Committee of Deans: Strategic Planning Initiative

October 1, 1997

• Introduction
• Question 1: Is there a distinctive role for UBC? What is it? How do we expand and maintain it?
• Question 2: External expectations of the university? Creative responses.
• Acknowledgement
• Participants

Introduction

During the fall of 1995 there was growing concern that in future years the University would be constrained by severe budget reductions. The Vice-Presidents and the Committee of Deans discussed the need for a university wide strategic planning initiative, although at the same time recognizing that many faculties either had completed or were in process of completing, their own strategic plans. On January 8, 1996, Dr. D.R. Birch, Vice President & Provost, circulated a memorandum proposing a strategic planning initiative, which would be broadly-based, crossing the organizational lines of the university. It was agreed that there was need for faculty, students and staff to give their views about the university in a series of forums which were not associated with any particular faculty, department or administrative unit.

Although recognizing that fiscal constraints are always an important element, it was agreed that the forums should consider broad questions about the role of the University in a rapidly changing world. It was agreed that the forums would form input to a future planning process that should provide an opportunity for forward thinking, for establishing priorities and for generating a capacity to re-allocate resources in response to changing priorities. In order to address questions about the role of the University, the forums were of the nature of focus groups, drawn from all sectors of campus.

The PURPOSE of the focus groups, through the leadership of the Deans was to provide:

1. a forum for the sharing of ideas from representatives of the UBC community on the future vision, strategy and operation of this University stretching into the twenty-first century;
2. for learning to take place within and across the groups drawn from the UBC community about how the university is perceived, and to identify similarities and differences of view that exist between and among members of the community;
3. a source of strategic AND tactical ideas and practices that could inform the present and future leadership plans and activities at UBC;
4. the basic ingredients for a document on the nature, future and operation of UBC that could serve as a source of ideas and inspiration for the current and the incoming President and other new leaders on campus;
5. the basis for a "White Paper" on the Future of the UBC that could serve as a stimulus for community action on campus to assist the leadership of UBC to meet the challenges of the next ten years and beyond.

The PROCESS of the initiative included the following:

1. A series of twelve focus group meetings of 25 or so participants drawn from across campus.
2. A series of meetings by a subgroup of five Deans (the Strategic Initiatives Planning Committee) who held ongoing discussions of the ideas and recommendations emanating from the process.

The results of each focus group meeting were collated and distributed within two weeks to all participants for their scrutiny, and additional thoughts and suggestions.

A first trial focus group was held in March 1996, after which the questions being asked were refined; subsequent sessions were held in July, and then at monthly intervals from September through March of 1997. A final session was held in April 1997, with alumni representatives from the community. About 500 people were invited to participate in this process; approximately 175 were able to accept the invitation. We regret that we had no representation from campus unions, and that student representation was small, due to scheduling constraints.

Following refinement, the four questions posed to each focus group were as follows:

1. Is there a distinctive role for UBC in the provincial system of post-secondary education? If there is a distinctive role, what is it?
2. How do we maintain and expand it?
3. What are external expectations of the university? (perceived)
4. How do we respond creatively to external expectations of the university?

The responses to these questions were analyzed in the context of the three missions of the university, that is, Teaching, Research and Community Service. "Community" was used in a broad sense, to include both the campus, and the provincial community of which UBC is part.

Verbal and written responses from each of the focus groups were analyzed, from which emerged a common series of "themes". A strictly "scientific" analyses of responses was not performed.

Verbal responses of participants were transcribed by two recorders at the conclusion of each session, and added to written scribble-board notes from each group. Every participant received a copy of notes taken during the session s/he attended, and the cumulated materials from all sessions. A small but representative sample of the cumulated material is represented in this document. In order to understand the thematic nature of the discussions, a large number of iterations were performed on the transcribed notes, looking for key words and phrases, which ultimately yielded a series of Themes.

Each Theme therefore represents a very large number of similar comments made by participants. A very short listing of these comments is used to illustrate support for what emerged as major themes; these comments are given in Italics.

In this report, in bold face, major themes derived from responses to Questions 1 & 2 are presented under the three missions of the University. It should be noted that in response to all four questions there were significantly more comments under the heading of "teaching" than under the headings: "research" or "community service". Not surprisingly, in a narrative which represents more than 175 people, at times views conflict. These conflicts were inserted in this report to indicate the diversity of opinions heard.

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Question 1: Is there a distinctive role for UBC? What is it? How do we expand and maintain it?

