. The trades programming at VIU can trace its history back to 1936, with the
Page 6 of 27
creation of the B.C. Dominion Vocational School. The two-year community college known as Malaspina
College was founded in response to community demand in 1968, and in 1969 opened for classes in the
old hospital located on Kennedy Street in Nanaimo. In 1971 Malaspina was amalgamated with the
Vocational School, and in 1976 it physically joined that school on the current site of the main Nanaimo
campus on the lower slopes of Mount Benson.
Since the beginning of Malaspina College, courses of many kinds have been delivered in communities
within the mid-Island region of the College, originally defined along the boundaries of the School
Districts that voted to share in the funding of the new college. Most often, courses were delivered by
faculty traveling to the site – whether it was Parksville, Duncan, Port Alberni, Powell River, or elsewhere
– or in rented facilities devoted to classroom delivery. This is important to keep in mind as we embark on
this review: the institution has always had as part of its mandate to serve the students of the region,
wherever they might be, and through the use of several means of course delivery. Advances in technology
(television, video, internet, etc.) continue to add to the possible means of delivery, but there will always
be a desire to create a campus once the instruction and related services activity reach a certain level. The
challenge is to measure when that level is reached, and to determine first of all where the new campus
ought to be built, and then exactly what programs and services need to be “transported” from the main
campus, and which need to be replicated at the new site. In terms of the development of Malaspina
College/Vancouver Island University, those thresholds were determined to be reached and additional
campuses were created in Duncan, Powell River, and Parksville through the 1970s and 80s. However,
VIU continues to deliver instruction at all levels (developmental, certificate, trades, and even degree) in
many communities outside of the campuses and regional centres.
•
Other facilities added in the 1990s include the 70-acre Milner Gardens in Qualicum Beach and
the 32-acre Paine Horticultural Training Centre in Nanaimo; and since 2000, the deep-water
research site at Deep Bay. These represent VIU’s commitment not only to courses of instruction,
but also to experiential educational approaches that add value and relevancy to students’
programs, and to regionally-relevant research and scholarship that can drive economic prosperity
in the region, and respond to communities’ needs for specific problems to be solved.
•
Milner Gardens
•
Paine Centre
•
Heavy Equipment Operator Site
•
Deep Bay Field Station
•
Tofino?
•
Port Alberni?
•
Potential Partnership sites?
Beyond Brick and Mortar (I’ll fill this in – LK)
•
Functions rather than buildings
Page 7 of 27
•
Partnerships rather than boundaries/territories
•
Relationships rather than hierarchies
•
Programs rather than positions
•
Presence (widespread) rather than limited to Centres/Campuses
While there is a significant student population at the Cowichan Campus in Duncan, the Nanaimo Campus
is by far the largest facility and centre of institutional activity. Its 92-acre property has already become
small for the nature and breadth of activity taking place, and many of the buildings originally constructed
for the 1976 opening of the campus have reached the effective end of their life. A recently-approved
Campus Master Plan re-envisions the Nanaimo Campus in ways to accommodate new program growth
and facilities needs, to consolidate activity around a central campus core, and to provide for a more
sustainable future for the University. The current Cowichan Campus is faced with relocation because the
lease on their space is up in 2011. A new Cowichan Place campus of Vancouver Island University will be
built on the old Cowichan Fairgrounds site in Duncan with $25.6 million from the federal and provincial
governments and the institution. The Province has contributed $3.8-million to buy 3.2 hectares of the 10hectare fairgrounds for the new campus. It will replace the leased space with a new 3,500 square metre
building, which will accommodate students enrolled in university degree, business, health and human
services, trade and applied technology, career and academic preparation, and employability skills
programs.
3. What We Are Today – an Institutional Snapshot
The Vancouver Island University of 2009 is a comprehensive, primarily four-year, post-secondary
institution. We offer a wide range of academic, applied, career/technical, vocational, trades, and
developmental programs leading to certificates, diplomas, and degrees. We have just recently received
university designation under the Universities Act and are governed by a Board of Governors and a Senate.
In 2007/08, Vancouver Island University enrolled over 19,000 individual students (or approximately
7,500 full-time equivalent students). Significant among them are a large number of aboriginal students
from our region and beyond who constitute almost 9% of our student body. In addition to serving
Canadian students, VIU also offers a successful International Education program that in 2007/08 attracted
nearly 1,200 students from many different countries. In 2006/07, we launched our first autonomous
graduate program, an International MBA.
Vancouver Island University oversees a budget of over $100 million, of which less than 50% comes from
Ministry funding. Our indirect contribution to the regional economy is hundreds of millions of dollars.
We have over 700 faculty members in nine Faculties: Adult and Continuing Education, Arts and
Humanities, Education, Health and Human Services, International Education, Management, Science and
Technology, Social Sciences, and Trades and Applied Technology. There are 60 instructional
Page 8 of 27
departments, ten centres and institutes, and 48 service departments. We have over 1,000 continuing
employees, and issue tax forms for about 2,000 employees annually.