MISSIONS: TEACHING, RESEARCH, AND COMMUNITY SERVICE

UBC has a great diversity of high quality programs

• "curricula should allow flexibility to move between programs;"
• "reduce duplication of programs inter-intra-university, and across the province;"
• "drop redundant programs; concentrate on excellence!"

UBC has the capacity to move in new directions

• "take leadership role in resource sharing;"
• "use intellectual & moral leadership to move from stodginess/conservatism w/o lessening benefits of traditional/ intellectual values;"
• "forge new links and strengthen existing ties with Pacific basin;"
• "address critical concerns about communications within the University."
  

UBC has capacity to develop Continuing & Distance Education

• "Think about broader accessibility, e.g., non-credit/continuing studies/distance learning;"
• "deliver programs to part-time students;"
• "use computer-assisted learning to reach community."
  

UBC should be aware of, and emphasize, teaching excellence

• "excellence in teaching is as important as research - VALUE teaching;"
• "what we do at university by way of research/scholarship is integral to good teaching;"
• "professors must focus on teaching students; use new tools (technology) to teach, free up resources, be creative;"
• "improve classroom infrastructure; small class size wherever possible to encourage creativity and critical thinking;"
• "encourage top-notch, high-ranking scholars to each 1st year courses & get recognition for doing so."
  

UBC should encourage and develop interdisciplinary studies

• "use comprehensive UBC faculty to effectively develop interdisciplinarity;"
• "encourage/strengthen/support interdisciplinary studies through better infrastructure, cross appointments, more flexible system, integration of programmes;"
• "use interdisciplinarity as a tool to be responsive to changing world."
  

UBC should build on the Arts One/Science One program experience

• "Good role model!"
• "may be desirable that all students go through a 1st year program similar to Arts One and Science One;"
• "have Health Sciences program like Arts one/Science One?"
  

UBC should foster and develop professional programs

• "important to maintain our broad range of professional programs; and have balance between teaching faculty and practitioners in community;"
• "encourage/maintain strong communications with professional associations; but not be governed by them."
  

UBC should do a better job of knowledge dissemination

• "do better job informing public what we are about - the passion we have about disseminating knowledge;"
• "use teaching excellence as marketing device; emphasize quality - relationship to research;"
• "have tremendous wealth in human resources; be an exemplary model to community to find and communicate solutions to problems."
  

UBC must recognize that undergraduate programs are critical and can't be sacrificed

• "examine/adapt admissions criteria (recognize whole student) - aim to admit well-rounded students with good command of English;"
• "need mentoring/advising from beginning of undergraduate experience;"
• "encourage u/grads to have realistic expectations; lay out expectations and measure how effective;"
• "revise curricula if not effective - offer more introductory courses with more interaction;"
• "consider trimester system; more sections in 1st and 2nd year;"
• "recognize our distinctive role as pre-eminent research institution has to be viewed within the context of curriculum reform in the undergraduate program, in order that students will be able to interact with faculty; don't want students to go through first 2 years without writing a paper."
  

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Question 2: External expectations of the university? Creative responses.

MISSIONS: TEACHING, RESEARCH, AND COMMUNITY SERVICE

UBC should be much more flexible

• "use classrooms effectively - seats not filled 5 days/wk;"
• "evening programs/summer programming, all-year round courses & better use of campus facilities;"
• "respond to more mature student body needs; services to be more accessible;"
• "re-evaluate mature students' previous education/experience to give them credit;"
• "take the university to the community and make more immediate-benefit from the impact of SFU's downtown campus;"
• "find other ways to generate funding, not just rely on government (gov't can dictate agenda/define our role!);"
• "developing strategic alliances and mutually beneficial relationships, e.g., internal to UBC, inter-university, university/industry;"
• "use financial incentives to encourage strategic partnerships e.g. tax relief for participating organizations/public; matching funds."
  

UBC must foster better communication/cooperation between institutions of higher education

• "cooperate with all post-secondary agencies to enhance excellent core programming;"
• "develop cooperative programs with companies through funding;"
• "build international coop. programs where students go abroad to gain experience in own field -- maybe do teaching also."
  

UBC must consider qualities which it should develop in its graduates

• "avoid focussing on graduate education as sole end of undergraduate education;"
• "graduates should be able to communicate, problem-solve, and problem-identify;"
• "graduates should be job trained with critical thinking skills;"
• "graduates should have broad set of transferable analytical skills;"
• "ensure graduates can express themselves in writing and verbally;"
• "ensure graduates can ask the right questions;"
• "ensure that work entrance skills are meaningful (useful);"
• "ensure graduates can fully utilize information and library technologies."
  