VIU has a notable research record in fields ranging from rural communities to shellfish studies. We are a
recognized leader in the incorporation of research into the undergraduate curriculum, and the coordinating
institution for ten undergraduate research leadership sites affiliated with the Carnegie Foundation for the
Advancement of Teaching Campus Program. In 2005-2006, we secured $4,013,440 in research funding
from multiple sources. In 2006, we were awarded substantial multiple-source funding for international
development purposes. In the last seven years, we have undertaken over $50 million in capital
development projects (of which more than 50% was self-funded), contributing to a total of $100 million
over the past decade.
Through our planning processes, we have over the years articulated a vision of commitment to student
learning and success through excellence. The recent change from Malaspina University-College to
Vancouver Island University provides us with a strong regional mandate, emphasis on undergraduate
teaching and learning as our first priority, commitment to open access, strong transitional and
developmental programs, and a comprehensive mix of academic, applied, professional, career/technical,
vocational, and trades programs.
In keeping with our mandate, we highly value the kinds of teaching and learning approaches and activities
that build student engagement in the learning process. As an institution, we score highly on measures of
student engagement, and students consistently express high levels of satisfaction with the learning
environment at VIU. We also promote experiential activities for students, such as practica, co-op
programs, internships, work placements, and exchange programs, that link education to the real world and
workplace.
We view research as a necessary adjunct to instruction, and put special emphasis on the undergraduate
research experience. We regard institutional research priorities as being influenced by regional economic
development and other needs, including resource management and sustainability. We look forward to a
small range of graduate programs in fields of institutional or regional strength or priority. Our regional
mandate would be to work closely with communities on Vancouver Island and mainland coastal
communities north of Howe Sound, in collaboration with all relevant partners, to promote sustainable
rural and urban communities, foster societal, cultural, and economic development, and to help this broad
region to share equally in the fullest benefits of life in BC in the twenty-first century.
Of course, the primary way in which Vancouver Island University has served and will continue to serve
its region is through the delivery of high-quality training and instruction of many kinds. The primary
nodes for this activity remain campuses of wood and nails; however, we have always considered
alternatives in order to best serve students in our region: courses may be delivered at an off-campus site;
through traditional face-to-face, classroom instruction, or via on-line or other distance delivery methods;
through base-budgeted, programmatic activity as well as through specially-designed or delivered contract
activity; and our comprehensive range of programs allows us to offer several types of programs, from
adult education to trades certification to certificates, diplomas, and degrees.
The training and educational opportunities VIU provides to its region are vital to the economic and
cultural health of the region. Some programs directly prepare students for jobs of various kinds, thus
addressing industry needs and sustaining economic growth. Other programs provide more general,
Page 9 of 27
transferable skills required by a good many employers or for entrepreneurial success. Our successes with
Aboriginal learners, both on our campuses and off, are of a broad enough range that we believe we can
directly assist First Nations and other Aboriginal groups to realize their economic and governance goals.
And, of course, there are the less-tangible but equally-valuable benefits to having an educated population
in the VIU region – the aim of the “liberal” education, to free learners from their preconceived notions, to
prepare them for engaged citizenship, and to protect them from the claims of the unscrupulous. And, in
fact, the “job preparation” function and the “engaged citizen” function are more intertwined than we
might at first think: research indicates that sustained growth in the new economy depends upon three
interrelated factors: technology and innovation, social tolerance, and the ability to attract and retain talent
(Florida, 2002). The University has an important role to play in all three of these factors.
4. VIU Statements of Principle
VIU’s commitment to its region is embedded in our Mission Statement and our Value Statement
(especially values 1, 3, and 4). The VIU Regional Policy Statement supports these guiding principles and
articulates a core expression of commitment to serving our region and communities. The Regional
Strategy includes specific supporting recommendations.
4.1
Vancouver Island University Mission Statement
Vancouver Island University is a dynamic and diverse educational organization, dedicated to excellence
in teaching and learning, service and research. We foster student success, strong community connections
and international collaboration by providing access to a wide range of university and college programs
designed for regional, national and international students.
4.2
Vancouver Island University Value Statement
Vancouver Island University is a dynamic and creative community of faculty, staff, and students. We
share a strong belief in the power of learning to change people’s lives.
1. First and foremost, we value our students and are committed to their educational and personal
success.
a. As a learner-centred institution, we engage and challenge our students.
b. We support our students through personal interaction, small-scale learning environments, and
sensitivity to student needs.
c. We welcome students with different backgrounds, cultures, life experiences, and interests, and
celebrate their diversity.
2. We value our collegial, respectful, and supportive working environment.
a. We encourage continuing opportunities for the learning and growth of our employees.
Page 10 of 27
b. We honour the open exchange of ideas, academic freedom, and collaboration across departments
and disciplines.
3. We value the quality of our programs and services, and are committed to offering a unique mix of
vocational, applied, and academic programs to meet the needs of a wide range of learners.
4. We value our strong connections to the communities we serve.
a. We are committed to providing access and programming to meet community needs.
b. We value exchange and interaction with our communities – locally, nationally, and
internationally.
5. We value the natural environment in which we are located.
a. We enjoy the beauty of our location and are committed to maintaining and enhancing the quality
of our campus settings.
4.3
Vancouver Island University Regional Policy
Vancouver Island University promotes the intellectual, cultural, social, and economic growth and wellbeing of our region and communities, and to this end endorses the following statement of principles.