UBC should provide a supportive learning environment

• "develop sets of 'expectations' for students and deliver on their arrival - 'This is what UBC can do for you.';"
• "work on changing learning methods/styles;"
• "think of students as a resource in learning exercise;"
• "promote tolerance and inclusion;"
• "encourage interaction between students and alumni."
  

UBC should try to change the community's perception of lack of orientation and mentoring

• "build small 'communities', e.g., faculty involvement with students;"
• "take province-wide initiative on curriculum issues;"
• "introduce 1st year students to mentoring resources;"
• "show undergraduates how to use advisors;"
• "make students feel welcome -- other universities make them feel wanted; this should have positive experiences here;"
• "make UBC a friendly place, e.g., housing, parking passes, food, etc."
  

UBC is the Province's premier research university, and the second ranked university in Canada; make greater efforts to develop an disseminate new knowledge generated at UBC

• "share information and our expertise through outreach;"
• "share research, information technologies and library facilities;"
• "develop facilities on campus where people can use new technologies;"
• "provide ethical role models in research;"
• "maintain the University library as a unique scholarly resource;"
• "demonstrate to our community the long-term benefits of research."
  

UBC should continue to encourage the development of graduate programs through its high quality reserach and scholarly endeavours

• "continue to clearly define and strengthen graduate programs through curriculum development and specialized programs;"
• "encourage graduate students to participate in high school teaching;"
• "focus on high quality courses, at the graduate level;"
• "improve methods for giving faculty members credit for teaching and research supervision;"
• "vigorously pursue funding for graduate scholarships;"
• "develop innovative funding mechanisms for international graduate students."
  

UBC should emphasize and advertise its research leadership provincially, nationally, and internationally

• "explain what we mean by 'research' basic and applied. Demonstrate how this impacts on graduate and undergraduate programming, and how it informs the curriculum;"
• "do a much better job of publicly disseminating scholarship generated at UBC; not just through traditional academic avenues;"
• "examine shifting research relationships... look at new research field & markets."
  

UBC must improve its research communication

• "advertise university activities, such as seminars, discussion groups;"
• "get community to buy into RESEARCH-hot lines which could be topic-related;"
• "Researcher of the Month";
• "promote results and benefits of research as PR on TV;"
• "forge better links with media to elevate profile;"
• "ensure selection of president, deans, etc., who are able to communicate effectively with faculty, staff, the community (in community's language);"
• "use Speakers' Bureau more effectively;"
• "communicate our fiscal responsibility to taxpayer, that evaluation of programs is being done that we are proactive."
  

UBC must link research in the public mind to the quality of life

• "UBC should not just be seen as elitist provider;"
• "encourage public to bring problems to university to help solve -- a positive way to get UBC community together and show what we can do for outside community;"
• "demonstrate that UBC creates real solutions to real problems;"
• "change society's perception that the failure of the Canadian economy is a failure of our university system."
  

UBC should highlight its cultural and multicultural character

• "encourage more cross-cultural studies, be more sympathetic to needs of other people;"
• "be leaders to deal with multicultural aspects and value systems;
• "'capture' multicultural values of students/faculty;"
• "promote UBC's cultural facilities and attractions: Museum of Anthropology, Botanical Gardens, Long House, etc., to interact with community;"
• "emphasize UBC's strong public/political role and continue to foster stronger links to larger community."
  

UBC must improve every aspect of its communications system

• "set out what we want to do, measure, communicate, telling that our students get good jobs, lead successful lives, tell how successful our programs are;"
• "evaluate effectiveness -- are we meeting expectations (do a survey of people who go through our programs, public, faculty & staff participating);"
• "address problem of morale -- sense of community-improve communications across campus, to all buildings;"
• "find new language to explain university;"
• "involve community in decision-making process."
  

UBC must tell the Province that university is good for economy

• "should be interaction between public and university -- tell what we do so that people are comfortable coming to campus and talking to us about what we do;"
• "explore ways to benefit local needs, creating/using new technology, new jobs;"
• "measure what is successful, what is not;"
• "get out to community groups, senior citizens -- talk about things that are more practical, pragmatic -- money going to good causes, i.e., research has long term benefits -- demonstrate that their money is well spent. "
  

UBC should have a transparent budget process

• "show how much UBC costs in all aspects;"
• "show ways UBC is funded by governments, research, private sources;"
• "remember that people pay once to be at university -- not 10 times;"
• "make budget report."
  