Context
 From its inception, through its evolution as a college, university college, and special purpose
teaching university, Vancouver Island University has had a mandate from government to serve
the communities of central Vancouver Island and the Mainland Coast.
 Vancouver Island University has maintained a commitment to regional communities over a
period of many decades. This focus on regional engagement is deeply engrained in our culture
and values and continues to inform our planning.
 The large majority of our students come from Vancouver Island and the Mainland Coast.
 Faculty and staff of VIU, most of whom live locally, are committed to enhancing the quality of
life in the region.
Principles
1. Vancouver Island University supports an integrated institutional planning approach that identifies
the most effective institutional means of structuring, resourcing, and conducting educational
programs, services, research, and community-based activities throughout our region.
a. Regional planning should be consistent with institutional mission and value statements,
and conform to the overall goals and priorities identified from time to time in institutional
strategic plans.
b. Regional planning should be guided by the goals and priorities of the Ministry of
Advanced Education and Labour Market Development that inform planning at VIU.
c. The planning of educational programs should take regional educational, economic, and
labour market needs into consideration.
Page 11 of 27
d. VIU campuses, facilities, and equipment should be planned, designed, and deployed to
best serve the interests of the region overall.
2. Organizational structures and operational procedures at VIU should be designed to include
consideration of regional needs, priorities, and commitments.
a. From time to time the geographical catchment of Vancouver Island University may be
redefined based on the place of origin of our students and other factors.
b. Governance and planning committees should consider regional needs, priorities, and
commitments as part of their planning context, and have representation from regional
campuses or regional operations where allowed in their terms of reference.
c. Operational procedures related to planning should allow for consultation with
representatives of regional campuses or regional operations where appropriate.
d. Those with responsibilities for program and service delivery at VIU should be mindful of
our regional commitment and include consideration of regional needs in their planning.
e. From time to time, senior administrators or others with institutional responsibility for
planning may issue statements or documents that identify or clarify regional priorities and
strategies for the institution.
3. Vancouver Island University favours approaches to education and community service that are
both responsive and sustainable.
a. It is an ongoing priority of the institution to provide access to and opportunities for postsecondary education and life-long learning for all residents of our region.
b. The institution encourages ongoing consultation and collaboration with community
representatives, partners, businesses, organizations, and government to identify regional
educational needs and opportunities and respond to them in a timely way.
c. In order to meet the needs of diverse students in a wide range of geographical regions and
learning environments, creative and flexible approaches to the delivery of educational
programs and services are encouraged.
d. Programs and services should be operated in an efficient and cost-effective way in order
to maximize long-term benefits to the region within limited resources.
4. Vancouver Island University encourages and supports collaboration and partnerships with other
post-secondary institutions and organizations in order to most effectively meet the educational
and other needs of regional communities.
5. In the interests of promoting knowledge development to enhance regional communities,
Vancouver Island University supports community-based research, and research with anticipated
benefits to local communities.
Page 12 of 27
a. VIU encourages partnerships and alliances that facilitate regionally-based research
projects or applied research with regional benefits.
b. The institution supports scholarship and applied research focused on regional issues and
development, and that promote innovation or technology transfer of benefit to the region.
.
In order to address the changing role of Vancouver Island University in its region, and how it animates
the statements of principle, we turn to a series of four interrelated themes to describe how we plan to get
from our current state to a more collaborative, more productive future for Vancouver Island’s inhabitants.
4.4
Vancouver Island University Regional Strategy
To fulfill the aims of the Regional Policy we recommend the following strategy:
VIU is committed to engaging actively and meaningfully with the communities of its region. To
fulfill this commitment, we will undertake a set of mutually supportive strategies that are both
consistent with our tradition yet bold and far reaching in their scope and future impact. The overall
aim of the strategy is to provide access, support and programming for learners throughout the
region, providing post- secondary opportunities in a variety of modes and settings, ensuring
student success, and responding to the needs of Aboriginal learners and communities as well as
identifying the needs of special demographic groups in our region. To accomplish this, the strategy
focuses on:
1. Building on Partnerships – We recognize that to travel far, we need to travel together.
Building on a history and current practice grounded in community engagement, the
University will broaden and deepen its partnerships as a key means to actualize its
regional strategy. Working through respectful relationships with a broad constellation
of partners, including First Nations, businesses, government and community agencies
and other post secondary institutions, we will collaborate to create multiple benefits,
ultimately improving the health and prosperity of those who live and work in the
region that we serve.
2. Defining the region – It is now generally accepted that Vancouver Island and the south
coast of the province are an integral economic region, requiring integrated solutions to
address emerging challenges and opportunities. Through its long-standing
relationships with constituents throughout this region, VIU has both an obligation and
opportunity to contribute to the well being of this area in ways that foster both
prosperity and resilience. Thus, extending its reach from the original territory of
Malaspina College, VIU will assume a more expansive role in supporting the growth
and development of this coastal region of British Columbia.