UBC should develop ways in which the community can feel proud of this university

• "give public a sense of real involvement, that their input will be influential;"
• "UBC alumni to lecture to students to help develop a sense of pride;"
• "find ways to develop employer pride in staff trained at UBC -- help them recognize that part of their corporate success is due to training at UBC."
  

UBC should promote its accessibility to the wider community

• "encourage cooperation with other countries;"
• "expand exchange student program;"
• "develop lifelong learning opportunities;"
• "promote greater public access to library and non-degree courses;"
• "recognize that English as a second language is a serious issue for our community; consider how this affects accessibility."
  

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Acknowledgement

This Initiative was funded and supported by the Office of the Vice President Academic and Provost.

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Participants

Committee of Deans

Dean Frank Abbott
Faculty of Pharmaceutical Sciences

Dean Clark Binkley
Faculty of Forestry

Dean John Cairns
Faculty of Medicine

Dean Michael Goldberg
Faculty of Commerce & Business Administration

Dean Frieda Granot
Faculty of Graduate Studies

Dean Barry McBride
Faculty of Science

Dean Axel Meisen
Faculty of Applied Science

Dean Shirley Neuman
Faculty of Arts

Dean James F. Richards
Faculty of Agricultural Sciences

Dean Nancy Sheehan
Faculty of Education

Dean C. Lynn Smith
Faculty of Law

Dean Edwin Yen
Faculty of Dentistry

Facilitator

Dr. John H.V. Gilbert
Coordinator of Health Sciences

Consultants

Dr. William C. Webber
Department of Anatomy

Dr. Peter J. Frost
Faculty of Commerce & Business Administration

Participants

Dr. Jo-Ann Archibald
First Nations House of Learning

Dr. David M. Austin
Department of Mathematics

Ms. Lesley Bainbridge
School of Rehabilitation Sciences

Mr. Victor Barwin
Department of Medicine (Finance)