3. Reaching out – While VIU is recognized for the many exceptional programs that it
offers at its sites, we understand that to truly be community animators, the institution
Page 13 of 27
needs to take a proactive stance, intentionally and consistently reaching out to
potential partners to develop collective solutions for the complex challenges of the
region. Consequently, VIU proposes to establish a Centre for Regional Partnership
Development, with a mission to extend the reach of the institution, seeking out and
fostering collaborative ventures in social, economic and cultural domains. As such, the
Centre would act both as a portal, enabling prospective partners to identify an obvious
point of entry into the institution, and as a catalyst, focusing and amplifying the
resources of the University in collaborative networks that fuel sustainable
development across the region.
4. Fostering innovation – Amongst the many contributions that the University is poised
to make to the region, we are well place to be as a nexus for innovation, drawing
together the creativity and dynamism of the region to foster knowledge development
and exchange that will propel innovation in many fields. Through this targeted work,
practitioners and researchers will have the opportunity to collaborate on a range of
topics critical to the region’s future across an array of social and economic topics, with
an aim of fostering innovation that makes a tangible difference to the operation of local
businesses and organizations and in the lives of those who live in the region.
5. Recommendations
5.1
fix the numbering
Programs, Access, and Support for Learners
Here we enumerate the recommendations to better evaluate and implement programs and services
throughout our region. It is envisioned that the work described here is the kind of thing generated or
approved by the governance bodies recommended below. It is important to note that we are not
recommending actual new programs; what we are recommending are processes for determining new
program directions, delivery, or support requirements.
Any such discussion must begin, of course, with the regional campuses and centres as currently
identified: Vancouver Island University currently has three campuses in Nanaimo, Duncan, and Powell
River, two centres (Parksville-Qualicum & G.R. Paine Horticulture), plus several other facilities in
satellite locations including: the downtown Nanaimo Development and Alumni office, the Milner
Gardens and Woodland, the Heavy Equipment Operator training site, and the Deep Bay Field Station.
The large majority of the university’s facilities are owned, however several are leased, or shared in jointventure contracts. These regional campuses and centres currently deliver vital courses and programs in
their communities, across the range of programs available at VIU, but naturally there are differences of
both scale and type between not only the Nanaimo campus and the regional campuses, but also between
regional campuses. A regional strategy must be mindful of these differences, and coordinate regional
campus priorities with institutional ones. As well, VIU must be considered as a whole system not as
several separate systems; contractions or expansions may take place in specific locations so that the
system as a whole is functioning healthily.
Page 14 of 27
Vancouver Island University
Aboriginal Student Headcount
by Campus 2007-08
Insert stuff on Aboriginal Students by Campus
Important to this process will be improved data and information so that decisions around programs and
services, especially those delivered at regional campuses or through continuing studies, can be made with
confidence that they are based on sound evidence.
Distributed learning, and in particular various new digital technologies, need to be assessed for their
potential to get courses to populations that cannot easily get to a campus or regional centre. On-line or
web delivery cannot be assumed to be a panacea for access and cost considerations – each application
should be evaluated on its own merits. VIU has formed a Distributed Learning task force…
Successful student transition (at various levels) is key to enhancing the education and therefore quality of
life of our region’s residents. VIU has recently created two new positions to support this: a Regional
Literacy Coordinator and a Regional Transition Coordinator. As well, our Vice-President Academic is
initiating discussion to create an Aboriginal Academic Strategic Plan. These initiatives will serve to
improve our response and response time to the needs of our region.
Implementing a Learning Commons model will bring together student services into one place within the
Library and provide “one stop shopping” for student services.
A vision for the Cowichan campus is naturally evolving as a Centre of Aboriginal Achievement. 33% of
the student body at Cowichan is Aboriginal and has enormous potential for enrichment of the Aboriginal
communities, VIU, and Vancouver Island…
The new generation of university will continue to respond to a broad range of community need related to
post secondary education and labour market development, and will also become a more specialized centre
of knowledge, supporting niche program development and applied research within the regional context.
All of this activity will provide access to VIU's institutional presence, supporting and promoting the full
range of programs and services we offer collaboratively.
With the unique demographic characteristics of the Parksville/Qualicum area there is an abundance of
knowledge and experience to gain from our older citizens. Not only can a VIU presence enrich the lives
of residents, the residents have much to offer VIU. A reciprocal relationship that …healthy aging…
Serving Learners Recommendations:
•
Programs, access, and support for learners
•
Articulate a vision for each campus and region and an integrated vision for the system
Page 15 of 27
•
Create an assessment and needs identification methodology and criteria
•
Integrate regional strategy with academic plan, Aboriginal academic plan, resource and campus
plans etc. – Facilities Master Plan for entire system – incorporate Campuses and other into
Facilities Master Plan
•
Identify niche programs for each region
•
Integrated enrolment management
•
Appropriate delivery methods – distributed delivery
•
Learning commons model throughout the system
•
Support student transitions
•
Explore feasibility of presence in other communities
•
5.2
Recommendations: Programs, Access, and Support for Learners
1. Articulate a vision for each campus and how it is integrated into VIU overall.
2. Create a methodology and set of criteria to assess programmatic needs and use these
criteria consistently. These criteria will result in improved short-term efficiencies
and long-term planning, and aid in determining what services, support services, and
facilities, are necessary at regional campuses/communities and how to support them.
They will also assist in establishing realistic benchmarks and targets for regions
based on their unique characteristics.
3. Working from the strengths of each region and its communities, identify niche
programming that can be a draw to a particular campus and a strength to the overall
institution.