Ms. K. Beaumont
Campus Planning & Development

Mr. Paul Becker
Plant Operations

Dr. Gail D. Bellward
Division of Pharmacology & Toxicology

Ms. Linda Blaine
Botanical Gardens

Dr. Anthony Boardman
Commerce & Business Administration

Dr. Mary Bohman
Agricultural Economics

Dr. Art Bombke
Department of Soil Science

Mr. Keith R. Bowler
Purchasing Department

Dr. Paul Burns
Religious Studies

Dr. Helen M. Burt
Faculty of Pharmaceutical Sciences

Ms. Lisa Castle
Human Resources

Dr. Gwen Chapman
School of Family & Nutritional Sciences

Dr. John Chase
Budget & Planning

Ms. Janet Cox
Totem Park Residence

Ms. Leonora Crema
Circulation Division, Library

Dr. Marion Crowhurst
Department of Language Education

Dr. Julia Cruikshank
Department of Anthropology & Sociology

Dr. Wm. Cullen
Department of Chemistry

Mr. Erik de Bruijn
Koerner Library

Mr. Allan De Jong
Conference Centre

Ms. Sarah Dench
Women Student's Office

Dr. Charles Dollar
School of Library, Archival & Information Studies

Dr. R.W. Donaldson
Department of Electrical Engineering

Mr. Kevin Dwyer
Graduate Student Society

Dr. Brian Ellis
Department of Plant Science

Ms. Margaret Ellis
Centre for Educational Technology

Ms. J. Escribano
Department of Zoology

Dr. W.K. Fletcher
Department of Geological Sciences

Dr. Ian Franks
School of Human Kinetics

Dr. James Gaskell
Department of Curriculum Studies

Ms. Carol Gibson
Awards & Financial Aid

Dr. Anthony Glass
Department of Botany

Dr. Louise Glass
Biotechnology Laboratory

Mr. Peter Godman
Human Resources

Ms. Kim Gordon
Athletics & Sports Services

Mr. B. Grabinsky
Career Services-Student Services

Dr. Wayne Greene
Health, Safety & Environment

Dr. Sneja Gunew
Department of English

Ms. Fran Harrison
Faculty of Science

Ms. Debbie Harvie
UBC Bookstore

Dr. Robert Helsley
Faculty of Commerce & Business Administration

Mr. Byron Hender
Student & Academic Services

Prof. David S. Hill
Faculty of Pharmaceutical Sciences

Mr. Christopher Hives
Special Collections, Koerner Library

Mr. Michael Hughes
CUPE 2278

Mr. Winston Hunter
Faculty of Education

Ms. Erin James
President's Office

Ms. Carol Jillings
School of Nursing

Mr. Am Johal
Student

Mr. Joseph Jones
HSS Division, Library

Dr. Graham Kelsey
Department of Educational Studies

Ms. Leslie Kerr
Department of Anatomy

Mr. Stan Knight
Senate

Prof. Alan Kraus
Faculty of Commerce & Business Administration

Mr. Brian Kroeker
Data Library, Main Library

Mr. Michael Kyber c/o Ms. J. Escribano
Department of Zoology

Ms. Mumtaz Lakhani
Faculty of Arts

Mr. John Lane
Campus Planning

Dr. Les Lavkulich
Department of Soil Science

Ms. Patricia K. Lee
Medical Student

Dr. Perry Leslie
Department of Educational Psychology

Ms. Rene Li
Registrar's Office

Dr. Donald Lyster
Faculty of Pharmaceutical Sciences

Dr. M. MacEntee
Clinical Dental Sciences

Mr. Justin Marples
Human Kinetics

Dr. Alan Martin
School of Human Kinetics

Dr. Katharyn May
School Of Nursing

Mr. John McArthur
Graduate Student

Dr. Janet Measday
Department of Physics

Ms. Janet Mee
Disability Resource Centre

Dr. Karen Meyer
Department of Curriculum Studies

Ms. Karin Mickelson
Faculty of Law

Ms. Ryna Levy Milne
School of Family & Nutritional Sciences

Mr. Jason Murray c/o AMS
Faculty of Arts

Mr. Jim Overboe
Student

Ms. Estelle Paget
Centre for Faculty Development

Mr. Douglas Paterson
Landscape Architecture

Ms. Sham Pendleton
Records & Registration, Registrar's Office

Dr. Klaus Peterson
Department of Germanic Studies

Ms. Brenda Peterson
Sedgewick Library

Dr. Anthony Phillips
Department of Psychology

Mr. Ben Pong
Student

Prof. Moura Quayle
Landscape Architecture

Dr. Darlene Redenbach
School of Rehabilitation Sciences

Dr. Rosemary Redfield
Department of Zoology

Dr. Angela Redish
Department of Economics

Mrs. M. Risebrough
Housing & Conferences

Ms. Christia Roberts
Department of Plant Sciences

Dr. David Robitaille
Department of Curriculum Studies

Dr. John B. Roeder
School of Music

Ms. Ellen Rosenberg
Department of Botany

Prof. Jack Saddler
Wood Science, PAPRICAN

Prof. Jan Selman
Theatre, Film & Creative Writing

Prof. Tony Sheppard
Faculty of Law

Ms. Kathy Shynkaryk
Agricultural Economy

Dr. Chas. E. Slonecker
University Relations

Mr. Allen H. Soroka
Law Library

Ms. Bonita Stableford
Science and Engineering Division, Library

Dr. Richard Tees
Department of Psychology

Dr. Michael Tenzer
School of Music

Dr. Jim Thompson
Department of Animal Science

Mr. Raymond M. Thompson
School of Nursing

Dr. Bruce E. Tiberiis
Department of Biochemistry, Faculty of Medicine

Dr. James Trotter
Department of Chemistry

Mrs. Ann Turner
Financial & Budget, Koerner Library

Dr. Brian Turrell
Department of Physics

Dr. Chas. S. Ungerleider
Department of Educational Studies

Dr. B. Van Der Kamp
Department of Forest Sciences

Ms. Lynn van Rhijn
Alma Mater Society

Dr. John Vanderstoep
Department of Food Science

Dr. Peter Vaughan
Department of Psychology

Dr. Patricia Vertinsky
Department of Educational Studies

Dr. Peter Ward
Department of History

Dr. Rabab Ward
Centre for Integrated Computer Systems Research

Ms. Anne Watters
Faculty of Education

Ms. Cynthia Wickstrom
Student

Mr. Steve Wilson
Student

Mr. Dan Worsley
Awards & Financial Aid

Dr. Ian Wright
Department of Curriculum Studies

Dr. Graeme Wynn
Department of Geography

Mr. Chris Yong
Financial Settlements & Services

Dr. Richard Young
Department of Counselling Psychology

Prof. James V. Zidek
Statistics

Ms. Elizabeth Zook
Centre for Human Settlements