4. Ensure integrated enrolment management that takes all campuses into account.
5. Look at potential for centralized or decentralized distributed learning that provides
increased access and maximizes efficiency. Identify most appropriate delivery
methods.
6. Institute a learning commons model that is consistent across the institution.
7. Determine ways to support student transitions from one type of learning to another
(for example: high school and Continuing Education to University, diploma,
certificate, trades, and graduate levels) with the aim of increasing post-secondary
participation and student success.
8. Create an Aboriginal Academic Strategic Plan.
Page 16 of 27
9. Work with community and educational partners to determine the feasibity of
establishing a presence in other communities such as Ladysmith, Gabriola Island,
Port Alberni, Ahousat, and Tofino.
6. Re-defining the “VIU Region”
Insert Pam’s Maps showing areas from whence come our students
Insert Pam’s Planning context figures
In today’s interconnected world and global economy, artificially limiting the “region” of Vancouver
Island University to, say, a few school districts in the mid-Island area would not allow us to meet our
regional mandate. The old definitions are fading away. Malaspina College’s region was defined by the
School District boundaries Districts 47, 68, 69, 72, and for years there has been an unstated division of
the Island into territories covered by post-secondary institutions: South (Camosun,UVic, and Royal
Roads), Mid-Island (VIU), and North (North Island College and VIU in Powell River). We see the
establishment of VIU as a special purpose, teaching university to be a perfect opportunity to reconsider
the concept of institutional districts. See Appendix 1 Planning Context
What we know is that, despite any historical constructs or recruitment practices, students themselves
define our real catchment area through their day-to-day decisions and educational choices. We therefore
do not wish to be bound by “territories” on the Island when it comes to serving communities of learners
or recruiting students to our programs. The Student Transitions Project, managed by the Ministry of
Advanced Education and Labour Market Development, links data about students in the B.C. public postsecondary education system with information from their years in kindergarten to Grade 12. The Student
Transitions Project supports our conclusions that VIU students come from all over the Province and
further away. See Appendix ___ for maps describing immediate transitions to VIU by BC high school
graduates in 2006 and 2007. VIU will continue to use this data to measure demand and areas for
improvement and development. Our Office of Educational Planning has also undertaken a study to
examine the home addresses of all of our existing students. This data also reveals that our students come
from all over British Columiba, not just the four adjacent school districts (see Appendix __).
VIU will undertake consultative processes to best coordinate programming in order to both serve the
needs of the region’s learners, and also prevent unnecessary duplication. For example, , given the large
number of students from the North Island that choose VIU, North Island College, the main postsecondary presence in Port Alberni and the North Island, is a likely partner for further collaboration and
coordination of activity. Currently, we have a high-level agreement that facilitates a high registration
priority for students transferring in from NIC at third year. We believe, though, that there exist many
more opportunities for direct program transfer agreements, or other collaborative ventures. As well, some
niche programming at VIU draws students from Victoria, so we need to work with both Camosun and
UVic in order that the overall approach serves learners and is not viewed as a threat by any of the
partners.
Page 17 of 27
Our new approach to defining our student catchment area will serve to clarify our own, institutional
approach to our Island region. Our regional campuses will provide the vital secondary hubs of activity,
both serving local populations and coordinating with the main campus or institution as a whole. The
regional leadership – current Campus Principals and their teams – will bear the responsibility for regional
operations.
Technology and new modes of delivery also contribute to breaking down student barriers. Over the years,
several modes of distance education have been employed by Malaspina/VIU. Web-based delivery of
courses, or blended models combining on-line delivery with short residential experiences, have proven to
be highly successful in certain contexts. VIU is committed to continual assessment of these modes of
educational delivery, with a view to increasing both the access to education and the overall quality of the
educational experience.
Limitations do exist in some of the Island’s remote locations. Connectivity and bandwidth can be an
insurmountable obstacle to on-line delivery to the west coast, for example. Many of these remote
communities are aboriginal communities, which makes it imperative that VIU work with communities,
with government, and even with the private sector, to address some of these challenges and ensure the
access to high quality training and education.
Expanded role of Principals to go here.
•
Building Partnerships
•
Fostering Innovation
•
Region-wide
•
Roving ambassadors, recruiters, needs assessors
Create and coordinate regional presence
Vancouver Island University recognizes the role of research and scholarly activity in economic and social
development of the regions, and several departments engage in research that is specific to regional
strengths and concerns – things like shellfish research, or rural tourism. By defining our region as all of
Vancouver Island, we can share our expertise with communities all over the Island and the Sunshine
Coast.
Redefining the Region Recommendations:
•
VI and Coastal BC
•
Partnerships with SD’s But also beyond traditional SD Boundaries
•
Expanded role of campus principal
•
Distributed and Community Delivery throughout region
•
Promote Research and knowledge mobilization throughout the region
Page 18 of 27
6.1
Recommendations: Redefining the VIU Region
10. Re-define our “Region” as Vancouver Island and coastal British Columbia.
11. Vancouver Island University will develop and nourish partnerships for postsecondary activity and not be bound by school district boundaries. Recognizing that
our catchment area includes the whole of Vancouver Island, we will conceive of the
region as a whole and expand the role of Campus Principal in order to fully engage
with the communities.
12. VIU programs and services can conceivably be delivered all over the region, using
our entire “system” of campuses, centres, partnerships, and various methods of
distributed delivery through the use of technology .
13. VIU will promote research and scholarly activity for the economic and social
development of the region.
Put in Pam’s planning context figures (in addition to Appendix 1
7. Partnerships and Community Engagement
Research partnerships
•
Community-based
•
Regionally relevant
•
Capacity building
•
Knowledge mobilization to benefit the region and communities
•
Opportunities for Innovation
Partnerships:
•
Strengthen partnerships with VI post-secondary institutions (MOU, VICRA)
•
Strengthen partnerships with First Nations in our region
•
Strengthen relationships with School Districts for seamless progression
•
Explore innovative opportunities for collaboration
•
Make campuses hubs of intellectual and cultural life
•
Investigate transportation solutions – New – expand****
Page 19 of 27
•
Cost Benefit Analysis to inform decision-making –intangible benefits: Access, wellbeing,
community dev., support, partnerships, dialogue, leadership
•
Continue partnerships with community arts, social, cultural, environmental organizations and
government agencies
•
Provide incentives for faculty to engage with communities
•
Recognize and support engagement activities
•
•
The history of Vancouver Island University reflects a theme of strong connections with the communities
of its region. Indeed it can be argued that these relationships are a source of both institutional and regional
strength. Moreover, this theme aligns with a much broader trend globally, where interest is strong and
growing regarding engagement between higher education institutions and various communities of interest
(Bjarnason and Coldstream, 2003; Watson, 2007). This attention appears to be motivated by several
convergent factors. As social and economic issues facing community groups have become more complex
and intractable, universities are increasingly viewed as resources that can aid in addressing these
challenges. Universities respond, whether driven by self-interest, necessity or a sense of obligation (or a
combination thereof), and it is evident from developments across the globe that community engagement is
increasingly viewed as a topic of importance for the modern university.
The Organization for Economic and Cooperative Development (OECD) contends that universities have a
vital role to play in engaging with their regions (and communities therein) to address issues and
opportunities of social and economic import (Chatterton, 1999). This perspective is also shared in
Australia where the national government has identified university – community engagement as a critical
element in regional development, particularly in regions removed from large urban centres (Garlick,
2001). Further, they have identified that this synergy is more fully realized where regional planning
involves universities and other partners working together in a proactive and comprehensive fashion.
As Vancouver Island University contemplates how it undertakes engagement with its region, it needs to
contemplate both the role of engagement as a core value and organizing principle, and how it initiates and
supports outreach activities on the ground in communities. From its roots as a community college,
Vancouver Island University has a long and enviable tradition as an institution that has maintained
diverse and potent relationships with communities of its core region, as well as ones across the province
and around the globe.
At the same time, the institution provides many valuable resources to the region and beyond, including its
graduates, and a growing portfolio of applied and community-based research, and a considerable number
of faculty and student projects directed at an array of challenges and opportunities associated with
communities’ health and wellbeing. This was recently illustrated in a survey of community engagement
projects undertaken last year, where over 130 initiatives were cited (see Appendix).
Page 20 of 27
Thus, community engagement is not only part of our legacy, but also a key element of our strength as an
emerging institution. In particular, recognizing, celebrating and building on this capacity can help to
articulate our purpose, distinguish our role, and enhance our ability to attracted students and faculty
seeking such engaged experiences.
Such interdependent relationships contribute to a stronger, healthier society. In particular, they better
enable regions to address the increasingly complex challenges that they face; challenges requiring
solutions that are more subtle and integrated. Thus, it is not only valuable but also imperative that
Vancouver Island University explores new avenues for collaboration to address these challenges.
Consequently, we have both an obligation and an opportunity to build on our historic role in making a
substantive contribution the social, economic and environmental development of Vancouver Island and
coastal BC. We recommend that students and residents of the communities be consulted, as well as
cost/benefit analyses and other measures be undertaken.
It is envisioned that the partnerships described in this section inform the memberships of some of the
advisory bodies, Senate sub-committees, or Regional Learning Councils we have recommended. Some
categories of our important partners follow:
7.1
Public K-12 school system
School Districts have been intimately connected to Vancouver Island University since its inception as
Malaspina College. Currently, we have high-level Memoranda of Understanding with several of the
School Districts in our region, and we collaborate with several schools to deliver vocational training in
the high schools, often through a mutually-beneficial dual credit arrangement. We propose to continue
working with School Districts on programs, but also to commit to work with the K-12 system in general
in order to improved post-secondary participation rates in our region. VIU also provides Adult Basic
Education to allow students to achieve their Dogwood (grade 12) diploma. The report, Cost Estimates of
Dropping out of High School In Canada, prepared for Canadian Council on Learning, estimates that a
one-percentage-point increase in the graduation rate in Canada would result in aggregated savings of over
$7.7 billion for 2008. By providing graduation access to adult learners, VIU is …
7.2
Aboriginal partners
Within our region there are a number of First Nations and other Aboriginal groups (see Appendix __for
map). Vancouver Island University sees as part of its mandate helping those communities and groups to
improve K-12 completion rates, facilitate transitions to post-secondary education, and foster student
success.
At present VIU is mid way through a three-year Aboriginal education service plan which is a Ministry of
Advanced Education and Labour Market Development initiative. The main objectives of the service plan
are to increase post-secondary education access for, retention of, and completion by Aboriginal students.
When responding to the needs of Aboriginal communities and in the course of developing a regional
strategic plan it is important to acknowledge the fact that self-determination is directly related to
Aboriginal jurisdiction and rights and entitlement in the areas of education, health, economic
development, governance and social issues. This principle was the motivation behind the creation of the
Page 21 of 27
New Relationship Trust which is dedicated to strengthening First Nation in B.C. through capacity
building.
VIU has relationships with two private Aboriginal educational institutes in their region: Chemainus
Native College and Tillicum LeLum. An articulation agreement with Tillicum LeLum ABE courses has
been in existence since 1989. In 2006 an affiliation agreement was signed with Chemainus Native
College and Malaspina University-College agreeing to offer credited courses in the Chemainus First
Nation community. Most recently, VIU has supported the development of Snuneymuxw House of
Learning which is offering ABE courses. In addition, Penelakut First Nation chief and council recently
passed a unanimous motion to have their adult learning centre pursue an articulation agreement with VIU
for their ABE courses.
On a provincial level there is growing interest in strengthening Aboriginal post-secondary institutions.
This discussion is increasingly focused on the exercise of jurisdiction as a long-term solution to some of
the challenges facing aboriginal post-secondary institutions. The focus on jurisdiction is partly a result of
interest generated by the recent initiative to recognize First Nation jurisdiction over kindergarten to Grade
12 education on reserves.
In the Ministry of Advanced Education 2008 Aboriginal Report – Charting Our Path, a key action that is
identified as part of the Aboriginal Post-Secondary Strategy is to increase access and transition through
strengthening partnerships and agreements between Aboriginal and non-Aboriginal public institutions. In
a 2008 policy paper developed by First Nations Education Steering Committee entitled Aboriginal PostSecondary Education in British Columbia – A Place for Aboriginal Institutes, the intention is to outline
possible ways to formally recognize Aboriginal-controlled post-secondary institutes as a critical
component of the post-secondary system of British Columbia. Recommendation #3 of this report directly
speaks to the relationship between public and private institutions: The Province of British Columbia
should support the establishment of effective, respectful partnerships between Aboriginal institutes and
public post-secondary institutions through policy development, support for research of best practices, and
the promotion of dialogue and exchange. These efforts should include mechanisms for a widespread
sharing of expertise and resources to enhance the effectiveness of the new integrated post-secondary
education systems.
Vancouver Island University is willing to engage in these discussions with the Aboriginal private
institutions in order to identify further collaborations. VIU’s Director of Aboriginal Education is very
involved with First Nations communities throughout Vancouver Island and is working to strengthen the
communities through increased and improved access to education. See Appendix __ for a recent snapshot
of VIU’s relationships with our Aboriginal communities.
7.3
Cultural Partners
Like any university, Vancouver Island University plays an important role in the cultural life of its regions,
again in a reciprocal relationship. Campus activity like public science lectures, art exhibitions, poetry
readings, theatre productions, jazz concerts, and many others invite the communities in to our campuses
and centres. There is also a flow the other way, as community boards of every kind may be populated by
university staff and faculty, whose particular expertise is vital to the running of art galleries, local
museum and archive operations, and many others. In addition, many of these faculty and staff are simply
Page 22 of 27
engaged citizens, sharing their energy and interest on a host of social agencies throughout the regions
served by Vancouver Island University.
7.4
Recommendations: Partnerships and Community Engagement
14. Strengthen relationships and partnerships with North Island College, Camosun
College, Royal Roads University, and University of Victoria.
15. Continue to acknowledge the traditional territories of the First Peoples on Vancouver
Island and uphold Aboriginal education at VIU as a collaborative endeavour that
balances traditional teachings with academic knowledge providing rich and unique
learning opportunities for our students and the population of our region.
16. Complete an overall cost/benefit analysis for VIU operations outside of Nanaimo and
a separate cost/benefit analysis for each regional campus and centre. These reports
must include intangible benefits such as social cost savings and well being. These
reports will inform decision making at VIU.
17. Strengthen relationships with school districts on Vancouver Island. Explore more
opportunities for dual credits; MOUs for each and as a group. Work with school
districts to improve post-secondary participation rates of high school graduates.
18. Foster direct interactions with school districts as well as exploring innovative
opportunities for collaboration. Establishing linkages with academy programs at
public high schools, for example, jazz and athletic academies, with similar programs
at VIU are an example of potential new partnership opportunities. Increased contact
and partnership with university preparatory schools may also be investigated.
19. Work to make campuses hubs of intellectual and cultural life.
20. Continue to work in partnership with community arts, culture, and social
organizations and work to identify incentives for faculty and staff to become more
engaged with their communities. Recognize and support this regional development
outreach and animation activity.
8. Communication and Governance
Congruence with Institutional Priorities
•
First Nations and Aboriginal education and partnerships
•
Community engagement and applied research
•
Coastal resources
•
Environment and Sustainability
Page 23 of 27
•
Communication and Governance Recommendations
•
Senate Committee on Regional Mandate
•
Improve communication about and among campuses
•
Ensure better flow of faculty and staff among campuses
•
Regional recommendations as guiding principals in budget process, senate committees, and
others.
•
Establish and charge Regional Advisory Committees for each region (redefined and expanded)
•
Articulate new expanded sub-regions on a map and distribute internally and externally
•
Establish Centre for Regional Partnership Development (CCS) and Integrate with regional
operations
•
Harmonize regional strategy with other institutional policies and plans
This section describes the mechanisms that are in place, or need to be in place, in order for VIU to
effectively serve its region under its new mandate.
Internally, VIU must better incorporate regional campus representation into University governance,
probably through a Senate sub-committee. This will allow for a Regional Strategy to be adopted and
periodically refined, coordinated with other strategic planning undertaken at the institution (Aboriginal
Service Plan, SignPosts plans, External Relations Policy, Community-Based Research plans, and so
forth). See Appendix __.The goal is to develop and maintain a set of principles and actions to guide
programming (through the Joint Planning Committee or its new Senate replacement), funding of regional
campuses and their activity (through the Budget Committee), and policy. We believe such a place in the
institution’s governance structure is essential for acceptance of the strategy by VIU stakeholders, which
will in turn facilitate implementation of defined goals.
Externally, there will be a need for greater coordination and lobbying power within our region and the
communities we serve. The Campus 2020 Report attempted to rationalize a system of B.C. postsecondary institutions as much by level of activity as by geographical location, and while some of the
recommendations in the Report have been adopted by government, one that has not been discussed much
is the recommendation to form “Regional Learning Councils”, one of which would be for Vancouver
Island. We believe there is value in collaborating with other educational partners throughout the Island,
and would pursue conversations with the other post-secondary players on Vancouver Island in order to
best coordinate activity and serve all members of our region. Further, we believe involving other sectors
like business, employers, high schools, and others can only serve to improve our ability to address
specific needs.
Page 24 of 27
8.1
Recommendations: Governance and Administration
21. Approve the proposed Regional Activities Working Group as a sub-committee of
Senate. This committee will oversee strategy implementation and assessment of
measurables. Regional recommendations will serve as guiding principles to the
Budget Committee, Joint Planning Committee, Senate, and the Board.
22. Develop institutional policy to endorse recommendations; make this policy
compatible with External Relations Policy; Community Engagement Policy;
Facilities Master Plan, Aboriginal Service Plan, Community-Based Research, and
recommendations from the report on distributed learning.
23. There must be a strong connection between Continuing Education and regional
operations. Identify ways this can be reflected in organizational structures.
24. Consider the appropriateness of the title “Campus Principal” for the Regional
Campus administrators.
25. Complete a consultation and communications strategy and implement beginning
spring 2009.
26. Communicate the new region /new university model.
27. Create Regional advisory committees for expanded region.
28. Articulate new administrative sub-regions on a map for internal and external
communication and governance.
9. Communication Plan and Next Steps
Regional Policy
•
Context
•
Principles –Integrated Planning
•
Organizational Structures
•
Responsive and sustainable
•
Collaboration and Partnerships
•
Community based, regionally relevant research
Next Steps
•
Continue consultation with communities and partners (May, June)
•
Revise report based on consultation
Page 25 of 27
•
Produce and distribute report (June, July)
•
Present to Senate, MACO, Executive, Board etc. (Sept.)
•
Approval and implementation of policy, strategy and recommendations (Sept….)
•
Annual review of strategy and implementation of recommendations
Reference Materials
External Reports
•
Aboriginal Report - Charting our Path (2008 ALMD)
•
Aboriginal Post-Secondary Education in BC: A Place for Aboriginal Institutes
•
Benchmarks for Campus/Community Partnerships
•
Carnegie Classification Framework - Community Engagement
•
Nanaimo Community Profile (Economic Development Office of Nanaimo)
•
Higher Education Leadership of Regional and Local Regeneration Partnerships: Learning from
good practice
•
Map of BC Post-Secondary Institutions
•
Presentation from the Island Economic Summit
•
The Response of Higher Education Institutions to Regional Need (OECD)
•
The Response of Higher Education Institutions to Regional Need (Chatterton/Goddard)
•
Review of Higher Education Institutions in Regional Development (OECD - very applicable
example of guidelines for a self-evaluation report)
•
The Role of Engagement (B. Holland)
•
UNBC Report of the Task Force on the Regional Mandate (2002)
Internal Reports
•
SignPosts 2006-09 Reports (departmental plans plus regional campus plans)
•
Aboriginal Service Plan (2007)
•
Facilities Reports:
•
Campus Area Summary
Page 26 of 27
•
Gross Area by Campus
•
Net Area by Campus
•
Accountability Plan and Report 2008/09 - 2010/11
•
Environmental Scans Completed Nov. 2008:
•
Aboriginal Profile
•
Cowichan
•
Nanaimo
•
Parksville
•
Powell River
Data Links
•
BC STATS Regional and Community Facts
•
2006 Census Profiles
•
British Columbia Immigration and Diversity Profiles 2006
•
PEOPLE 32 BC College Region Population Projections
•
Labour Market (BC Gov)
Page 27 of 27